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Digital Annotation

Learn about some of the benefits of incorporating digital annotation as well as the tools available supporting digital annotation in both residence and distance learning at NPS. A faculty panel (Prof. David Canright, Prof. Kathryn Aten, Sr. Lecturer Wenschel Lan) share their experiences with incorporating practices into their courses.
Digital Annotation Webinar
 

Quick Links

Virtual Whiteboard Tutorial Links

Annotation Tutorial Links

Virtual Whiteboards

Tablets and software such as Microsoft Whiteboard can be used as digital whiteboards in active learning classes and distance learning.

Benefits

  • Automatic capture and archiving of student work for online review by students, instructors, and researchers
  • Enable shared workspace, multiple user interactions, and interdependence among students
  • "Support for shared cognition, especially articulation, collective evaluation and reworking of pupils’ own ideas, and co-construction of new knowledge” (Hennessy, et al 2007)
  • Reduces student stress about focusing on writing everything down and allows more attention to be given to the content (Price & De Leone, 2008)
  • Access to multiple whiteboards for accessing and displaying large amounts of content
  • Zoom to focus student attention and move through an instructional story

Features

  • Infinite canvas
  • Incorporate media (diagrams, images, etc.)
  • Multiple backgrounds to support writing and graphing
  • Different ink and colors

NPS Applications

  • Microsoft Whiteboard (desktop app and browser version)
  • Microsoft OneNote (desktop app and browser version)
  • Zoom Whiteboard (for use in Zoom session only)
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Digitally Annotate on Presentations and Documents

Tablets and presentation and document applications such as PowerPoint and Adobe Acrobat can be used to draw/write on pre-existing instructional content in active learning classes and distance learning.

Benefits

  • Increase student engagement, "spontaneity of instruction" through the facilitation of an interactive lecture (Mintzes, 2006)
  • Promote deeper learning based on the collaborative creation of content during class
  • Integrate student contributions to pre-existing instructional content preserving the relationship between them for later study (Greening, 2012)
  • Direct learner focus to what is currently important thereby aiding in clarifying procedures, adding an important time dimension to complex problem-solving processes.
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References

Hennessy, S., Deaney, R., Ruthven, K., & Winterbottom, M. (2007). Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology, 32(3), 283–301.

Mintzes, J (2006). Handbook of College Science Teaching. 238.

Price, E., & De Leone, C. (2008). Archiving Student Solutions with Tablet PCs in a Discussion-based Introductory Physics Class. In AIP Conference Proceedings (Vol. 1064, pp. 175–178). AIP.

Greening, T. (2012) Computer Science Education in the 21st Century. 124-125.

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