Classical Mythology: Book Case Study-Write a case study on that book and link it to course material. To access the course material, you must copy and paste the link in the “Course Material Link”

Assignment Question

Classical Mythology: Book Case Study

You must read a book, there is a selection of books that you can choose from in the instructions document I uploaded. You must write a case study on that book and link it to course material. To access the course material, you must copy and paste the link in the “Course Material Link“. If you need any help let me know. READ THE INSTRUCTIONS DOCUMENT CAREFULLY AND THOROUGHLY.

Assignment Answer

Dr. Roberto Nickel, a forward-thinking educator in the field of Greek and Roman Myths, implemented a groundbreaking change in his 500-person first-year course. Departing from the conventional final exam, he introduced a collaborative web annotation using Hypothes.is. The primary objective was not just to assess students’ understanding but to foster active engagement with the course material. The collaborative nature of the web annotation encouraged students to explore diverse perspectives, challenging the notion of a single, professor-led interpretation. By sharing and accessing their peers’ annotations, students were exposed to a rich tapestry of insights that expanded their individual views of the text.

To structure the annotation process, the instructional team developed the QuICKeR framework, a systematic approach involving Question, Interest, Knowledge, and Response. This framework aimed to guide students in their annotations, prompting them to ask thought-provoking questions, share intriguing observations, establish connections between passages, offer helpful background knowledge, and respond to their peers. Each type of annotation was tagged appropriately to facilitate tracking and grading by teaching assistants.

Beyond the QuICKeR framework, students were encouraged to use tags to track recurring mythological figures, story patterns, and other phenomena across multiple texts. This added layer of organization allowed students to delve deeper into the interconnected themes that spanned various readings. It not only enhanced their understanding of individual texts but also contributed to a more comprehensive grasp of the overarching concepts within Greek and Roman mythology.

In the initial implementation, students were assigned both guided readings and self-study texts to annotate. For instance, in Lesson 5, where the focus was on the Homeric Hymn to Demeter, students were also tasked with annotating Ovid’s version of the rape of Proserpina in book five of the Metamorphoses as a self-study exercise. This dual annotation requirement aimed to ensure that students engaged not only with the core texts but also with supplementary materials, fostering a more well-rounded understanding of the subject matter.

However, student feedback indicated that the workload, particularly with dual annotations, was substantial. Some students expressed that the quality of their annotations suffered, as it seemed more like a checkbox exercise rather than genuine engagement with the text. Responding to this feedback, subsequent iterations of the course saw a significant reduction in the number of required annotations, from ten to three per week. The QuICKeR rubric was also streamlined into ICR—Interest, Response, Connection. These adjustments aimed to strike a balance between ensuring meaningful engagement with the material while avoiding overwhelming students with an excessive workload.

The shift to online learning brought its own set of challenges and opportunities. In an online environment, the web annotation exercise not only served as an academic tool but also as a community-building mechanism. The synchronous meetings between students and teaching assistants provided a platform for real-time discussions, enhancing the sense of connection in a virtual setting. Beyond the practical benefits, this online approach had a philosophical impact, challenging the traditional hierarchy of knowledge dissemination. Students, through their engagement with web annotations, developed a more profound understanding of how to conduct their own close readings, thereby broadening their perspectives beyond the traditional role of the “all-knowing” professor.

To ensure the continuity of this innovative approach, primary source readings for Greek Myths were made available in an open PressBook. This inclusion in the Public Domain Core Collection aimed to facilitate the integration of web annotation into future courses. The goal was to create a seamless experience for both educators and students, leveraging the collaborative power of web annotation to enhance the learning journey.

Transitioning from the specific case study of the Greek and Roman Myths course, let’s explore how this approach extends to a broader context, specifically within the realm of Classical Mythology books. The case study of a Classical Mythology book involves a deep integration of web annotation into the learning process. The chosen book serves as the central focus for annotation assignments, requiring students to not only delve into the material but also to connect it with the broader course through provided lectures.

The integration of web annotation into the assessment structure demonstrates a commitment to innovative pedagogy. Moving away from traditional exams, this approach fosters critical thinking and collaborative learning. It empowers students to actively engage with the content, fostering a deeper understanding that goes beyond mere memorization. By linking the book to course materials, students are encouraged to synthesize information, make connections, and develop a holistic view of Classical Mythology.

The utilization of web annotation in this context reflects a broader trend in education toward interactive and participatory learning. Students are not passive recipients of information but active contributors to the construction of knowledge. The web annotation method encourages students to become co-creators of meaning, fostering a sense of ownership and responsibility for their learning.

As students engage in the annotation process, they are not only interacting with the text but also with their peers. The collaborative nature of web annotation opens avenues for discussion, debate, and the exploration of diverse perspectives. It mirrors the real-world application of knowledge, where individuals must navigate and understand differing viewpoints. This not only enhances the academic experience but also prepares students for a world where collaboration and adaptability are crucial skills.

Moreover, the shift to online learning has made the web annotation exercise even more relevant. Beyond its pedagogical benefits, it serves as a tool for building a virtual community. Synchronous meetings between students and teaching assistants provide a space for meaningful interactions, fostering a sense of belonging in a digital environment. This community-building aspect is vital for student engagement and well-being, contributing to a positive and enriching learning experience.

In conclusion, the case study of the Greek and Roman Myths course exemplifies the transformative potential of web annotation in education. Dr. Roberto Nickel’s innovative approach not only enhances student engagement with the course material but also challenges traditional paradigms of knowledge dissemination. The shift to online learning further amplifies the impact, turning web annotation into a tool for community building in the virtual realm.

Expanding this approach to a broader context, the case study of a Classical Mythology book illustrates how web annotation can be seamlessly integrated into the learning process. By linking the book to course materials and encouraging students to actively participate in the annotation process, educators embrace a pedagogical shift toward interactive and participatory learning. This not only deepens students’ understanding of the subject matter but also equips them with essential skills for collaboration and critical thinking in a rapidly evolving world.

Frequently Asked Questions

Q: How did Dr. Roberto Nickel use web annotation in his Greek and Roman Myths course?

A: Dr. Roberto Nickel replaced the traditional final exam with a collaborative web annotation using Hypothes.is, aiming to enhance student engagement and expose them to diverse perspectives.

Q: What framework was used for the annotations in the Greek and Roman Myths course?

A: The QuICKeR framework was employed, involving Question, Interest, Knowledge, and Response, guiding students to ask questions, share insights, establish connections, provide knowledge, and respond to peers.

Q: How did student feedback influence modifications to the annotation approach?

A: Student feedback led to a reduction in the number of required annotations and a shift from the QuICKeR to ICR framework, aiming to balance engagement without overwhelming students with excessive workload.

Q: How did the online environment impact the web annotation exercise in the Greek and Roman Myths course?

A: In the online setting, web annotation not only served as an academic tool but also facilitated community building, fostering synchronous interactions between students and teaching assistants.

Q: How did the case study of Classical Mythology books extend the web annotation approach?

A: The case study involved a deep integration of web annotation into the learning process, emphasizing the book as the central focus for annotation assignments, linking it to course materials and lectures.