{"id":69,"date":"2021-11-15T13:54:55","date_gmt":"2021-11-15T18:54:55","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/pdccguide\/?post_type=chapter&p=69"},"modified":"2022-02-27T21:45:07","modified_gmt":"2022-02-28T02:45:07","slug":"greek-and-roman-myths-case-study","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/pdccguide\/chapter\/greek-and-roman-myths-case-study\/","title":{"raw":"Greek and Roman Myths Case Study","rendered":"Greek and Roman Myths Case Study"},"content":{"raw":"Book used: Myths of the Greek and Roman Gods<\/em><\/a>\"Myth<\/a>\r\n\r\nDr. Roberto Nickel replaced his final exam with a Hypothes.is web annotation in his 500-person first-year Greek and Roman Myths course. The goal was to facilitate student engagement with the text and, by its collaborative nature, make students aware of differing perspectives that will break down the idea of one monolithic, \u201ccorrect,\u201d professor-led interpretation. By having students access their peers\u2019 annotations, they were able to see differing perspectives that expand their own views of a text. Hypothes.is facilitated a more focused approach to close reading by allowing students to prepare and to share their annotations ahead of any synchronous meetings.\r\n\r\nIn the first year, the instructional team developed a\u00a0rubric to allow first-year students to complete an initial annotation of a text. The rubric is described as the QuICKeR framework (Question, Interest, Knowledge, Response).\r\n