Social Annotation Modeling Learning System- Improving Student Learning and Performance
Summary: At the end of this presentation, attendees will have learned about the impact of social annotation modeling on student learning and performance in a college setting.
Description:
This presentation reports on a study involving online social networking and collaboration as it affects college student reading comprehension and critical thinking skills. This study was conducted to test out a social annotation tool to determine if there was any learning relevance possible based on applied learning principles including team-based learning and Merrill’s First Principles of Instruction.
Using the online annotation tool, a set of instructional modules were created and then implemented in 10 college English composition classes. Two studies were conducted at Tallahassee Community College to test possible learning solution. The main instructional task were 1) Identify the thesis and two supporting arguments of the text; 2) Identify three elements of the article that would be helpful in summarizing the text; and 3) What portions of the text don’t seem to coincide with the thesis?
We carried out a Latin square design using 4 treatments. 1) Students highlight and annotate any elements they think will help them better understand the text. 2) Students highlight and annotate any elements they think will help them better understand the text. When students complete reading, highlighting and annotating, they review their peers’ responses. 3) Students highlight and annotate any elements they think will help them better understand the text. When students complete reading, highlighting and annotating, they review the professional’s response. And 4) Before reading the text, students review the professional response. Students refer to the response as they read the text. Students highlight and annotate any elements they think will help them better understand the text. When students complete the reading, highlighting and annotating, they review the professional’s response and answer the following questions: What is similar or different between your annotations and the professional’s annotations? After analyzing the professional’s annotations, what changes would you make to your annotations?
This presentation summarized the findings and presents the conclusions.
Using the online annotation tool, a set of instructional modules were created and then implemented in 10 college English composition classes. Two studies were conducted at Tallahassee Community College to test possible learning solution. The main instructional task were 1) Identify the thesis and two supporting arguments of the text; 2) Identify three elements of the article that would be helpful in summarizing the text; and 3) What portions of the text don’t seem to coincide with the thesis?
We carried out a Latin square design using 4 treatments. 1) Students highlight and annotate any elements they think will help them better understand the text. 2) Students highlight and annotate any elements they think will help them better understand the text. When students complete reading, highlighting and annotating, they review their peers’ responses. 3) Students highlight and annotate any elements they think will help them better understand the text. When students complete reading, highlighting and annotating, they review the professional’s response. And 4) Before reading the text, students review the professional response. Students refer to the response as they read the text. Students highlight and annotate any elements they think will help them better understand the text. When students complete the reading, highlighting and annotating, they review the professional’s response and answer the following questions: What is similar or different between your annotations and the professional’s annotations? After analyzing the professional’s annotations, what changes would you make to your annotations?
This presentation summarized the findings and presents the conclusions.
Tristan Johnson
Professor
Florida State University
Professor
Florida State University
Dr. Tristan E. Johnson is the director for the International Center for Learning, Education and Performance Systems (ICLEPS) in the Learning Systems Institute at Florida State University. He is also on the faculty of the Instructional Systems Program in the Department of Educational Psychology and Learning Systems in the College of Education. He has several years of experience that includes the design, development, and implementation of learning and performance technology tools. His research focuses on team cognition and it’s links to team performance. He is involved in the development of innovative methodologies to measure individual and team performance and shared mental models. He has been involved in validating the use of cognitive maps to measure individual knowledge. Based on these individually constructed maps, qualitative and quantitative analysis methods are used to measure team members shared understanding. This state of understanding is then compared to team performance to see if and how these two measures are linked. Tristan has also studied the link between instructional, learning, and gaming strategies, specifically measuring the use of technology tools with and without deliberate practice.
Dr. Johnson has published papers related to team cognition as well as visual representations effect on learning, and technology as a tool to represent internal mental models and schemas. He serves on the editorial boards for Educational Technology Research & Development Journal, Journal of Educational Technology & Society, Performance Improvement Quarterly, and the journal Computers in Human Behavior.
He is currently the President Elect for the Training and Performance Division of the Association of Educational Communications and Technologies.