Annotation: from paper books to the digital library
DL '97 Proceedings of the second ACM international conference on Digital libraries
Unifying strategies for Web augmentation
Proceedings of the tenth ACM Conference on Hypertext and hypermedia : returning to our diverse roots: returning to our diverse roots
Reading and writing fluid Hypertext Narratives
Proceedings of the thirteenth ACM conference on Hypertext and hypermedia
Information scraps: How and why information eludes our personal information management tools
ACM Transactions on Information Systems (TOIS)
Information Foraging Theory: Adaptive Interaction with Information
Information Foraging Theory: Adaptive Interaction with Information
A Comparison of Paper-Based and Online Annotations in the Workplace
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
The impact of bookmarks and annotations on refinding information
Proceedings of the 21st ACM conference on Hypertext and hypermedia
| Hi-index | 0.00 |
One of the most popular forms of learning is through reading and for years we have used hard copy documents as the main material to learn. With the advent of the Internet and the fast development of new technologies, new tools have been developed to assist the learning process. However, reading is still the main learning method that is an individual activity. In this paper we propose a highlighting tool that enables the reading and learning process to become a collaborative and shared activity. In other words, the highlighting tool supports the so-called active-reading, a well-known and efficient means of learning. The highlighting tool brings to the digital environment the same metaphor of the traditional highlight marker and puts it in a social context. It enables users to emphasize certain portions of digital learning objects. Furthermore, it provides students, tutors, course coordinators and educational institutions new possibilities in the teaching and learning process. In this work we expose the first quantitative and qualitative results regarding the use of the highlight tool by over 750 students through 8 weeks of courses.