Active Online Reading, annotation, Collaboration, critical reading, digital reading, E-learning, Keele, online reading, QAA, reading, skills, social annotation, students, Talis, Talis Elevate | Leave a Comment on Confidence is key: Building students’ academic reading literacies through collaborative annotation

Confidence is key: Building students’ academic reading literacies through collaborative annotation

In this guest post, Aimee Merrydew, a Curriculum Developer at Keele University, shares her experiences and reflections on teaching using a collaborative annotation approach in the School of English there. We hope that you enjoy the post! I spend a lot of my time helping students to understand the differences between reading texts for funContinue reading Confidence is key: Building students’ academic reading literacies through collaborative annotation

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, Humanities, online reading, pedagogy, QAA, reading, skills, social annotation, students, Talis | 1 Comment on What we have learned so far from the Active Online Reading surveys

What we have learned so far from the Active Online Reading surveys

In this blog post, Matt East (Talis Education) shares some initial findings from the Active Online Reading project’s international surveys of staff and students. A key strand of the Active Online Reading project has involved surveying staff and students on their experiences of online reading, both in terms of their personal practice and, in theContinue reading What we have learned so far from the Active Online Reading surveys

active learning, Active Online Reading, asynchronous, Blackboard, critical reading, digital history, digital reading, EMC, history, History UK, online reading, pedagogy, Post-Pandemic Pedagogy, QAA, reading, social annotation, students, survey, Talis, Talis Elevate | Leave a Comment on Post-pandemic reading

Post-pandemic reading

The Post-Pandemic Pedagogy project, which I’ve been working on with Marcus Collins (Loughborough), Aimee Merrydew (Keele) and others for the past year (funded by the EMC, History UK and the RHS), involved a survey of History staff and students at UK universities. We asked them about their experiences and perceptions of teaching and learning duringContinue reading Post-pandemic reading

Active Online Reading, critical reading, digital reading, online reading, QAA, reading, social annotation, student researchers, students, Talis, Talis Elevate | Leave a Comment on Analysing student reading practices through observation of social annotation

Analysing student reading practices through observation of social annotation

In this post, Catherine Bostock, one of our student researchers from the University of Lincoln, shares plans for her research project, which will involve testing the applicability of the findings of a recent article to a set of (anonymised) data on student annotation practices using the Talis Elevate tool. For my element of the researchContinue reading Analysing student reading practices through observation of social annotation