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  • wanted to finish the book before being able to comment

  • worked best when the amount of text was smallest

  • *but* lots of short paragraphs = discussion too fragmented

  • don’t want to commit to a comment which may later turn out to be false / look silly

  • directive questions needed to focus exercise: too wide

#tagginganna

Creating pedagogic models around

searchable tags

&

reader-commentaries

on e-texts

Alex Moseley, Stuart Johnson, Mark Rawlinson,

Jennifer Jones

*

Madame Bovary - Flaubert

*

Student

“...the new project [the tutor] helped create was very helpful. We were able to analyse specific pasages and it helped to prepare for our next seminar”

UoL English Year 2

Various texts

[Digress-it]

"They are writing in their own voice - this is much better quality than the one they adopt in their formal essays. They know what they are talking about, real engagement."

Tutor

http://bit.ly/cgnHnx

Issues

DL Courses

[Univ. of Leicester]

WikiOmeros

[Warwick Univ.]

Wiki without a Name

[Birmingham City Univ.

RDUES]

http://bit.ly/bHVIf9

http://rdues.bcu.ac.uk/

What next?

  • Autumn term: new pedagogic models, new cohort

  • Using WwaN and Digress-it

  • Exploring use in DL with PDF commenting

Contact us

Case studies: tinyurl.com/tagginganna

Stuart's blog: studentdevpt.com/tag/tagginganna/

Early 2011: open results, case studies, pedagogic models & technical reviews

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