Many courses are using Open Education Resources (OERs), websites or online articles as course reading, over conventional textbooks. These flexible materials are delivered to students as a link in a course, and readily available online, anytime. These resources are often free and/or openly licensed for remixing and reuse in education. Studies have shown that both learners and educators have positive perceptions of and experiences with these types of resources, likely due to their cost and flexibility (Smith-Jaggars, Folk & Mullins, 2018).
But how can we ensure learners are studying effectively with websites and OERs? Websites and open textbook platforms often rely only on browsers, and lack built in study tools like sticky notes, highlighting and annotation. This is where apps browser extensions, like Hypothes.is, can help.
To get started with Hypothes.is, visit their Get Started page. Follow the instructions to:
- create a free account;
- add Hypothes.is to your browser;
- start annotating.
Once active, you’ll be able to start selecting and highlighting text on any web page, OER, and even on articles in open digital access journals. Select text in a sentence and release to annotate or highlight.
In the sidebar of your screen, you’ll be able to see your own annotations, and those anyone else has posted publicly. People can choose whether they are posting privately or publicly, and can reply to each other’s annotations and comments, creating dialogue and discussion directly within websites and OERs.
Shanna Smith Jaggars, Amanda L. Folk, & David Mullins. (2018). Understanding students’ satisfaction with OERs as course materials. Performance Measurement and Metrics, 19(1), 66–74. Retrieved from https://doi.org/10.1108/PMM-12-2017-0059.
- June 21, 2019
- 2 minutes ~
- This work is licensed under a Creative Commons CC-BY Attribution 4.0 International License.