Subject: Re: [IFETS-DISCUSS] Knowledge and annotations
From: Thompson, Errol (E.L.Thompson@MASSEY.AC.NZ)
Date: Tue 27 May 2003 - 23:43:36 MEST
Date: Wed, 28 May 2003 09:43:36 +1200 From: "Thompson, Errol" <E.L.Thompson@MASSEY.AC.NZ> Subject: Re: [IFETS-DISCUSS] Knowledge and annotations
> In his definition of knowledge Errol gives an insight into
> some of the issues annotations raise. For example, if a
> student annotates what is the trueness factor? Or if we look
> at Face2face discussion, the teacher/tutor/lecturer acts as a
> truth moderator. If a false annotation is made to an online
> database should the annotation be 1) Removed as it is false,
> or 2) Annotated to indicate the error.
I would argue for the second approach. It isn't necessarily annotating
to indicate the error as asking questions that allow the annotator and
the reader to explore the truth or falsity of a statement. If we want to
foster learning from annotations then we should always foster such
debate whether the original annotation is assessed as false or true.
Some would argue that we learn more from our mistakes but if we are
asked to justify even those things that are judged as correct, then we
are given an opportunity to learn from these as well. It also fosters
deeper thinking on the part of the students.
> A further question. At what stage should annotations be
> removed? At the end of a course, or during the course? Too
> many annotations could lead to clutter and increase the
> cognitive student loading.
I would like to argue for leaving them until the end of the course. We
would do this with a discussion forum. Having the opportunity to review
a discussion can help reinforce the learning.
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Errol Thompson
Information Systems
Massey University
Wellington
Phone +64 4 801 2794 x 6531
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