Synthesizing What Was Learned: Using Social Annotation With Concept Maps

Synthesizing What Was Learned: Using Social Annotation With Concept Maps

Hope Jinean Hartman (City College of New York, USA)
Copyright: © 2019 |Pages: 34
DOI: 10.4018/978-1-5225-7183-4.ch005

Abstract

Browser-based social annotation was integrated with concept mapping for assessing graduate teacher education students' learning in lieu of a final exam. Documents annotated online were required readings of three case studies and three chapters. Concept maps were organized around the theoretical framework that underpinned all coursework. Students chose whether to work individually or cooperatively and whether to use browser-based or hand-drawn concept maps. Most students did exemplary jobs synthesizing what they had learned, representing this knowledge and understanding in their concept maps, and explaining their thinking to the class. The results suggest that this is an effective, authentic, alternative assessment approach for summative evaluation. The uniqueness and complexity of this project led to a variety of recommendations for future implementations and research.
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Introduction

Social Annotation can be a powerful tool for collaboratively responding to readings, learning about and from different peoples’ perspectives, engaging in critical thinking, and getting to know colleagues, whether they are students, professionals, others, or a combination. Thus social annotation potentially has content mastery, skill development and interpersonal benefits. Additionally, social annotation can be used in conjunction with other techniques to broaden and deepen thinking and learning. This chapter describes how teacher-education graduate students used HyLighter’s online social annotation system with the Institute of Human and Machine Cognition’s online concept mapping (CMAP) to synthesize what they learned.

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