Most of these systems recreate the bureaucracies of education without capturing the joy and rigor. At their worst, learning management systems turn students into columns in a spreadsheet, taking all that’s ineffable about learning and making it grossly manifest. Learning management systems aren’t all bad (some even revolutionize in important ways), but the idea is bad, the impulse is bad, at its core. They make homogenous what is fundamentally heterogeneous, standardizing what shouldn’t be standardized. Fetishizing the learning management system is to confuse educational administration with learning. Perhaps, the administration of education does need managing, but learning needs to be given a frame and then set loose. Very few online learning tools encourage the sorts of risk-taking that make for the best pedagogies. Quality should not be assured; it should be discovered. – (de lms discussions )

To annotate it myself. To highlight underline and note. To visualise and add my experience with the text. (Personal)
To view others experiences of the text. To see their notes and discussions. To see their highlights and to experience the text in a social and shared way. (Social)
To create trails. To connect the text to other content, ideas and resources myself. To place the text in my context, my experience and my knowledge. (Synthesis)
And then to share those trails. To let others see how I’ve contextualised the text. To see my experience but to then be able to add to it and expand it. (Connected) – (fedwiki annotation sharing )