Personalizing Feedback and Developing Learner Agency Using Kami

Abstract

This paper presents the schoolwide implementation and evaluation of an online social annotation tool (SA), Kami, used to provide personalized feedback to deepen learning and develop learner agency. Through a mixed-methods study, providing personalized video feedback using Kami could enhance learners' perceived individual learning, collaborative learning, learner agency, and deep learning. A strong correlation existed between learner agency and collaborative learning using Kami. Teachers' overall adoption rate and perceptions about using Kami provided evidence for the success of the implementation and professional development strategies based on the diffusion of innovation theory. The paper offers a glimpse of effective pedagogy using SA tools in a blended learning environment, strategies for technology professional development for large-scale implementation, and an evidence-based approach to evaluating an implementation outcome