Layering – Page 2 – Learning Aloud

Designing instructional content using layering services

What is layering?

The addition of elements to the content offered by another content creator without actually changing that content as accessed from its original location.

Why should educators and instructional designers be aware of layering services?

There seems an increasing interest in moving beyond commercial materials (e.g., Ditch the Textbook) to meet educational goals and in some situations control costs. It can also be argued that most of us once out of formal school settings continue learning from sources not typically prepared as educational resources. Layering services allow those focused on education to use the content available online and improve this material to make it more productive for learning.

What elements can be added by layering?

The elements that can be added vary with the service. The total list I am aware of from my review of multiple services includes highlights, annotations or notes, questions, and discussion prompts. I use notes broadly to include the addition of multiple elements such as text, video, images, and links. Services differ in whether all participants can add all of the elements that a service makes available or whether some elements are limited to the educator/designer.

What makes the idea of layering distinct from activities such as highlighting a pdf or some other document I have downloaded?

Layering offers a way to respect content creator copyrights (see following segment), deliver learning experiences via the Internet, and transform informative online content into learning resources. The principles that make layering helpful to learners can certainly be applied to content a teacher or learner can access without the Internet.

Why should I worry about changing a document I have downloaded and want to share the new creation with students?

It depends on the situation. When a content creator places a video or multimedia content online, that content creator is not necessarily giving you permission to make that content your own or make changes to it and share it with others. However, this is often what an educator would really prefer to do for practical reasons such as changing the content to make it more useful as a learning resource and to provide the resource in the changed form to students. Such actions ignore the copyright expectations of the content creator which may intend the content to be offered complete with ads or even to generate download data financially benefitting the content creator.

How does this situation change with layering?

With a layering service, the content a learner encounters is a combination of the content from the content creator and additions layered on this content. The service sends this combination to the learner and this does not change the original document and still downloads the original from the server each time the combination of original and layered content is requested by a user. Ads still appear and the content server still records the download to give the creator credit.

My personal interest in promoting layering services is intended to encourage the use of services that meet the expectations of content creators and allow educators, educational content designers, and learners to work with this content to provide more effective learning resources and more generative learning experiences.

The services I categorize as layering services vary along several dimensions. They differ in the elements that can be added and they differ in whether they are limited to adding layered elements to the composite served to learners or include other capabilities such as the management of assignments and the collection of learner performance data. Some services are free and some are provided to teachers and schools as subscription services.

A few years ago I generated some simple videos that offer examples of layering services suited to modifying online video and web content. These videos are available at no cost. I have also written an inexpensive Kindle book that provides an explanation of the value of the most common layered elements and takes users through adding these elements with several of the most popular layering services. I encourage you to at least take a look at the videos if what I have written here piques your interest. Layering services are also identified as a separate category on the blog and this content can be viewed by selecting the layering category option from drop-down category menu in the side column.

InsertLearning Update

InsertLearning is one of my most frequent recommendations for K12 classrooms. It is one of the examples I highlight in my Kindle Primer – Designing Instruction Using Layering Services. The InsertLearning environment allows a teacher to add elements to existing online web pages and then assign this combination to students. It is a great tool for teachers wanting to “ditch the textbook” or who want to emphasize OER. The elements include comments and highlights (which are not common additions among tools of this type), but also questions and discussion prompts. I call InsertLearning an environment because it also includes a management system allowing educators to assign resources prepared in this fashion and to view individual student responses to questions. The original service was a bargain at $8 a month, but I see the new price has been increased to $100 a year. For what this service can do, this is still a reasonable price.

What had confused me about the service was that when I attempted to review the service for updates all of the content my searches seemed to surface ended a few years ago. I finally contacted one of the founders and he explained that the service had been purchased by fan.school. This company has made educational services originating in Minnesota a target of acquisition and provides a more stable for continuation of several smaller companies. InsertLearning works as a source to learn about the program and fan.school provides an access point specific to this product.

As far as I can tell, my videos describing InsertLearning still offer an adequate overview of the service. My price quote is no longer accurate.

Annotating Newsela articles to develop deep reading skills

Many of my recent posts have focused on note-taking and annotation. These activities have long been a personal interest. New opportunities to use these strategies in a digital environment have rekindled my interest and I have been trying to find ways I can share recommendations that bring these skills into middle school and secondary school settings.

One important observation I have found in several of the sources I have read is that learners are seldom taught to take notes or annotate. There are now many researchers and educators writing about taking better notes for the implementation of a PKM (personal knowledge management) system or a second brain. The emphasis here is a little different than the emphasis that might apply in classrooms. With PKM, you are creating notes for your use that fit your personal goals. Perhaps you want to build up resources you can use in writing blog posts or perhaps you want to store specific methods for solving a coding challenge. With classroom applications of annotation, you are usually trying to process and store important ideas provided by someone else. Perhaps you are preparing for an examination or to complete some other assignment that will follow a reading task. Students may take notes from presentations, but often take few notes or add few annotations when reading. Whether experiences exist or not, the opportunities to learn to apply such learning strategies are few.

I have located several sources that propose how annotation and note-taking skills can be taught to younger learners. These primarily are focused on adding highlights and margin notes to content on paper and typically these approaches suggest that educators make copies of content from sources that students can mark up without concern for damaging resources not intended for annotation. I provide several of these sources at the conclusion of this post and encourage interested educators to take the time to read one or more of these sources. The sources provide step-by-step approaches to teach the skills of note taking and annotation.

My interest here is in proposing a digital source and opportunity for annotating and highlighting that is readily available and efficient to use. You don’t have the problem of marking up what are intended to be reusable commercial materials with digital content. Most teachers are probably familiar with Newsela. This service provides reading material for most content areas (e.g., science, current events) with the unique opportunity to assign a variation of a given article at different reading levels. This allows a teacher to individualize a reading task within a class and have all students read about the same topic. The content comes with comprehension questions and other learning activities.

The capability of the Newsela environment that I am promoting here allows the teacher and individual students to annotate (highlight, take notes). I have written about this capability some time ago and I remembered this capability when I was trying to think of something I could suggest for educators interested in teaching annotation skills in a digital environment. Newsela provides its own explanation of how to annotate text.

The annotation process in Newsela is very simple and I think that is what you want. When you drag content, you are provided an opportunity to select different colors for highlighting. When you highlight something, you are provided the opportunity to add a note to what has been selected.

Newsela also provides a way to share annotated content. Sharing is available for both educator to students and student to educator. The opportunity to assign an annotation task (e.g., highlight the main ideas in this article) and then submit the completed task for review works through sharing.

Highlighting and note-taking in Newsela are easy to figure out. I encourage educators to take a look and imagine how this capability might be applied. I provide several sources for instructional strategies below and I will try to summarize some of these ideas in a future post.

Sources:

Cohn, J. (2021). Skim, dive, surface: Teaching digital reading. West Virginia University Press.

Lloyd, Z. T., Kim, D., Cox, J. T., Doepker, G. M., & Downey, S. E. (2022). Using the annotating strategy to improve students’ academic achievement in social studies. Journal of Research in Innovative Teaching & Learning. (early version)

Zywica, J., & Gomez, K. (2008). Annotating to support learning in the content areas: Teaching and learning science. Journal of Adolescent & Adult Literacy, 52(2), 155-165.

Designing Instruction Using Layering Services

I have been debating whether or not to update my Kindle book “Designing Instruction Using Layering Services”. Unlike my other book which was first published by a traditional textbook company for courses in educational technology, Designing Instruction was focused more narrowly and explores the combination of two more unique topics – teachers as designers and what I decided to call layering. These topics probably seem more niche to most educators and not the type of thing likely to be emphasized in at least undergrad courses in educational technology. I get that. However, I think the topics are becoming more mainstream and would be beneficial should I find a way to explain how they provide a way to think about and engage in other emerging class activities most educators recognize.

Teacher as designer. I use the phrase “teacher as designer” as a contrast to educators who focus on implementing commercial instructional materials. In my writing, I draw a distinction between information resources and instructional materials. We all take in information resources all of the time and we do learn from such experiences. We read and watch informative news and information sources; television, newspapers and magazines, and YouTube videos. The difference between exposure to such resources and exposure to instructional materials is the addition and more probably more relevant for my purposes the embedding of elements intended to encourage and assist the reader/viewer in the processes which increase the understanding, retention, and application of the information presented.

As educators, we might interact directly with students to develop interest in a new topic, discuss the material, and encourage learner reflection on their own related experiences. Similar goals can be addressed by educators and instructional designers by adding experiences to instructional resources created by others. Questions can be asked face to face, offered through a workbook or worksheet, or embedded before, during, and at the conclusion of digital content. The identification of essential material within a source document can be identified with highlighting and additional content can be added to supplement the work of another author as a “boxed” insert. Discussion topics can be recommended. My point is that a designer or potentially, a teacher functioning as a designer, shapes the activation of relevant existing knowledge and past experiences, motivates, directs processing, and adds opportunities for formative assessment as value-added elements to information resources. Commercial curriculum materials are created by designers who add such elements in the creation of textbooks and other learning materials. Educators both assign these resources and extend them with other activities and resources.

So, if teachers already add elements to commercial content, what does an exploration of teacher as designer add. I would suggest two advantages – a) a purposeful approach and b) probably a broader collection of what these additional elements might be.

Connections – I see the discussion of teacher as designer as related to two recent popular modifications of traditional practice. The first is the movement to “ditch the textbook”. Searching on this phrase will provide multiple recommendations for books on the topic and recommended strategies. An alternative or at least related movement is OER (open educational resources). This movement proposes the use of digital and print resources that are in the public domain. The issue of the cost of commercial materials is a partial motivator for both movements. OER could apply to educational materials that are just available at no cost, but also proposes that educators can fashion effective learning resources themselves and possibly share them with each other.

The second recent innovation is the concept of “flipping the classroom”. The core goal here is to free classroom time for interaction, guidance, and explanation and offer the exposure to content (think lecture) as an outside-of-class activity. I tend to think of this as the expectation that students should read the textbook before coming to class, but I admit this is a bit cynical. The idea is that teacher presentations need not be required to take up valuable class time. Most often implementation requires the preparation of video content made available to students and expected to be viewed before coming to class.

In addition to saving class time, video can be argued to offer other advantages – e.g., students can review if necessary, when content is viewed can be determined by the individual learner. Designing a resource for independent learning (a video in this case) allows and requires some different considerations. My personal interest is in adding elements to video that can individualize the learner experience (more on the specifics when I discuss layering). Such individualization is not possible in a group setting or if possible far less efficiently.

Layering – I use “layering” as a way to describe the specific elements that differentiate an information source and an educational resource. I am interested in both how these differentiating elements are intended to influence the cognitive activities of the learner and how these elements can be added in a digital environment (e.g., web pages, YouTube videos). My interest extends to one more important issue. How can designers (teachers) add these elements without violating the copyright and possibly revenue generating expectations of the content creators (e.g., think the inclusion of ads on a web page)? The copyright issues do not necessarily apply in all layering opportunities, but would be relevant when a teacher finds web content (video, or text/images) that would be useful as a learning resource.

The approaches I emphasize in my writing focus on online services that allow an educator to designate an information resource and then add elements to these resources for the purpose of improving the effectiveness of the original resources. The service then basically creates a layer that is combined with the original content and sent to the learner online in way that does not impact whether ads are displayed or hits are recorded if the content creator receives compensation based on how many times his/her content is viewed. Aside from the legal and ethical issues, the services simply offer the educator as designer ways to improve the educational value of the targeted resources.

I can make this concept more concrete and I understand that it is important to get to the level of just what this looks like. First, what are these elements I keep talking about. My favorite example is a question. Questions are versatile and offer ways to encourage many important cognitive activities – what do you already know about this topic, did you understand what you just read or saw, can you think of a personal example of the concept just described, on and on. Other examples available from the services I have investigated include – comments and annotations (simply a way for the designer to offer additional information, link to additional content, or suggest an application of an important concept), highlighting, and discussion prompts resulting in the recording of the thoughts of multiple readers/viewers. These systems may allow the collection of the student responses to these prompts for educator review and possible evaluation. Different services depending on cost (some are free) and the type of online material they are designed to support (text/images vs. video) offer different elements and capabilities.

My writing – My book explains these concepts and explores the more general process of design. The topics attempt to create a mindset for educators attempting to show that learning happens because of the cognitive activities of learners and while teachers cannot control these processes there are ways to influence and change the probability these necessary internal processes happen by providing learners specific external tasks. Topics may be as specific as what are the benefits of questions and what types of questions influence specific cognitive processes. How can learners generate questions themselves and use them for review?

Of course, I would like educators to spend the $3 necessary to acquire my Kindle book. However, if these ideas are intriguing and you are not interested in the book, I provide some videos demonstrating a variety of the online services I recommend. If you are interested in exploring, the videos should get you started with both paid and free layering services.

Scrible

I have a personal interest in promoting to teachers the educational potential of what I have decided to describe as layering services. Perhaps layering is not the best choice of descriptors, but I think it makes sense once I explain what I mean. By layering, I mean the opportunity certain online services provide students to highlight, annotate, and add questions to online content (web pages and videos) in a way that does not violate the copyright of the content creators. For educators, layering involves these same components plus some others (e.g., discussion prompts) allowing teachers to share documents with these embellishments with students. These capabilities are of value when assigning online content or when teachers create their own content to implement instructional strategies such as flipping the classroom. Typically, different services must be used to layer websites and videos.

Scrible is a tool for layering web pages. I have described this service some time ago, but the service offers some new features and it is worth a review. If you want to explore Scrible use this link which takes you to the version for educators and students. Scrible is free with extra storage and a few extra features for a price.

You will note the similarity between my recent posts on tools for taking Smart Notes. Certainly, Scrible shares many of these same capabilities (highlighting and annotation, collection of layered resources into a library, sharing layered resources with others) and perhaps Scrible might be described as a Smart Note or Second Brain tool designed for students. I see some differences in this perspective and more traditional thinking about how learners can most effectively study digital texts, but many tools can be used for either purpose. The difference is mostly the time frame in question (e.g., the next test vs. the next decade), but I see the more common educational emphasis on note-taking and note studying – what types of external activities can help a learner develop understanding and improve retention and application. I think a description of how Scrible works will allow educators to see benefits of the tool in meeting either goal.

Scrible Tutorial

Scrible is an extension for Chrome. You use the browser to get to a page you want to study and then activate Scribe from the toolbar of the browser. The toolbar icon activates the tool tools that now appear at the bottom of the browser window and also a toolbar along the right-hand side of the browser. Here you can see I have already used the highlight tool and the note tool to create a note that appears in the Comments column.

The tools on the right allow the right-hand sidebar to be used in different ways.

Storage of information about the source.

The addition of tags to the stored representation of the page.

The contributors who have worked on the annotation of the page.

The stored comments (annotations).

A link can be generated to share an annotation page with another user (Permalink). This link can be used to invite others users to contribute to the annotation or just to view what has been added.

See the link to the layered annotations on the original page and the addition of a second user when this link is used by another Scrible user.

The icon next to the share icon in the bottom toolbar (the building) is used to store annotated content and access the body of stored content.

Learners need to learn to read from both paper and the screen

Cohn (2021) argues that we read in different circumstances for different purposes and yet we tend to teach reading as if reading is a single skill. Learners would be better served if they were to be guided to explore the different types of reading they do and what tools and tactics would be best suited to these different circumstances.

This idea is important. We read for many different purposes. Do we think about which approach best serves a given purpose? As an adult thinking about my own reading behavior, I can see this complexity. I very seldom purchase a paper product for reading. There are still a wide variety of ways in which I read digital content. I read some online content and by that fact that are reading this post, so do you. How about books? I read digital books when I read to acquire information especially when I intend to store specific information for later use. I listen (audiobooks) when I read for pleasure. The read to learn versus read for pleasure is a common distinction many recognize, but college study skill experts suggest that students often struggle with acting upon this distinction in their efforts to learn from their textbooks.

If we are educators, do we consider factors as basic as the physical circumstances that impact how and when their students or themselves read. Do we want to read in a coffee shop, a library, or at our desk? When do we want absolute quiet and when is some music or coffee shop banter in the background welcomed? Perhaps the noise in a coffee shop distracts us from time to time and these interruptions provide the signal to reflect on what we are reading rather than continuing to plow ahead. We may ignore the physical realities of reading that some students must consider. Perhaps some must read on their phones on the bus or train because this is when they have the opportunity to work on class assignments. Perhaps their phone is the only device they have that can be applied in these circumstances.

How we understand what reading involves matters. Cohn (2021) offers a set of reading goals that may or may not be accepted by the reader. The final purpose she describes is creativity. Her definition is a little different than the way I tend to think of the concept, but she proposes creativity involves the understanding that reading should result in the building of new knowledge. She argues that when we read we may not see the benefit of creating something after we read as if reading should be enough. My take on this expectation brings to mind distinction between reading for understanding and retention and pleasure. Extra effort is obviously involved when the goal is creating something even when this is not a written product. Do others not think in this way?

Chon argues that most readers and writers understand that reading and writing are knowledge transmission acts, but proposes that they should be understood as knowledge construction. This difference encourages additional processing and the utilization of additional tools. This is where instruction in the use of such tools comes in. Do teachers teach the application of such tools? Which teachers and in which subject areas? Note-taking is one activity that recognizes the connection of ideas across sources and with existing knowledge. Note-taking is another of those practices that can involve either paper or digital technology. The skills involved in these activities offer a great deal of overlap, but digital tools offers some unique advantages in storage, organization, and search aid retrieval.

Chon proposes that educators make inaccurate assumptions about learning skills such as highlighting, annotation, and note preparation and use. She offers an example in which she began asking her students if they had experience using pdf tools to highlight and annotate assigned content. She had been assigning pdfs and had begun to wonder how students processed these resources. She reports that 30% responded that they were highlighting and annotating the assigned material and many were unaware such tactics were possible. Her point was that educators (she teaches at a university) should not assume that computer experienced students have skills appropriate to making use of digital tools with such assignments. It struck me that this question should be asked for more educators assigning digital content.

After reviewing several sources proposing how educators might help students develop annotation/note-taking skills (also sometimes labelled as deep reading), I have begun interpreting the instructional tactics as a variant of reciprocal teaching. As instructional strategy, reciprocal teaching begins with the teacher modeling a specific skill accompanied by “thinking aloud”. Individual components or subskils are then assigned to individual students and applied to a common reading assignment. Student experiences and any products produced are shared and discussed. Finally, students move on to the application of the combination of practiced skills and seek assistance when necessary.

With highlighting and note-taking, the skills are a bit different from those emphasized in the original focus on reading comprehension. However, the general process of teaching/learning is very similar. For example, with note-taking, the components might include the identification of essential information, the summarization of these key ideas, and efforts to cross-reference these ideas to existing knowledge and other inputs (ideas presented in class, other reading assignments). When learning these skills, some educators recommend the use of printed material before moving to digital content. Sharing individual student efforts perhaps as displayed on a classroom white board allows for discussion and analysis.

The sources I provide below provide multiple examples of how this generalized strategy can be implemented. I understand that many may not want to purchase this material. I was able to find an alternate source for “Beyond the Yellow Highlighter”. Searching for this title should also reveal discussion and examples of implementation shared by other educators.

Cohn, J. (2021). _Skim, dive, surface: Teaching digital reading_. West Virginia University Press.

McIntosh, J. (2019). Clip, Tag, Annotate: Active Reading Practices for Digital Texts. In _Digital Reading and Writing in Composition Studies_ (pp. 176-188). Routledge

Porter-O’Donnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. _English Journal_, 82-89.

The advantages of digital reading

In the past year or so, I am guessing educators have become aware of a controversy related to whether learners are best able to learn from content presented on paper or a screen. I am certain some researchers will continue to compare the comprehension of content appearing in a book versus on a screen, but whether or not such research reaches a conclusion one way or the other (see reference from recent meta-analysis), we have already switched to heavily relying on information we can access from our devices. It makes more sense to accept that learning with a phone, tablet, or computer will be involved in a significant proportion of our learning experience and consider how best to use the unique capabilities of these devices. What does digital reading look like and what presently neglected skills are being ignored that educators can help learners acquire?

I do many different kinds of reading and I think this is true of many learners. I read for pleasure and I read to learn. Those who study reading probably can come up with many more meaningful categories, but these two are sufficient for my argument. I like to describe these reading activities as associated with shallow and deep goals. Some who study different reading activities seem to describe deep reading a little differently than I do. My use of the term implies the intent to learn, retain, and apply information gleaned from reading. I also see an opportunity for digital reading when retention and application follow initial exposure to text by longer periods of time than would be involved in the delay until the next examination. A unique advantage of digital reading is the opportunity to externalize immediate insights and personal interpretations in ways that take advantage of storage, organization, and search capabilities of technology. Some describe this as using technology as a second brain. Accept that human memory is far from perfect. If we think about reading a little differently and consider that reading could also involve efforts at external storage, the time invested in reading to learn may have a bigger return on investment in the future.

What follows are four books (linked to the Kindle version from Amazon) that take on the notion of digital reading. Yes, I have included one of my books among them although this book is focused more on how educators can take advantage of technology to facilitate how students learn when they read. All of these sources explain what I mean by the externalization opportunities technology make available. If you want a single recommendation, it would be “How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking”. I find the title a bit misleading as the text is concerned with far more than taking notes. The author considers learning from reading and learning more generally. I make this recommendation because offers both solid theory and concrete suggestions for practice.

Grabe – Designing Instruction Using Layering Services: Educators and students guiding learning

Cohn – Skim, Dive, Surface: Teaching Digital Reading

Kalir & Garcia – Annotation

Ahrens – How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers

My Diigo account should provide me notes on all of these books.

Reference:

Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 0034654321998074.