We’ve recently launched our Teach Learn Collaborate Repeat Pedagogy Panel to help our Talis Elevate community share their advice and best practice with others from across the sector. We’ve been lucky to be joined by academics from across institutions and disciplines, and every one of our panellists have used Elevate in their own unique way. It’s been truly inspiring to share the successes of these users.
We want to continue to share these successes in as many ways as we can. While the Pedagogy Panel will continue to run monthly (and you’re always invited along!), we’re also working to compile a number of case studies that we’ll share as downloadable documents. These will talk you through the challenges others in our community have faced, how they’ve used social annotation to address these challenges, and give you advice on how you can do the same. We’re thrilled to share the first two of these case studies here.
“Doing History” by Dr Robert Portass
Dr Robert Portass is a Senior Lecturer within the Lincoln School of Humanities and Heritage at the University of Lincoln. Robert noticed a recurring challenge regarding in-person sessions: students often found it tough to understand how historians could use the same resources but draw different conclusions. In this case study, Robert details how he used social annotation and Talis Elevate to tackle this issue, while also sharing some great feedback from students and colleagues.
One of the things that stands out to me about Talis Elevate is not just that it gives educators a better sense of how their students are performing but that it actively increases the confidence of very many students by providing them with tangible proof that they and their peers, in dialogue, can engage in high-level study.Dr Robert Portass, Senior Lecturer, University of Lincoln
We were delighted to hear how useful Robert had found Elevate, and that he intends to continue using it in his teaching. We’re thrilled to be able to share this case study on his behalf.
Social Annotation for Language Learning
Mikiko Kurose is an Assistant Professor in Japanese within the Faculty of Arts at the University of Nottingham. Mikiko aimed to create a “common space” for students, where collaborative work was the norm, and where they could get feedback from staff. The fact that many platforms would not support the Japanese scripts necessary for teaching was an additional challenge. In this case study, Mikiko describes how Elevate was used throughout teaching and the affordances of social annotation.
Talis Elevate gives a wider opportunity to all students to accommodate their different styles and preferences of learning while promoting their interpersonal skills.Mikiko Kurose, Assistant Professor, University of Nottingham
It was fantastic to hear the various ways in which Talis Elevate has had a positive impact for Mikiko’s students. We’re also excited to see what Mikiko does next with social annotation!
There are plenty of other examples of success from our Talis Elevate community, and we are always looking to share these. If you would like to share the successes you have had with social annotation, or you would like to talk about how you can get started with social annotation, please get in touch with Matthew, our EdTech Success Consultant.