Using Hypothes.is as a tool for annotating course readings was very beneficial to me. It made me think critically about and engage with the reading on a level that I rarely achieve in other classes. I appreciate reading others’ opinions on the subject matter, and I appreciate reading their comments on my own opinions. Hypothes.is gave community to our comments. If I ever feel the need to comment on an article, I usually avoid doing so because I feel that my comment will lost in the abyss, never to make any significant impact. I know that when I comment using Hypothes.is my words are heard and considered by people thinking about the same things as me. I like having many smaller assignments (Hypothes.is annotations as well as the blog posts) because I know that if I fall short one week, it won’t make or break my final mark. Knowing this causes me to feel less pressure, and I think I ended up doing better than I thought I would, both in terms of the quality of my contributions and in keeping up with the schedule.
A student-decided syllabus can be a useful tactic in getting students engaged, but I know I for one had no idea what we were getting into at the beginning of this semester. As I had little knowledge of the content beforehand, it was difficult to predict what I would want to talk about in the weeks to come. As for student-led marking, I wish there had been a clearer set of expectations on what was considered satisfactory or unsatisfactory. If we had been provided with a rubric with which to mark our peers, I think we would have felt more stable as both the markers and the marked.
I like the concept of Contract Grading, but I wish the grades had more definition behind them: what makes an A, what makes a C, and so on. For students to be in control they need plenty of structure.
Public Contribution to Knowledge:
I have yet to submit my Public Contribution to Knowledge so I am not sure how I will fare in this part of the course. I understand why this segment is important, but once again, I wish there was a bit more structure to how we will be graded for it. Perhaps it would be helpful, if in future iterations of this course, students were provided with examples of what types of subject matter they can write on and in which platforms.
I now think about the technology in my everyday life a lot differently, and by that I mostly mean I think about it a lot more. I began this course with questions about technology and how it applies to our lives as publishing professionals, and I have left with even more questions. I mean that as a compliment to this class; the course, its content, and our discussions have opened my eyes to many new concepts that I had never even considered before, and I now have a hunger to learn more. I think we all learned very quickly that this class would not answer every question we had, so we instead came to class to discuss subjects we were interested about, to share opinions, and to be exposed to viewpoints that we may not have known existed. The topics we discussed in class are open and neverending ones. Although we may never find answers to some of the technological questions that were raised during this course, I know I am leaving this semester with a better understanding of how to even begin to have these conversations in the first place.