academic literacy, Active Online Reading, Baron, cognition, critical reading, digital literacy, digital reading, online reading, QAA, reading, student researchers, Talis | Leave a Comment on Undermining Learning: The Potential Dangers of Digital Reading

Undermining Learning: The Potential Dangers of Digital Reading

In this post, one of our student researchers, Samantha Sharman (Lincoln), offers a short summary of a recent article by Naomi S. Baron on digital technologies, especially reading online, can sometimes undermine learning. Baron’s article provides an interesting insight into the science behind how we learn, and the difference in knowledge retention when using digitalContinue reading Undermining Learning: The Potential Dangers of Digital Reading

academic literacy, Accessibility, Active Online Reading, critical reading, digital reading, Miro, online reading, QAA, reading, student researchers, students, Talis | Leave a Comment on Reading in Design – a student perspective

Reading in Design – a student perspective

The next in our series of posts on student practices and experiences of reading is from Linh Dao and Hannah Morley, MA students in Design at Sheffield Hallam University. Surrounded by Design, designers are increasingly challenged to question design solutions by futurizing and speculating practices; an integral part of the design and research process (Tonkinwise,Continue reading Reading in Design – a student perspective

academic literacy, active learning, Active Online Reading, assessment, critical reading, digital literacy, digital reading, good practice, history, instrumentalism, learning design, online learning, online reading, pedagogy, QAA, reading, research, student researchers, students, Talis | 2 Comments on What I’ve learnt from reading about reading (so far)

What I’ve learnt from reading about reading (so far)

The next in our series of student researcher reflections on reading is from Rachel Bartley (UCL). Rachel shares her thoughts on how her own reading practices and preferences relate to what she’s learnt from conducting a literature review of reading (online and in print). Reading the literature about reading best-practice, annotation and technology for thisContinue reading What I’ve learnt from reading about reading (so far)

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, online learning, online reading, pandemic, pedagogy, publication, QAA, research, Talis, Talis Elevate | Leave a Comment on Paper published: Social annotation to support students’ online reading skills

Paper published: Social annotation to support students’ online reading skills

Members of the Active Online Reading project team recently published a short paper on their use of social annotation to develop students’ reading skills. Jamie Wood, Matt East and Hope Williard published the chapter, ‘Social annotation to support students’ online reading skills’ in the volume Designing Courses with Digital Technologies: Insights from Higher Education, edited byContinue reading Paper published: Social annotation to support students’ online reading skills

academic literacy, active learning, Active Online Reading, critical reading, digital reading, E-learning, history, online reading, pedagogy, QAA, reading, THE | Leave a Comment on Putting the Joy Back into Reading

Putting the Joy Back into Reading

In the summer, I published a short piece with Times Higher Education, entitled ‘Putting the joy back into reading’ in which I outline some of the challenges and opportunities of online reading practices and technologies. It offers something of a background for the Active Online Reading project. You can read the piece here (no paywall).