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Social Annotation Beyond the Classroom: Use the Hypothes.is Chrome Plug-in for Research and Instruction

Social Annotation Beyond the Classroom: Use the Hypothes.is Chrome Plug-in for Research and Instruction

by Sarah McDaniel | Feb 25, 2022 | Multimedia Development, Services

Hypothes.is Beyond the Classroom As a social annotation tool, Hypothes.is enables instructors and students alike to engage in collaborative reading and idea-generating activities across course content and openly accessible web-based materials. As a research tool and...
Collaborative Close Reading in Remote, Hybrid, and Face-to-Face Instruction: Part 3 (Graduate Training)

Collaborative Close Reading in Remote, Hybrid, and Face-to-Face Instruction: Part 3 (Graduate Training)

by Sarah McDaniel | Jan 14, 2022 | Events, Instructional design, Services

This is the third installment in a three-part series about social annotation. Part 1 explored social annotation in the context of teaching in the undergraduate Core: “Part 1 (Teaching in the Core)”; part 2 focused on a variety of language pedagogy contexts:...
OCR (Optical Character Recognition) for Accessibility, Annotation, and PDF Optimization

OCR (Optical Character Recognition) for Accessibility, Annotation, and PDF Optimization

by Sarah McDaniel | Nov 3, 2021 | Digital Accessibility, Services, Universal Design for Learning

This post focuses on Optical Character Recognition (OCR) as a resource for digital accessibility. For more on digital accessibility at UChicago, please visit the Center for Digital Accessibility (CDA), and consider registering for the upcoming workshop “Accessibility...
Inclusive and Accessible Teaching in Times of Crisis

Inclusive and Accessible Teaching in Times of Crisis

by Sarah McDaniel | Oct 7, 2021 | Digital Accessibility, Universal Design for Learning

This article reflects on inclusive and accessible teaching. For more on inclusive pedagogy at UChicago, consider registering for the upcoming workshop “Teaching Inclusively,” to be held via Zoom on 12 October 2021, from 10:00-11:15am. In a recent article in The...
Collaborative Close Reading in Remote, Hybrid, and Face-to-Face Instruction: Part 2 (Language Pedagogy)

Collaborative Close Reading in Remote, Hybrid, and Face-to-Face Instruction: Part 2 (Language Pedagogy)

by Sarah McDaniel | Sep 22, 2021 | Instructional design, Services

This is the second installment in a three-part series about social annotation. Part 1 (Teaching in the Core) explored social annotation in the context of teaching in the undergraduate Core; Part 3 will consider the context of graduate training. This series on social...
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