 So I think before the semester starts, I tend to survey my students because I want to have an understanding of what experience they have with annotation in general and digital and collaborative annotation technologies. And usually I find that they don't have a lot of experience with collaborative annotation. There's some experience with digital annotation and a lot of experience with paper and annotation of books and things. And so we start there. But I start on day one with having them annotate my syllabus. It works for me so much better than reading aloud parts of the syllabus and then asking for questions and getting a room full of blank stares. When I assign that first bit of annotation, I ask them to do a couple of things as they look through the syllabus. Of course, I want to know what questions they have about things that I've written what's not clear. I also try to add a few questions myself, asking them to think about prior experiences they might have related to some of our course goals or activities so I can get a sense again of what they might already be familiar with and what's going to be brand new. And I ask for them to feel free to react emotionally what things are they excited about what worries them. I find that my students are much more willing to tell me some of those concerns, especially in the annotations and they would if I was asking them on that first day of class to share those feelings to a brand new group of folks. And I invite them to suggest revision so at the top of that syllabus it says draft and I try to emphasize that this is what I've come up with before I've really met them and I won't want their input. In the shape of the course and I try to integrate their ideas for things that they want to learn or suggestions they have for making the course better from them and to really start the semester with that. That sense of teamwork that we're going to create this together.