Abstract
Lecturers in the School of History and Heritage at the University of Lincoln (UK) were early adopters of Talis Elevate, an online tool that facilitates the collaborative annotation of media (e.g., text, images, video), engaging with the technology since September 2018. The online annotation tool was predominantly used to develop undergraduate students’ skills in reading text. When the closure of the University of Lincoln campus was announced on March 16, 2020, all teaching shifted entirely to online methods. Building on the insights gained from early adopters from September 2018 to March 2020, the online annotation tool was promoted as a valuable method for supporting the development of core disciplinary skills. During lockdown, academics deployed the tool to enable students to engage in activities that promoted practices of “deep reading” and source analysis that would normally be the focus of in-class activity.
| Original language | English |
|---|---|
| Title of host publication | Designing Courses with Digital Technologies |
| Subtitle of host publication | Insights and Examples from History Education |
| Editors | Stephen Hrastinski |
| Place of Publication | London |
| Publisher | Routledge |
| Pages | 66-71 |
| Number of pages | 6 |
| ISBN (Electronic) | 9781003144175 |
| ISBN (Print) | 9780367625535 |
| Publication status | Published - 3 Aug 2021 |
Keywords
- technology in education
- digital reading
- higher education
- curriculum studies