• With this tool, you give students direction on the material they need to study, for example: is the relevance of the article clear? Or what are the author’s main arguments?
• The tool encourages students to analyze material critically and attentively prior to a lecture.
• By encouraging students to seek more depth in the material at home, there is more time in lectures for more meaningful activities. For example, a discussion using students’ comments/questions from this tool as a starting point. This setup is called Flipping the classroom^{1 2}.
• This tool allows you to identify ambiguities in the material among students early on. This can be the starting point of a meeting.

¹O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.

²Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, 12(19), 1-3.

• Students work independently in this tool. You can make student annotations visible to other students and allow comments, but having discussions/dialogues between students is not the purpose of the tool. The Interactive tools of FeedbackFruits and Perusall are suitable for this, they focus more on interaction between students, such as discussions.
• The tool becomes cluttered when you use it with a large group of students. In this case it is better to create smaller groups of for example 10-15 students.

• Think about why you want to use this tool at a particular time. This will influence the content of your comments and those of students.
• Tip: if you have students listen to/watch audio/video, you can reflect topics from studied literature in it.