Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom

Autor/inn/en	Brown, Monica; Croft, Benjamin
Titel	Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom
Quelle	In: Journal of Interactive Media in Education, 2020 (2020) 1, Artikel 8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Inclusion; Documentation; Equal Education; Notetaking; Computer Mediated Communication; Minority Group Students; Student Empowerment; College Students; Virtual Classrooms; Disadvantaged; Social Justice; Open Education; Critical Theory; Risk + Suchen Sie Ihr Suchwort? Inklusion; Dokumentation; Computerkonferenz; Studienberechtigung; Collegestudent; Soziale Gerechtigkeit; Offene Erziehung; Offener Unterricht; Kritische Theorie; Risiko
Abstract	Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01