Vice President, Innovation
Vice President, Education
Distinguished Professor and Associate Chair of Faculty Affairs of Information Science
University of Colorado Boulder
Researchers, students, and instructors increasingly collaborate, a shift greatly accelerated by the COVID pandemic. Platforms should enable powerful experiences to augment and reinforce in-person and remote classrooms, but thus far social learning tools are limited in availability and uneven in capability. Moreover, what limited social learning functionality exists is siloed in specific platforms and thus less useful to learners and researchers. Effective solutions that are available over any course content, no matter where that content resides, are needed. The social learning and annotation tool Hypothesis and the digital library JSTOR have embarked on a pilot project to explore a potential solution. This pilot, running through the 2022-2023 academic year, provides teachers at participating schools with the ability to assign JSTOR articles and book chapters to their students to read and annotate, facilitated seamlessly through the learning management system. The briefing will explore the access, privacy, technical, and design barriers that make this kind of integration challenging and will demonstrate how these challenges were overcome. It will also include preliminary findings from the pilot project, as well as feedback from instructors and instructional designers, and proposed recommendations for scaling this solution beyond this specific pilot to other learning technologies and content providers.