First road test of

It’s all about annotation, and I’ve been comparing Kami and Last semester, I used Kami  ($50 for no ads) for students to annotate text with my History of Technology class. I had some success, but I was not happy with its limitations, so this summer I tried instead.

The students were offered a video tutorial on how to use it. I made a group just for them. The assignment was extra credit — for each of the three classes I uploaded an article for them to read and annotate, replying to each other. Sample instructions:

Extra credit for up to 3% of the grade:
1) Get your own account at at Please use your name as enrolled for the username.
2) Join the test group at
3) Go to
4) Annotate the article with your own responses and answer those of others. Annotations are graded on academic quality, connections to coursework, acknowledgement’s of others’ ideas, and evidence of understanding of the article.

I had been concerned that they would automatically post in Public instead of in the Test Group, because I could find no way to limit that or point them directly to the group page – the choice is made only via a drop-down menu in the upper right corner. Sure enough, several students posted in Public and missed the discussion going on in the group. I will have to add this to the instructions as well as in the tutorial.

I had thought that analysis and counting their contributions would be made easier by the brilliantly conceived Hypothesis Collector, created by John Stewart. It worked great last night. Unfortunately, when I tried it this morning, it only gave me the posts that had been made as of last night. I simply couldn’t get it to work and had to manually count annotations to assign points. I have been contacted by Jeremy Dean of for ways to integrate with Canvas – this might be a huge help next year.

I am considering providing my next class textbook, The American Yawp, with my own annotations. The book, an open textbook, has a number of faults and omissions that would make for great learning opportunities for students. My own annotations would be like mini-lecture commentary, glossing on the text. But for some of the summer articles (one out of three of mine) in, the section one highlights is quoted in the annotation without spaces, which is ugly. Also, there is little color or design in the annotation box to alert the student to the presence or unique character of an annotation.


I think Kami looks better for this, and then I will export my pages as PDF for the students.


I had originally thought I could use The American Yawp’s own affordances as an updated online text, but just got an announcement that, ironically, their current update will be integrating Each page served by them will then come up with an invitation to annotate publicly. While this might or might not help students with the text, it provides an additional way for students to go wrong beside the Public or Group problem, so I don’t think I’ll be working off the Yawp html pages regardless.

Don’t get me wrong – the business model of is wonderful. They make a real effort to reach out, adapt and update. In fact, that’s one of the reasons for this post – to provide input that I hope will continue its improvement as an open source product made by people who really understand the value of text annotation.

Results from 131 students

It’s only taken me 17 years of teaching online to develop a student survey that is both broad enough to cover all my classes and narrow enough to give me good feedback.

Just sharing a few things here. Total students responding was 131. Most students responding were passing the class.


They still like my lectures the most, and textbook readings the least. They still like posting their own primary sources.


Hours and hours of work on that Help Page and – no surprise given what they email me about – they don’t use it. They do like seeing the whole course on one page (so I won’t switch to showing only the current week, an option in Moodle) and they like my comments and the audio of my lectures (I’ll read it for you!). The None category is a little depressing….


The engagement results are clear, too. They like the lectures and posting their own source. They don’t like reading much. But they really liked what I added this year – the completion checkboxes on the Moodle page. I will be sad to lose that. But note: they like seeing each other’s work, but don’t require contact with other students. I’ve been saying that for awhile – collaboration and teamwork is online classes is not always needed. For my class, engagement with the work and posting what you find may be taking the place of “interaction” among students. They can learn from each other without necessarily engaging in forums in response to each others’ posts.

I know where you’re coming from

Starting a new year means starting a new semester, and this time it will start a week early.

The issue today was IM. My classes are in Moodle, but I’ve always used a status button so students can communicate with me instantly if I’m online.

Moodle has something called Messages. Back in version 1.x, I couldn’t tell which class a student was in when they Messaged me. Instead of fixing this in 2.x, they made it worse by removing all user information outside the courses completely, making it not only impossible to tell which class a student was in, but impossible to get back to where you were working in your course site.

I used to use Google Talk Chatback Badge instead.  It didn’t tell me which class a student was in, but at least it was easy to let them know I was available, and they didn’t have to have a Google account or log in. That’s gone. The option now is Hangouts and other stuff where they have to join Googleland. I can’t be responsible for making someone violate their own privacy that way.

Then it was Plupper, which I routed through iChat. It’s been down all week. I don’t know if it’s coming back, but all week isn’t OK, so I went hunting again.

I was getting miffed that I couldn’t find what I wanted. I was running all over the web trying to find a free service. I began to realize I didn’t really need “chat”, but some sort of help-desky thing. I was at first delighted to find Zoho LiveDesk (link removed at request of Zoho) which I could adapt. i could even create different badges for different classes. Then I discovered that this multi-button feature was only available on paid accounts – it turned out I had somehow entered a 30 trial that would expire. So much for that.

Then it occurred to me. I rent my own server space – I wondered what open source stuff was hanging out there? I found Mibew, and installed it. It even built its own database (though I had to go in and tweak a bit).

Their button was not exactly what I needed (I won’t be turning blonde and I’ve never looked that happy):



So I got into GIMP and made my own:

Then I made one for offline:



After installing Mibew, I was able to set up each class as a “group”, then create button code for each group, so I can see which class they’re coming from! A unique button went onto each class site – I tested them and they work.

I used the Localization feature (which was highly customizable) to change “Live Support” to “For My History Students”, my designation as “operator” to “teacher”, and the language of client and user to student.

It may not be perfect. It may fail. It may crash. Keep in mind, I don’t code. I just know enough to change other people’s code.

But as I was doing this today, I suddenly realized I was Reclaiming the Web, a goal of many smart people for 2014. Happy New Year!