Similar to week 6, I also tracked my highlighting pattern while reading Brown (2020) paper. Each vertical line represents a page, and a 3-colour system was employed for my highlighting:
- Green: key ideas
- Red: ideas where I found a tangible connection with my day-to-day practice
- Blue: key terms I learnt in this paper
In conceptualising my data tracking exercise this week, I found I had practically designed myself a learning activity: to annotate Brown (2020) paper with the system prescribed. Me as a “teacher” prescribed a model way of reading – me as a student had to look out for key ideas, connect such ideas with my day-to-day practice and identify new terms; and the act of highlighting is endorsed as the official sign of engagement.
At a personal level, a teacher can look at this drawing and think that I have simply omitted “Data collection”, “Data analysis” and “Limitations”; identified almost no newly learnt keywords; and have managed to connect this paper to my day-to-day practice. A teacher may choose to nudge me if they see this deviated from their ideal way of reading this paper.
As mentioned in week 6, an aggregation of this data for a group of students allows “frequently highlighted text” to be highlighted for a paper. Imagine this feature is deployed to the e-reading app for the whole class, students could be nudged by the “frequently highlighted text” to pay extra attention in such parts of the text.