 This is Hypothesis 101 social annotation for beginners and shout out to Makayla current undergrad here So we've got faculty and students very cool faculty and students from across North America. It looks like very exciting and now we have the Northwest represented by Sarah This is Hypothesis 101. This is an introduction to the Hypothesis social annotation tool When you're so that's what this is if you're super familiar and you may get bored, but if you're new This is the right place to be If you're would like to ask a question or introduce yourself if you haven't done so already Remember to click all panelists and attendees when you when you talk in the chat And I do encourage you to ask questions in the chat my colleague Aaron from our success success program is here And can answer questions about the platform and I'll try to circle back to any that would be relevant to the group as a whole And with all that housekeeping out of the way, I'm going to go ahead and get started so And this is being recorded for the last piece of housekeeping. Thanks, Megan And we will be emailing it out afterwards so that you can review it yourself or share it with colleagues So I used to use this quote to introduce social annotation to Beginners years ago. It was it's from 2012 There was an article about social annotation and social reading in the chronicle pirate And this is how Jennifer described what was then kind of a new technology. I stopped using the quote From for many years, but then once the pandemic hit and Folks really went to remote learning. I was reminded of it and brought it back in and I Shared at the beginning here. I know many of you are struggling Many of you may be used to teaching remotely online education Many might be new Certainly, there's a lot more remote Teaching and learning going on these days and and I take heart from this quote And I think some of our users take heart from this quote So I'm going to share it with you at the beginning here online a book could be any text it can be an essay a poem textbook Online a book can be a gathering place a shared space where readers record their reactions And conversations and I take heart from that quote just because you know, I I taught Um I taught in the classroom and I know it would be hard to figure out how to To do my work if I was suddenly not able to go to the classroom and I think tools like hypothesis engagement tools Are are very helpful and kind of creating and maintaining community Uh, regardless of pandemics, but um, but certainly in a time when when there's more remote learning and we're not able to get together normally um So a little bit about the hypothesis organization Um, we're an open source, uh tech project And we build our annotation cordon open standards our intention state annotation technology cordon open standards So we're a little bit unique in the ed tech space as not being a proprietary Tool um, and we got our start as a non-profit and so you can see at the bottom some of the foundations that funded our start as a non-profit So I think we're we're unique And here's a glimpse of the team as I mentioned erin barker from uh from customer successes here as well as frenny From marketing, um, and they'll be answering questions, uh in the chat So i'm an i'm a former english professor by train and I saw that some of you are from the humanities and there's some english folks specifically Um, and well before I started trying to figure out how to you know, introduce digital pedagogy to my to my students I would share this quote. I would share this poem by billy collins at the beginning of every semester I'd hand out the syllabus and I'd hand out this poem To try to inspire my students to write in the margins of their handouts and books and everything that we were reading We've all seized the white perimeter as our own and reached for a pen only to show We did not just lays in armchair turning pages. We pressed a thought into the wayside planted an impression along the verge Of course, there's there's nothing radically new about this idea of annotation It's been around since probably before even the invention of the book I personally knew that annotation been critical to my success as a student as a scholar and as an educator And I believed that it would be critical to my student success. So I really tried to emphasize that from day one Something happens when we start to to teach online and especially when we start to Read more online and studies have shown that you know students or really any reader Is often less engaged Retains less when they read online. And so something unfortunate happens when we start to deliver reading in digital formats We lose the margins of the page that we had in our analog books And we aren't able to practice this critical sort of proven literacy skill of annotation when books move online And so part of what hypothesis is doing is trying to keep annotation alive In a digital age as a critical literacy practice But also there's a number of affordances that can accrue when annotation takes place in a digital Networked environment. So this is our vision of annotation 2.0. If you will That any website article ebook document or piece of multimedia can have multiple layers of annotation There can be that traditional layer of marginal notes. There can also be a public layer where Everyday citizens or professionals are engaging in conversation around around text now in our lms integration This public layer is disabled for privacy reasons But I like to keep it in this presentation even though we're mostly probably going to be using it within the lms and in a private private group Because one of the neat things about hypothesis and about the practice of annotation I think is that it's not just useful in formal education hypothesis is focused on delivering annotation technology to the education space both k12 and higher ed But people can use hypothesis outside of the lms They can use it for everyday note taking they can use it to start conversations with friends and colleagues around texts And there are a number of professional applications In which annotation is is very useful But for the most part, I think we're going to be talking and you guys would be moving forward and using hypothesis in private groups A private group scopes to a course or a private group perhaps scope to a group of colleagues Talking about a subject or talking about something that they're teaching I'm going to share three top levels sort of pedagogical takeaways that I've gathered from students and instructors over the years And then I'm going to take the practical turn and actually begin demoing Hypothesis for you so you can see what it looks like and we will have time for questions It looks like there's a vibrant chat going on And we will surface some of those and feel free to ask questions We'll even be an opportunity later to to unmute yourself and And ask a question live if you'd like to So I want to show these three top level takeaways The first is that hypothesis or social annotation makes reading active And this is going back to that sort of nothing new aspect of of annotations sort of what it's always done It's what Billy Collins talks about in the poem Wanting students to not just lays in an armchair turning pages But to plant a thought into the wayside to begin thinking about what they're reading I begin developing their own ideas their own questions around the content for a course Excuse me One thing I do like to point out with this with his slide though that's interesting about Annotation 2.0 or annotation in sort of digital networked Environment is that it's no longer just text with which students can can annotate their readings, right? Here we have a student annotating a poem or a line from a poem with a meme, right? So with hypothesis you can use images video hyperlinks there's a number of you know multimodal Forms of composition that can be deployed in an annotation by students and it's not necessary But it's something to think about as For us teachers about do I want students to be thinking about how to make arguments with images? Is that something that's useful? Is that something that's valuable for the types of skills and outcomes that I want in my class? This this takeaway I think is is pretty new this idea that hypothesis makes reading Visible and we hear this echoed all the time in surveys and testimonials from teachers using our tool When I handed out that Billy Collins poem to my students You know I graded a paper four weeks later. I didn't check that they annotated didn't talk teach them how to annotate what a good annotation Was I didn't talk to them about how to harvest their annotations for something like the writing of a paper I just sort of said it's good for you do it and then I graded a summative assignment like an essay I think one of the most powerful things about social annotation is the ability to see The processes that students go through they're reading They're annotating the beginning of their critical thinking this can mean a few different things right It means first of all I can see that my students have done the reading right? So there is an element of reading compliance here, you know Maybe forcing the students to do the reading because there's some assignments involved, you know right on top of the reading but I think more importantly it's about Knowing seen being able to see where students are confused in something that they read for your class Being able to see where they're most excited even an individual student's individual line of Inquiry and being able to nurture that being able to be present during that process I think is a very powerful thing And we'll make those summative assignments all the stronger Because students have gotten feedback in those earlier sort of constitutive processes that lead to summative work This idea that hypothesis makes reading be as well and then finally that hypothesis makes reading Social this is definitely what the students Glam on to that that we learn from surveys when they talk about the the the usefulness of hypothesis for their own learning It's always about that they learn from their peers Either they were able to see what their their their classmates were thinking and this is a great quote I don't know if anybody knows what facebook is anymore, but this was a quote from several years ago when facebook was Cooler I guess now that there's the kids are on to other social media Anyway hypothesis is my literary facebook when i'm reading I sometimes wonder does anyone actually understand this? Am I crazy with this brilliant tool? I know i'm not alone I certainly had this experience in grad school sort of feeling very alone And sometimes like not smart enough because a reading was confusing to me and knowing that others are confused being able to work Through that confusion difficult passages with classmates is incredibly powerful to students And obviously in the age of the pandemic and not having those other opportunities to connect with teachers and students To get clarity around course content. It becomes even more vital All right, I'm now going to take a turn towards the practical I'm just going to pause there and ask if there are any questions that I should be addressing before I move on All right, let's keep going When hypothesis is active on a text you can select text to annotate You can reply to existing annotations I think it's really important to to know about this feature and to leverage this feature in How you craft assignments or activities for students using hypothesis It's true that not all annotation needs to be discursive There's a use case pedagogical use case for one-off annotations For example, you might be training students in paraphrase probably not going to lead to deep threaded discussion But generally the the power of hypothesis comes from the threaded conversation that can be The threaded conversation that can can ensue from a particular line of text And then I've mentioned before this idea of annotating together in groups So the easiest way to use hypothesis in an academic context is to have it installed in your learning management system Hypothesis is LTI compliant And so works across LTI compliant LMS's schoology Sakai Moodle D2L Brightspace Blackboard learn and canvas and what what the hypothesis app in these LMS LMS is allows allow instructors to do is to eventually make their readings annotatable Deliver student deliver readings to students with the power of annotation embedded I'm not going to show you how to install hypothesis in your LMS right now It's a little different per the different LMS's. It's also not something that All instructors have the privilege to do or the sort of power The rights to do within their LMS. It's often an LMS administrator that will need to do the actual installation So in my demo, we're going to go and sort of assume that That that the LMS installation has happened for you and then show you from there But farha, please get in touch with us at education at hypothesis And connect us to an LMS admin or if you think you might have the privileges to do the installation yourself Then you can get in touch with us and we'll try to walk you through it And there's a question about an in-house LMS from megan It depends on whether it's LTI compliant LTI is a standard that third party tools used to integrate With LMS's and a lot of times even sort of bespoke in-house LMS's will Have that ability to integrate LTI tools. So that's going to be a case by case basis All right, and in addition to making your readings annotatable in Your LMS you also be able to grade annotations in your LMS using hypothesis So students may have a vibrant deep Expansive conversation on top of one of your course readings and then you'll be able to zoom in and see Just franny's contributions there just her annotations and replies or just erin's annotations and replies and assign a grade in the grade book It's optional to make these annotation activities gradeable in all the LMS's So you can make it low stakes or no stakes but As i'll show you you can also make it for a grade which i think Less so because of the grade and more so because of again the visibility of me being able to see Yes, did franny do her three annotations for the reading but more importantly, you know, where's her thinking at? You know Whatever my goals are for their annotation activity is for any meeting those goals Can I give her advice or direction? To be a better annotator or a better a critical sinker or whatever i'm trying to achieve with with annotation All right, so let's go ahead and look at it I will say that we are going to be looking at it in the canvas lms so those who are At a canvas school are lucky to get a More direct view into how it works for your learning management system It's very easy for us to demo in blackboard d2l Moodle sakae etc And if you reach out to education at hypothesis, we can set up a specific demo in your lms If you're not in canvas So again, feel free to reach out to education at hypothesis to set up a demo Or to to work with us to try to test and see if you can get installed yourself from my perspective All the lms is essentially functioned the same in all the lms There's some pathway for you as an instructor to add an activity Use with a third party tool And and that's how you would you know Configure a hypothesis reading in your lms. It's always just called something different Is it an activity? Is it a resource? Is it a piece of content in canvas? It's either an assignment I'd be going through assignments or It's a module item The ladder would be ungraded or not directly connect just the grade book and the former would you know have a direct connection to the grade book Let's go ahead and just jump in and see what A hypothesis assignment in canvas looks like So i'm going to click on an assignment. In this case, there's a you know actually written assignment ahead of the reading Um, so as I said, I'm an english professor And so this assignment is asking students to look at you know five aspects five poetic elements in this particular poem Uh to identify these elements uh to locate an example in the text To create an annotation and explain how that poetic element is being you know, uh used by the by the poet And then actually to use a tag feature within our annotations So let's go ahead and look at the text So i'm opening up a poem here. There you have it I'll zoom in a little And you have a poem here and then on the side this is hypothesis if you haven't seen it before It's a sidebar drawer that pops in and out I can change the side if sides if I want by dragging it Um, I can hide highlights if I want to just see a text cleanly. I as I said, I can collapse the sidebar And I can select text Like so my mouse and I can highlight which is a default private act or I can annotate Um, and this is the annotation space and I'll pause here to get let you get a good look at it, right? You can see my name has come up there the reference that I selected is being shown And then there's a place for me to enter text So I can type text here I can format that text I can add a hyperlink to another resource another text online I can add an image I can drop in a youtube video and I didn't see that anybody was from one of the more mathematical disciplines But I can also use latex which is a way to write math equations And I can tag my annotations. There's a place to enter tags I like to think that as much as possible hypothesis is sort of Pedagogically agnostic except for the fact that you know annotation is good for you But what an annotation should look like is really up to you as an instructor It's going to vary by discipline. It's going to vary by level a freshman course versus a senior course It may even vary on day one Annotation assignments versus day 30 annotation assignments. You can do different things with annotation at different times and it's Up to you to sort of decide what do I want my students doing when they read? How do I want them annotating? What will show me that they're Getting it or that they're practicing certain skills or deploying certain strategies or identifying certain concepts or elements in a text Um And then you can uh, you know use that as how you direct students in an assignment Again, it's may vary assignment by assignment and tags is a good way to sometimes structure Of course, you can turn this on and sort of say talk amongst yourselves, right? Um, have a good conversation But you can also be more directive and say I want you looking for these five poetic elements as the example is here Or whatever those three to five things might be for your particular discipline or that particular reading or assignment Um, and just to talk a little bit more about tags Some neat things that happen with tags. You saw that I Had an assignment asking my students to use tags and you can see here that they're deploying those tags, right? tone setting diction setting again diction imagery Metaphor students are using different tags and those tags Do three things so angela what i'm saying here is that like I created an annotation I make a comment and then there's a tag associated with it. You can see here And I can actually edit this one since it's my annotation. I've asked a question. Whoops jumped away there A tag is like a hashtag on twitter or some kind of concept or term That identifies something that's going on in the annotation. So in this case, I've added the tag tone To this annotation asking about the geese is more of a professor's example But let's look at teacher's pet. Um, you know, it's talking about the phrase deep trees And thinks about it as an interesting word choice and tries to explain The word choice here and so then labels that annotation diction because they're talking about Word choice what the tag is will vary for you depending on discipline level time of Timing of the assignment in the in the course of the course That's what a tag is so the students are then, you know, if you're asked them to annotate with tags kind of Meta cognitively meta cognitively aware of what they're doing when they annotate I think I think it's perfectly fine to be more loose and just say, you know, ask each other questions Have a conversation and see what happens But if you want to be more directive if you have specific goals then tags is a good way to structure that It'll make students meta cognitive meta cognitively aware of what they're doing as they annotate And then it does two other things one I can filter the text when we finally meet whether that's face to face Or in a classroom. I can filter the text by a tag So here we have the tag diction and this is just a dummy course So it's not, you know, there hopefully be more diction annotations here But I can filter using this search at the top of the hypothesis sidebar for diction and then just see the diction annotations And then when we meet Synchronously whether that's face to face or over zoom or something like that I can filter for and pull up just the diction annotations and now we can have a conversation about diction Does everybody understand that concept? How is mary oliver in this particular poem? Using word choice to to make meaning And I could call out certain students to talk about where how they identified diction and how it was operating in the poem So students meta cognitively aware of how they're reading You as the instructor can then bring to the fore particular concepts and frameworks and terms And how they're operating in the text and leverage that when you when you are teaching synchronously and then finally If you make it a graded assignment And this is just in canvas as speed grader. There's other versions of How this works in other lms's but I can go into the grading mode And the neat thing here about tags is at a glance I'll quickly be able to see did my students, you know, did this student teachers pet in this case Use the tags and did they use them correctly? So here I'm able to see teachers pets two annotations and one reply Maybe the assignment was due to annotations and one reply and to use tags twice And then I would know at a glance that Here teachers pet has completed the assignment. I can give them a grade And I can also give them a private comment that private comment feature is not available in all the lms's yet But in canvas I can grade and then give a private comment and I can cycle through student by student So this is a filter just for teachers pets contributions I can go and see there's a student called class clown who unsurprisingly hasn't done their work And I can also see Model students contributions in isolation and give her grade And a comment So that is largely a hypothesis in the lms. There's one other thing I want to talk about And I'll answer eric's question live right here Hypothesis does not yet work with with canvas pages So it's created as an assignment or a module item as erin points out And I'll go through that process really quick because I think it's it's valuable To see where you get to and what kinds of Material you can create hypothesis assignments from so I've just gone very quickly I I I'm not going to show you the details because it's canvas specific But as I said before there's some way in your lms to create an activity Make it an external make it powered by an external tool If hypothesis is installed you'd select hypothesis and eventually in all the lms As you get to a step much like this where you have to select the text For annotation and it can't be a canvas page as eric asked it either has to be a pdf Or a web web page something with an url a web address And so I have through those options here. I can enter a url for an article that might be online somewhere Or I can select a pdf in canvas. I can choose that pdf from my canvas files for a course or from a google drive That that hosts That can host those pdf's We don't yet have that Ability to use the local files from a course in the lms in the other lms is aside from Aside from canvas, so I'd have to go through google and you can see here Um that I authorized to google account and now I'm looking at pdf's That are inside of my my google drive. I can also upload in this process And grab something from my device so let's um Let's pause and looks like there are a bunch of questions and a lot of helpful links Thanks to erin for dropping the links in there and answering questions Eric asks does the pdf have to be published to the web in google drive? um, if you pull the pdf in either right now through upload or you're looking at google drive It will show you all your pdf's um, and then it will Have make it the right settings for hypothesis to uh To be able to access um, so you just need to have it in your google drive And then and then we adjust the settings so that hypothesis can get there Marcia asks about books in kindle, uh, or e-pub It's a great question right now as I said it's it's pdf or web page So we don't yet work with e-pub in this context within the lms Kindle is a proprietary kind of you know with amazon a very proprietary specific kind of e-pub Other types of e-pub that you might get through or e-tex that you might get through a library We are working on that. We are working with publishers to um, for example You might very soon see an option in this menu to Go look at my vital source You know books that are on my vital source shelf or some other source of proprietary e-book That that you can access but for now it's pdf's or web pages And then jodyne asks a really important question My classes are large. Can I assign by groups? Can students upload their own pdf's for example? I'd like to use for peer review. Would I have to upload each student's pdf? So two questions there um, one the question of groups bigger classes Uh, not wanting 120 students all reading the same poem totally understandable Um, and then the second question is about peer review. So let me take the group's question um, the group's question and the Is one of the major sort of technical issues we're trying to solve right now Right now hypothesis creates a single reading group an annotating group For your course roster Uh, jonyne if you happen to be in canvas and you're using sections within canvas We can map to sections within canvas specifically Beyond that we're working it on other solutions per lms and for other ways that the lms divvies up students into smaller groups Or that you might divvy up students into smaller groups in your lms working on a technical solution there Um, there are some ways in the in the meantime inside and outside of canvas to kind of effectively create small group reading experiences It's a little extra work So it's possible, but we're also working on making it Easier for you jodyne and others who are interested in not just having one giant reading and annotating group for a course roster But having some smaller subgroups Sectioning or grouping of those students into smaller cohorts. Uh, there are some current solutions technical Future technical solutions coming. It's one of the major problems. We're working on right now Um, and there's some workarounds in the meantime The second question is around peer review So, you know hypothesis is really designed for reading published texts and having conversation around published texts But as teacher users have taught us it's incredibly value for peer review, uh, as well Um, lms's do not generally allow students to add content and and activate a third party tool like hypothesis So the answer to jodyne's question can students upload their own pdfs is no the instructor has to create These hypothesis activities. There's no way for a student to do it. So it would involve You know, I think the easiest way to do it is again, if your classes are large, this may be too much But if I had a class of 20, I'd probably be okay with this email me your papers I'm gonna make one giant pdf and then for the purposes of peer review then create an hypothesis peer review assignment For that giant pdf with everybody's papers and then assign people the different papers within So can be used for peer review, but like with your previous question jodyne requires a little extra work Aaron said that much more cogent leave and I you can use that hypothesis as small groups, but there are a few extra steps And franny's provided a link What a team we have here We are working with to get connections to jstore and muse and ebsco and pro quest right now the The order of operations amanda would be Download that article and then upload it to canvass or wherever so that students can access it But we are actually in conversation with those folks Those those groups those organizations to have a more direct connection So that there may be as I mentioned before like a jstore button here to go look at you know your jstore shelf Yeah, a couple questions about using hypothesis outside the lms Um It's possible As I mentioned before folks are using hypothesis outside the context of formal education. It is substantially more work You have to create A kind of count as do students You have to create a private group students need to join that private group And in most cases, you know students and instructors will be Using a browser extension so you have to go and do that as well Maybe somebody can just drop in the kind of uh getting started link for for uh For scott and uh and others that are interested in using hypothesis I like to call using hypothesis in the wild Um a little more work, but totally possible A rune asks if I wanted to incorporate accessibility features into my annotations Is there an add-on for that like screen reader or text to speech? Thanks for any So it's not an add-on our tool is wcag double a compliant so anybody using a screen reader Should be able to read a text and And and or you know listen to a text And and listen to the annotations associated with certain pieces of that text And also to create annotations We're wcag double a compliant which is kind of the official like box ticking That's needed. We're really dedicated to accessibility as a social justice issue So we're going beyond box ticking and I'll just be transparent to say that Some text readers play our screen readers play better with hypothesis Than others so a rune depending on your context You know, we could drill down into the details about which which Screen readers Operate a little more elegantly with with the ways that we've built out the accessibility features within hypothesis cool So, uh, let me now just sort of wrap up my presentation and then we'll we'll see if there's any other questions But now that the demo is out of the way, we can still take technical questions and others But I just want to tell you a little bit about what might be your next steps Depending on where you in your thinking or your institution is We have a pilot program Which is sort of the first step for instructors interested in using hypothesis or schools interested in using hypothesis we have A huge community of schools k through 12 and high red schools across the world that are using hypothesis piloting or subscribing to hypothesis Here's a glimpse probably hasn't been updated with recent agreements that have been signed But we're we're all over the place Of the great community folks teaching us about the value of annotation And teaching us about what we need to do better for students and instructors So your options essentially if you're interested, um, the real takeaway should be you know reach out to education um At hypothesis and get the conversation started Um, but you can trial hypothesis if you're able to install a hypothesis in your lms Um, or get your friendly neighborhood lms administrator to do a course level installation You can install it Even if you have I guess we're really out of time here For the fall but you can get it installed and kind of run a couple assignments with it for in a course for You know one academic term up to 50 students If you kind of want to be the the pioneer at your school to kind of give it a test Make sure everything i'm saying is uh rings true for you in your practice So there is a free trial that you can enter into or we have a pilot program. Um, which is more fully supported Um And uh, and that would you know, uh have us working with you Maybe you're centered for teaching and learning your lms admin administration get the app installed Get a pilot cohort together. We're incredibly hands-on in the way that we run pilots Erin who's on the call here Runs our pilot programs and gets rave reviews from our partners in terms of how helpful she is and Teaching folks about the tool and working collaboratively folks to to meet their teaching goals By leveraging hypothesis um, so free trial Pilot program which comes at a very small cost. Um, and then after that there's a subscription You know using the evidence from a pilot experience to To to bring it to to more folks at a school Carol asks, I would love to post this session for my teaching colleagues to see is that possible. Yes, we will be sharing a recording of this And you can distribute that It's also possible carol that you may uh, we can schedule us to uh to give a live, you know Demo and conversation For your colleagues if you can get them together on a webinar Maybe you're not in canvas. You want to see a demo in your particular lms You might have some particular goals at your institution Or in the programs that you're working with and we can really drill down and talk about like, all right These are your goals. This is how we think hypothesis could help and annotation could help you achieve those goals So we can tell her something specific But yeah, there'll be a recording to share as well And I'll when I get to my stopping point. I'll also grab the url for this deck. I don't know how helpful that would be but But I'll share the deck as well. I'm very proud of the pilot program that erin's put together um Obviously we offer, uh, you know tier one Uh technical support in support of students and instructors and staff using hypothesis and pilot programs are pilot Schools are prioritized in our support queue and we have a great support team. Uh, who's incredibly Responsive uh to every every question we get Uh, every ticket we get But i'm also very proud of the fact that we offer pedagogical support everybody that i've hired sales support success at hypothesis has stood up in front of a classroom and taught Before we all have backgrounds in education and actually diverse backgrounds. So, you know, i'm the english guy But one of our members of our success team Becky's as a science education background and her background is more k through 12 mines more higher ed So we have a diverse range of folks with education backgrounds And we want to have conversations with instructors about how they can use the tool And so we have you have the ability as part of our pilot program to sign up for one to one Consultations and really, you know Get down to brass tacks with somebody around like look i'm teaching biology I'm having students read academic articles in the field of biology and I want them getting this out of it Um, and that's something that we can work with you on um And then finally we have a lot of community programs to try to bring instructors and cross disciplines or within specific disciplines together to talk about social annotation in their work The best example of that I think is our liquid margins program, which is actually m are mc'd by Franny who's on the call here and liquid margins is a Regular show that we run where we invite as I mentioned instructors from specific disciplines or with specific Goals or from certain types of institutions to have conversations around a social annotation so you can see here we have some around um mathematics English As well as just kind of social justice and and college success. So all different kinds of themes and franny's created a link there Um, and we're also doing a lot of research around social annotation and its efficacy and we have our first scholar in residence um Ramey clear who is working with a number of schools and programs to look closely at how social annotation is being deployed and How effective it's being for for certain learning goals one of the things I'm most excited about that ramey's working on is with Indiana university has adopted hypothesis for its composition across its composition program um And you know students are using annotation as part of freshman comp At at india and we're going to look at the work they do with social annotation and how it affects the writing Which of of course is the goal of that course? um, and so stay tuned if that's an area of interest for you how uh annotation can social annotation can Help students become better better writers I will stop there with 15 minutes left And see if there are any additional questions or if my colleagues want to Raise anything that I forgot um, but that is uh hypothesis 101 uh social annotation for beginners And if you want to unmute I think you can Maybe raise your hand or something and I'll I'll allow you to talk quite like the The pedagogical assumptions there I wish you guys could all just speak up, but of course I can create some noise Um, so feel free to to raise a hand and I'll unmute you or ask a question In the chat Marsha asks a good one. What are the advantage of using hypothesis over? Uh over other tools like perusal Um, that's probably a webinar in and of itself I think one uh two major differences. I'll start with one is just our orientation You know perusal is a reader, right? It's a it's an e-reader and so they you go to their platform where they sell texts Um, and they they do have social annotation abilities There hypothesis is a tool that you bring to text or that you point to text So just the orientation there of being kind of a platform where everybody has to go Versus a tool that can move around Is a kind of different, you know software and philosophical approach I think, you know being able to move to different texts Is a powerful, you know Difference with hypothesis It also makes for differences than on a practical level You know, I think hypothesis is more deeply integrated into the learning management system Again with perusal you're essentially leaving the lms to go to another platform And and with hypothesis, you know, it's integrated into the workflows as we saw with campus It's an assignment workflow. It's with the uh with the module item workflow So there's I think a deeper integration with lms as a result of sort of how The software is designed as a tool rather than a platform. The other is that, you know Hypothesis makes agreements with schools To support hypothesis use and perusal is selling textbooks. That's how they make money So sort of would be up to you, I suppose or your institution about which of those models is more suitable for Students instructors and the institution as a whole You know, we're we're directly collaborating with uh with an institution and it's it's an administrative and instructors and perusal as I said is Partner with publishers to resell textbooks Um Oh, the other thing marsha that's important to know to to think about with With perusal versus hypothesis Is one to check on accessibility with perusal as I said hypothesis is wcag compliant And I'm not sure where perusal is there. Last I checked they were not And also around the differences with copyright Um and copyright compliance and uh, whether it's you know Appropriate to upload things to perusal at your institution or whether it's better because of the way hypothesis is set up to Point a tool to that stuff note to bene old school annotation. Not really sure Uh, I don't think it's been around for a while. I'm not sure it's super active anymore That's another tool very similar. I think note to bene is one of the early kind of social annotation tools um And uh, but I I haven't really heard about them being sort of actively supported And and developed like hypothesis is Thank you, angelo Any other questions? I'm not seeing any hands raised. Have I missed anything colleagues? I think you've actually been incredibly comprehensive Nice work. Yeah, you're still on your game today. Jeremy I know kind of had a loss for what to do. I finally recovered from Thanksgiving Monday was rough So I just want to reemphasize. Um What that's a great question. David says what can I tell the it folks in my institution about how much Work it would be for them to integrate uh hypothesis. That is a great question. David. Um It is very easy to add an lti tool technically right it takes five minutes to add hypothesis to a course So that's not um A complicated thing Obviously, there are a lot of times you're those it folks may want to do security reviews accessibility reviews. So the standard review process That they have may you know be some work that they'll want to do Although we have documentation around our security practices and accessibility That we can share So David if you reach out to education, you're like, hey I want to go to my it folks with everything in hand We can send you some supporting document Um documentation to pass on and say, hey, they're accessible. They're accessible And they have this Uh security documentation to help you move forward You should also note that they could install it just on your course level to to give it a try David it doesn't have to be like your every individual me institution is suddenly using it Um and the other thing to add in terms of the work that it would take School to integrate hypothesis is that I think unlike some other tools We really offer support complete support Both technical and pedagogical for our partners So we are not handing off the tool to some group like it to conduct support Of course people might be writing into them, but we welcome your it folks your support folks to send all questions to us So that we can do the work of supporting the tool Rather than again just sort of selling the tool and then You know skipping town as it were um I hope that helps uh Answer what is a good question really the the end of this You know every every time we have this we should talk about david's question here um Sarah asked an interesting question too. Is there any way to do this as a discussion board on canvas? Or is it only workable on assignments? So Curious about the question. Sarah. I think a lot of people view hypothesis as an alternative to the discussion board You know like is the discussion board really not getting the kind of discussion you want Why not move that discussion to hypothesis in the form of either an assignment in canvas? Or a module item in canvas And and maybe get more authentic conversation going there As opposed to kind of the rote, you know Reply to the instructor's prompt in the discussion board, but in to literally answer your question I don't think you can sort of host a hypothesis reading within um within the discussion board itself But in terms of canvas, Sarah one of the interesting things is that I kind of feel like Hypothesis assignments within canvas operate like discussion form In canvas because like in a discussion form you can sort of isolate a particular student's contributions and grade them Same thing with height with the way hypothesis assignments work um, I have seen some instructors use them kind of uh in complimentary ways where maybe broader um broader questions are appropriate for a discussion forum um, but then other types of discussion breakdowns of specific passages um Would be handled better in you know using social annotation Thanks, Erica Thanks for agreeing with me, but also elaborating on the sort of difference between discussion forums as kind of a separate tab Versus discussion as it might take place in the context of a text um As an english teacher, of course, and I don't think I'm alone in I don't think english is alone in this um Uh, we want since to stay close to the text, you know argumentation needs to be based in evidence And so rather than Move away from that source of evidence Having the discussion there Can help students be more Beholden to the more, you know sensitive to the claims they're making And how they're substantiated You've been a great audience You have great questions Thank you for your help and raising some some things that weren't part of my formal presentation or that I didn't Necessarily have on my agenda. There have been some good questions that really That were really helpful I think to to others I'm just going to for the millionth time drop in education at hypothesis address Because I think for many of you that might be the next step reaching out to us to get support Either for your installation or to connect us with folks at your institution And uh Yeah, we'll go from there. Thank you. Eric. Thanks others for joining today And please be in touch. We want to help