Using Social Annotation Tools with Open Textbooks
Program Type
Event
Start Date and Time
11-5-2026 8:00 AM
Program Description
In recent decades, instructors have faced increasing pressure from administrators and students alike to incorporate more digital learning tools into their instructional practices. In an age of AI shortcuts, technological distraction, and rising education costs, instructors often struggle to get students reading actively and interactively. Social annotation tools offer a partial solution to this problem, for they foster engagement and collaboration by requiring students to digitally annotate assigned readings. However, many social annotation tools require instructors to upload assigned readings in files, which can be difficult when using textbooks with strict copyright and licensing restrictions. In this presentation, I draw on almost five years of experience using OERs with social annotation tools to demonstrate how to use social annotation tools in connection with OERs and explain why OERs are the best resources to use with such tools. Though there are many social annotation tools on the market, such as Hypothes.is and Perusall, I will demonstrate their use using Feedback Fruits Interactive Document, which is what I have available at my institution. I will convey the benefits of social annotation and show how OERs make using such tools easier. Learning outcomes: —Participants will be able to explain the pedagogical benefits of social annotation activities; —Participants will be able to explain how OERs enable the use of social annotation better than commercial textbooks
Using Social Annotation Tools with Open Textbooks
In recent decades, instructors have faced increasing pressure from administrators and students alike to incorporate more digital learning tools into their instructional practices. In an age of AI shortcuts, technological distraction, and rising education costs, instructors often struggle to get students reading actively and interactively. Social annotation tools offer a partial solution to this problem, for they foster engagement and collaboration by requiring students to digitally annotate assigned readings. However, many social annotation tools require instructors to upload assigned readings in files, which can be difficult when using textbooks with strict copyright and licensing restrictions. In this presentation, I draw on almost five years of experience using OERs with social annotation tools to demonstrate how to use social annotation tools in connection with OERs and explain why OERs are the best resources to use with such tools. Though there are many social annotation tools on the market, such as Hypothes.is and Perusall, I will demonstrate their use using Feedback Fruits Interactive Document, which is what I have available at my institution. I will convey the benefits of social annotation and show how OERs make using such tools easier. Learning outcomes: —Participants will be able to explain the pedagogical benefits of social annotation activities; —Participants will be able to explain how OERs enable the use of social annotation better than commercial textbooks
