• The tool encourages students to critically and attentively analyze material prior to a lecture, together with fellow students. This can lead to new insights.
• 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 course material early on with students.

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. The interaction is asynchronous via comments and is therefore not suitable for synchronous collaboration. For this you are better off using Canvas Groepen or group assignments.

• Consider the number of students in each group; in groups of five, students are more likely to respond to each other than when they are part of a larger group.
• It is important to clarify your expectations with students about posting comments. Consider clarity around the following questions:
  • What exactly is the purpose of annotating this article?
  • When will students respond to each other’s comments?
  • How will you incorporate student input into your teaching?
• Tip: You can divide the students into smaller “expert groups” where each expert group is assigned a topic, such as an article, researcher, or chapter. In the working group, the students participate from their expert role in, for example, a discussion or presentation.