A. Instruction - 7.3
B. Design - 9.3
C. Engagement - 8.3
Making Website Annotations Easy & Breezy :)
Genius Annotator allows users to annotate the web. To begin, users will need to register with Genius and then sign in. Next, users can navigate to most any website on the Internet and annotate it by simply adding “genius.it/” before the website’s URL. For example, if users look up Act 1, Scene 2 from Hamlet, they may go to the Sparknotes website and visit http://nfs.sparknotes.com/hamlet/page_18.html. If users wished to annotate the information on that webpage, they would simply type “genius.it/” before the URL, so it would read http://genius.it/11778101/nfs.sparknotes.com/hamlet/page_18.html. To annotate that webpage, users simply highlight any text they wish to mark and then choose the “Annotate” option. A box on the right side of the screen will then appear, and users can add text, images, and links. To add text and links, users can simply type them directly into the annotation box. To add images, users will need to click the “Add an Image” option under the annotation box and then search for the image they wish to use. Next, users can click the image of their choice, and it will automatically upload as an annotation. When finished annotating a website, users can share their work by sending the web address that has the “genius.it/” tag in front of it. The users who receive the URL will be able to view the annotation on that webpage by clicking the highlighted text.
Please Note: This annotation tool works with most, but not all, websites. Websites that feature large amount of texts (e.g., blogs, articles, documents, stories, etc.) work better than websites that contain mostly links.
- Teachers can provide students a text and have then locate all the words in the text they do not know. Next, teachers can have students annotate each of those words by looking up their definition and adding it as an annotation for that word. That way, when students read the text, they will be able to locate the definition for the words they do not know quickly, which has implications for their comprehension of the text.
- During and after reading an online text, students can make notes about it with the annotation tools. Examples of these notes include short summaries after each paragraph, defining key vocabulary terms, adding images to represent key happenings, and questions about parts of the text that are confusing. When finished, students can email their teacher a link for grading and accountability.
- If students create a website, they can share it with their classmates for feedback. Classmates can provide feedback about the website by making annotations that point out areas of strengths and ideas for improvement. Classmates can then send back their annotations via the URL to the student who created the website, and that student can make adjustments based on the feedback.
- When reading about a current event, teachers can have students annotate it for the most important facts, the “W” questions, and/or opinion-based statements. For each annotation, students can explain the significance of the text they annotated.
- To support English language learners (ELLs), teachers can preview a text they would want their ELLs to read. Before assigning them the text, teachers can add images to help represent key words, concepts, or aspects of the text to support ELLs’ comprehension of it.
|A2. 21st Century Skills|
|A3. Conn. to Future Learning|
|A4. Value of Errors|
|A5. Feedback to Teacher|
|A6. Level of Material|
|A7. Cooperative Learning|
|A8. Accom. of Individual Diff.|
|B1. Ability to Save Progress|
|B2. Platform Integration|
|B3. Screen Design|
|B4. Ease of Use|
|B6. Goal Orientation|
|B7. Information Presentation|
|B8. Media Integration|
|B9. Cultural Sensitivity|
|C1. Learner Control|