Using the iPad during tutorials to talk through drafts

 EAP, Technology  Comments Off on Using the iPad during tutorials to talk through drafts
Oct 122013

Last year, I started used my iPad during one-to-one tutorials with my EAP class. This is what happens:

  • First, students send me their draft by email. I add some written feedback with the comment feature of MS Word and send it back at least one day before the tutorials.
  • Students go through my feedback/comments, make changes, prepare questions for the tutorials.
  • Some students prefer to print out their draft with my comments but not all, and they don’t have to.
  • During the tutorials, I sit in a nice, quiet place with my students, and we have 10-15 min together for any questions they might have.
  • When it comes to talking about the draft, I open the student’s draft on my iPad and we go through the text looking at some of my comments and I answer the student’s questions or they explain to me what they have changed, what they meant, etc.
I was using DocsToGo for this. When I added a comment, which in Word is a coloured rectangular box on the right side, it is indicated in DocsToGo as a yellow square within the text with my initials: [NK]. If I want to see what the comment says, I need to click on the square bracket and the comment text pops up. Although this works quite nicely, it is not very efficient when there are lots of comments as they all look the same and I or the student first has to click on one to see the comment text.
A student's draft with my comments indicated in yellow

A student’s draft with my comments indicated in yellow

Then I saw that one of my Chinese students who had an iPad had an app, Office2 HD, that showed the comments just like in MS Word. So, I immediately bought it and have been using it since. It’s much more efficient as one can quickly scroll through the comments and find what one is looking for. This way, the precious tutorial time is not wasted searching.
The same draft displayed in Office2 HD

The same draft displayed in Office2 HD

As always there is no perfect solution. I found out that neither of the two apps, nor the Dropbox app always show the formatting of MS Word documents correctly, especially if it isn’t just flowing text but if there are titles, centralised text, content pages, etc. This makes it difficult to use the iPad to comment on such things as formatting, page numbering, layout, etc. This and the fact that typing and commenting is faster on the laptop/desktop means that I still use my laptop/desktop to provide most feedback but don’t need to carry the laptop to work for tutorials and some other tasks.

Academic Reading & Note-taking — On Print or on Screen?

 EAP, Technology  Comments Off on Academic Reading & Note-taking — On Print or on Screen?
Apr 112013

Annotated textI’ve been thinking about my EAP students at the pre-sessional course I teach in the UK in the summer and how to approach talking about reading and note-taking with them. I don’t want to say “teaching” because my students are mostly young adults and the majority already have  a first degree from a university in their own country, some already a Master’s. As they come from different educational backgrounds or “cultures”, it will be interesting to see how they have approached reading and note-taking so far (in their L1) and how this transfers to their practise in English (their L2).

It is not enough to teach classical note-taking skills

In the past pre-sessionals, I did emphasis the importance of note-taking when reading and checked during tutorials whether and how students were taking notes of what they were reading for their project work. Note-taking skills are also addressed and practiced in the reading lessons. Universities, moreover, often have special self-study or self-help pages, which students can be referred to. Additionally, there are websites such as UEfAP, that offer tips and exercises on how to go about academic reading, note-taking, and other skills.

However, none of the resources I have seen so far looks specifically at reading and note-taking skills for articles and books that are available in digital format. Also, none of them show what kind of digital tools can be used for reading and note-taking on screen. And finally, what kind of differences there are if any between reading and note-taking on printed/copied articles or pages and reading and note-taking on screen on the PDF document. This is, of course, not to say that there isn’t any research on this. There is, for example, plenty of research on reading online and the difference (e.g. cognitive) between reading online and on print, particularly when reading text with hyperlinks. However, although this is very interesting, in this post I am more interested in the practical or, if you want, technical side of reading e-texts.

My own experience

When doing my diploma course (DELTA), most of my reading and note-taking was on paper. I did do some research and reading online but the school was not subscribed to any online journals, all the books and journals were in print format in the school library.

As an MA student, I had the choice, which had me think about the best way of reading and note-taking.

Stage 1

I had access to plenty of online material, however, in the beginning, I printed out all the articles I was going to read in detail and proceeded to take notes on them with highlighters and pencil. On the front page of each article, I would, at the end, briefly summarize the article and/or write keywords so I could, at one glance, see what it was mainly about and when and where in my assignment to use this particular article. At this stage, it was extremely efficient. Towards the end of an assignment, when I needed a reference or information here and there, and, thus, only needed to dip into some articles, I read and highlighted relevant bits on screen, sometimes also adding some notes, which, however, took much longer than doing it with pencil on paper. Where the digital versions of printed articles came in very handy, though, was again when I needed bits of specific information and didn’t know exactly in which article there was anything relevant. I would simply search on my computer with the search tool called “Spotlight” (on Mac), which indexes all the computer’s content and is extremely efficient in finding relevant material. Once I had the search results, I would open the articles and could immediately see where the search term (word or phrase) was used and read around it. This saved me hours of searching and reading compared to printed articles or books.

Stage 2

The method above meant printing hundred of pages of articles and book chapters. So I started reading and highlighting more on screen using tools such as Preview (Mac; comes pre-installed), Adobe Reader (Mac, Win; free), and Skim (Mac; free).  Each of them has some different features and there functionality can change over time and, but all of them have similar annotation tools such as highlighting text with color; adding notes and symbols; and drawing circles, rectengulars, and other shapes around text. Some save the annotations separately and allow one to export them, others overwrite the original PDF file. It is more a personal preference which of them one chooses to us.

Annotations Skim

What I didn’t like

After using this method for one or two courses, I noticed that I missed the “third” dimension: the possibility of browsing quickly through pages and seeing my annotations almost at one glance, making different stacks, and, most of all, having a visual image and memory of what is where.
So, I went back to printing and annotating on paper…

Stage 3

Because of circumstances, I lived away from home when doing my dissertation. This meant I had no easy or free access to a printer. So, I adopted a “no paper” policy and didn’t print out out even a single page, not even when proofreading (which did worry me a bit). But it went surprisingly well this time. Perhaps because I had got used to working digitally over time, and because I had, now, an iPad and the GoodReader app (~£3,20/$5.00), which, combined with the free version of Dropbox (which I had been using since the start of my MA), helped me organize my reading and allowed me to read and annotate my articles anywhere I was and synch between devices (in this case my iPad and MacBookPro).

GoodReader also allowed me to send the annotations to myself via email. I created a copy of my dissertation outline file with all the headings and sub-headings and would copy and paste the highlighted sections  from the articles into the appropriate sections in my outline. When I was writing a particular sections, I had this document open and could easily read and transfer the information, paraphrase, summarize, or copy from there (if I wanted to directly quote someone) into the actual dissertation text file.
(WRITING: In a different post, I will describe how I went about writing my dissertation and which tools I used for that.)

So, this is how I went about reading and annotating (electronic) articles and books. I’ve talked with other colleagues on the course and know that many, just like I, started experimenting with different ways of note-taking using different sets of tools while doing the MA course.

My Students

Last year, all my international students on the pre-sessional course in the UK had a laptop and a smartphone, and more had iPads compared to the previous year. However, only one student in my main class showed me electronically annotated articles. All the others had their notes in their paper notepads. Whether this is a conscious preference or whether they don’t know how to use their devices to annotate PDFs I don’t know but want to find out this summer and spend some time to explore with them ways they can use their devices to read and annotate.

How to go about integrating “electronic” note-taking skills?

I’d love to hear from other colleagues how they go about making students aware of such note-taking tools and how they integrate practising using these in their (EAP) classes considering the restricted time available.