 Hi all Becky from me hypothesis success team we do have quite a few people registered for today's workshop so I'll go ahead and give everyone a minute or so to get logged in get settled and then we'll get started. Great, it's about three after so I will go ahead and get started and then. Anyone that jumps in last minute no big deal. First off I'm going to go ahead and throw a link to today's slide deck in the chat so that you have that. And before we kind of get into the nitty gritties of the today's workshop I did just want to remind you a few things in the zoom webinar. Just make sure if you do post in the chat that you select all panelists and attendees. That way everyone in today's session can see your introduction and then also, if you have any ideas or questions to share that we can all see those as well. And then another introduction from myself I'm Becky from the hypothesis success team, and Aaron is joining us today she'll help answer any questions that come up in the chat. And just help support us in today's workshop. I wanted to go ahead and just so that we can learn a little bit about each of you if you want to go ahead and introduce yourself in the chat. Share your name what school you're coming from today what discipline or what role you have at your institution and then what you're hoping. You can either share two things either your goal for today's workshop, or your experience with hypothesis so far. We have quite a diverse group in terms of where you are all coming from today. And nice to see some, some recognizable names so thanks for joining us all today. Welcome to a hypothesis workshop before you have come across these resources I just wanted to let you know that they are available for you to come back to so the first two are great resources. Well, probably the first three are great resources to share with students, particularly on guiding them on what quality annotations cannon should look like. I'll briefly some of the ideas I share today do involve adding multimedia so adding images videos and links to your annotations. So that guide walks you through how to do that, also a great resource to share with students. And then we have a. We've been fortunate that we have so many partners that are willing to share their resources that they've created so you can link out to all of those that we've been collating as well as some other examples of classroom use to come back to. Today's workshop is not our intro activating annotation in blank LMS. So whatever that LMS is today. So most likely, hopefully if you are in today's workshop, you already know how to use hypothesis in your LMS. So we aren't going to cover the nitty gritties of how to set that up. But please know that if you are new to using hypothesis or haven't even yet had a chance to jump in and get started know that Aaron and I are here to support you so we're happy to help set up a one on one outside of this so we can demo the tool for you or walk you through the steps so that we are there for you. And I'll just go ahead so you all have it top of mind throw our email address in the chat so that you can reach out if that does apply to you we would love to work with you on getting started if you're not yet at that place. So just for your reference we have these resources here for you so whatever LMS that you use at your institution you can link out to these resources. So just a reminder that they're there for you as well. And today will really just be about sharing ideas of creative ways to use social annotation in your courses ways to make annotation not just feel like another check mark that students have to do a way to maybe incorporate some active learning strategies some discussion protocols and so on that will not only make your students more active more visible and more social but also just so that students are enjoy the experience. They're enjoying participating in the reading sharing that experience with you and their classmates. So I'll start off by going through some just some discussion protocols and active learning strategies that you could apply to your annotated readings with your students. So here's one idea here is to have students be responsible for creating different level questions throughout the text. Level one questions could be text based and reference the text directly, you could have a group of students responsible for doing just level two questions. These are broadening the students understanding of an issue by speculating about the social and cultural consideration surrounding it. And then you could have another group. Do be responsible for level three questions so asking students to make those personal connections to the text and to the ideas that you're discussing. So for example, how did these ideas issues affect you or your community. Another way to add additional engagement with different levels of questions is to also assign student facilitators. So you could have three student facilitators one for each level of the questions. Those students help kick off the conversation at each level by posing a question and also monitoring that portion of like the seminar the discussion. So make sure that everyone's questions are being heard everyone's voices being heard throughout that. So one of the protocols and active learning strategies that you can use with your annotations is is some of these listed here so if you're not familiar with some of these I can run through them for you. So right pair share you could have students annotate individually, right out their ideas, then pair up share those with their classmate with their colleague. And then one of those individuals in that pair could be the spokesperson to share out maybe what was the most meaningful annotation, or what was the annotation that stood out the most for them in the text. Another option is something called up. And I've adjusted the name of this one a little bit. Sometimes you might hear it called like a one minute paper or one minute essay. It's annotate for one minute by writing a brief summary of the text or identifying the most important point. So annotations don't have to be, you know, lengthy process it could just be okay what's really top of mind for me. I know this was mentioned in liquid margins I believe this past Friday but jigsaw is another way to to have students annotate a text so students are divided up into several different teams. Each team is responsible for either a specific article or a specific section of an article. And then their role is to really become the experts on their section or their reading. So, and then their role is to ask the expert to then share with their colleagues. So whether other students are going back and reading their each group's annotations to learn from them ask questions, and continue that conversation. Sometimes it's called final words, sometimes it's called save the last word so you choose a student selects so one student selects a quotation from the text and they annotate it. And then the other students take turns responding to that specific text, but the original student who selected that quote is the one who their role is really to reflect at the end they close out the discussion with a reflection so they're in other words saving the last word for that. That particular student. A couple other ideas listed here is and I'll bounce around a little bit, but three to one is, they can ask, maybe three questions they have two things they found interesting in one. One way to like that their thinking was pushed a little bit further as well. So that's an idea. Oops. There we go. Another one is like a sit. So they share one thing that's surprising one thing that's interesting and one thing that is troubling. These are also great ways to incorporate tags so students could add surprising interesting and troubling as their tags. And then so you're just way ahead of it the four a's are what assumptions does the author of the text hold what do you agree with in the text. What do you want to argue with in the text and what parts of the text you aspire to. So since I all throw those questions in the chat just so you have them to reference as well. This is just you know not an exhaustive list. So there's lots of different discussion protocols and active learning strategies out there that you could apply to your readings make them work for you whether you're doing asynchronous learning synchronous learning, some sort of hybrid model as well. So apply, take one of these protocols or others that are out there and make it work for you and your students. Another important thing is to have students make connections with their text to help them better understand the text. So have them consider all the unique ways that they connect with it. Here are just some and this may be important to explicitly have students call attention to so maybe they're expected to make each of these four connections as they read. A text to self connection, a text to text connection that text to world. And then, maybe they've seen this reminds them of something they've seen before whether it's in a book, TV online read about it heard about it, and a podcast. They can share that as well also great. This would be great way to incorporate adding multimedia to your annotations. Because there does anyone feel free to throw it in the chat or raise your hand if you would like to share verbally. If anyone has used any other forms of discussion protocols or active learning strategies that have worked for you and your students while they're reading. If some do come to mind, feel free to share them in the chat. You may or may not be familiar with Harvard project zeros visible thinking routines. Those are great ways for adding additional level of visibility to students thinking while they're reading. So I've added just a few here to, we'll talk about just for, but if you go to I'll throw a link to it in the chat. If you go to this website. You can find all of their thinking routines and you definitely a lot of these are adaptable to reading. And again, both synchronously or asynchronously working together. So just a few that I think would be particularly useful as students annotate and if you've ever been in one of my intro workshops you've probably heard this one before because I talked about it but the compass points. I think it's a great one to use to build community with your students. So students are sharing four things. Great to get started with the syllabus as well so if that's your first annotation assignment. You can use the compass point so students share four things. There, what do they need to know what are they excited about what suggestions or what stands do they have. So again a great way to incorporate that social emotional and community building aspect to reading. Another one that could be used is the sentence structure so a lot of times students don't know where to get started with their annotations. They don't know how to reflect on their thinking how it's maybe changed and adjusted since they've read or had a discussion in course. And then just use the sentence frame here I used to think. And now I think. So it has. This would be a great one maybe even put in a page note. So maybe it's not related to a specific text, but it's related to the entire reading itself after they've read it. Now they have this, you know, change apart or a change in opinion. One of the few others that could be useful is headlines. So think of headlines as like a headline of a newspaper. So students are acting and synthesizing and identifying the headline of the text so what are the needs to know how could you summarize this text in just one one phrase as if it were a newspaper headline. Another one in a great way to incorporate multimedia is color symbol image. What color represents the text what symbol represents the text, what image represents the text you could have different students responsible for different. Different versions of this or even students could choose which one they feel most connected to so maybe they don't have to do all three but they choose. Maybe this reading really makes them think of a color and here's why. Go ahead and just pause again in case anyone has any other ideas to share if you've used another visible thinking strategy with your students before or something similar. We'd love to hear from you. Another way to use to add creativity to students annotations is have them take on different roles while they're reading while they're annotating. So most annotation is probably in the student voice they're sharing I think this or maybe I have a question about this. And that may range from maybe informal to what is what is this author thinking here to even maybe formal engagement, such as like this is an example of Freud's concept of blank blank blank blank with a citation. I'm sure you're seeing both formal and informal engagement with the text, it's most likely coming from the students voice. So you could have a student take on a unique role while they're annotating so maybe they're the voice of the author. Maybe they're coming from the perspective of a historical figure or scholar or even a famous person so another way to engage with the text. Kyle, thank you for sharing this one if you haven't seen Kyle's message in the chat the idea of doing a fishbowl activity where half of the students annotate a text and discuss it, and the other half observe the annotations and do a meta discussion around it so that's a that's a great idea. And other ways to have students take on different roles in the annotation so you could put them in groups or just divide them up and deviate their roles. So here's just some examples you could have a questioner a director illustrator, a connector. But there's lots of options out there. So you could have one person be the annotator and keep it simple and one person is the spokesperson for the group. So that students responsible for like what is the legitimacy of the sources that are being added or what's the legitimacy of the text. Maybe one student is the reflector so their role is to, or the synthesizer so they're looking at all of the annotations as a whole, maybe coming up with the one that is the, as the most meaning or is the most inspiring or is the most And then maybe just have a recorder and someone who's recording the thoughts or the discussion of the group and sharing those out as annotations maybe in a in a page note in the in a hypothesis sidebar. Keep sharing if you have any ideas keep sharing those in the chat we would love to hear about them. I will say this next section I had to do my own research, because apparently my age showed. And I had to do a little research on what what social media is out there so this may not even be the best ideas. And I'm sure your students could probably come up with even better ones because they're more familiar with what's being used out there in terms of social media. But we do know that students are used to social media. They're on their phones they're pulling it up in a, in a tab to see. See how many likes or hearts they're getting and so on. So why not incorporate that into your annotations as well. So just some ideas here, you could have students create a tweet and that's their annotation. So maybe they're limited by the number of characters so they have up to 280 characters to create their annotation, almost like it could be you could combine this with headlines. So here's their headline here's what they need to know here's what they want to share out if they could share anything with the with the course with those annotating with them. This is the one I particularly had to do research on because I don't know anything about tick tock. But students create could create a little short form video. I guess, in my research I found out that tick tock videos are range from 15 to 60 seconds so that would be you could give students a time limit. So maybe they're creating a YouTube video and that's 15 to 60 seconds and adding that as an annotation, maybe they're filming themselves in a flip grid video, and they're adding a link to that flip grid video. And a little bit more familiar with this Instagram so maybe have students imagine what a character of the author would post on Instagram and create that post with an image a captain caption whatever hashtags they would use as well and those hashtags could ultimately become tags in your, you and your students annotations as well. It doesn't always have to be annotating a scholarly text, you could be annotating each other's work, you could have students annotate each other's work. So peer to peer feedback or peer to peer review is one that comes up a lot. You can have students do some form of like revision practice, or looking at a model essay, and they use that as their guideline to then give each other feedback in their own work. And one other thing to note with peer to peer feedback is that the way that hypothesis works as an external tool is that you as the instructor would still be the one that would have to add hypothesis. So whether you're adding it to a lesson in Sakai, or adding it to an assignment and Canvas or so on, you would want to set up some sort of procedure protocol for your students, so that they're submitting the work to you. You'd want them to do that as a PDF, keep it simple. So they submit the PDF of their work to you and then you can add that as a hypothesis enabled reading in your LMS. So just a little, a little logistical tip for you there. Maybe it's useful when students are doing peer review and peer to peer feedback is using some sort of feedback protocol. So maybe students don't know how yet to give each other feedback. How do they push each other to get better. So here's, there's lots of other ones out there, but here's I'll share just a few ideas with you. The tag feedback protocol is one way. So students have to do three things when they give each other feedback, and that's share something that they like. Ask those thoughtful questions and give suggestions and depending on the scaffolding that your students need, maybe it is important to include more sentence stems like this or sentence starters for them to get started. It really depends on the, you know, the needs and what would be most useful for your students. Another idea for doing feedback is the plus minus delta feedback protocol. So what did the student or what did the author what did the writer do really well, what did not go so well or what wasn't done well. And then that delta what can they change so what would you like to see them adjust in their writing and their text to demonstrate improvement. And this could also be used these protocols can also be used with scholarly texts. And it's a great way to give feedback to to prove the legitimacy to analyze those scholarly articles and an academic readings as well in addition to students academic writings, just some other ideas to make annotating fun. You can have students keep track of something silly. So like how many times the author uses a particular phrase in the text. Perhaps that could lead to a deeper conversation about word choice the style of the author the style of the writing. You could have students develop their own secret code for annotating and create some sort of legend around it explaining what each symbol or what each word in their code means Encouraging students to add those multimedia components is also a great way to increase students access of the reading and annotating in a way that they feel most comfortable. And another fun one I've seen is turning it into a scavenger hunt. So their role is to find specific components in the text. Make it a scavenger hunt. Now, one more time I'm going to turn to you. And if you want to just, I'll give you a little bit of think time. But the goal of hypothesis is for your readings to become more active more visible and much social for you and your students. So think about the readings that you assign to your students. How can you creatively use social annotation in your courses. And feel free. If you want to go ahead and raise your hand if you want to share verbally or just throw your thoughts ideas in the chat. We'd love to hear from you. Go for it. If you want to go ahead. Hi Becky. On that last slide you posted you mentioned about tracking words or phrases. And that's actually a sort of a go to method I use for pattern analysis of when we're interpreting a literary text we identify. A word repeated or phrase repeated as a way to get to the overall thematic preoccupation of the text and it's a really powerful analytical tool I find so it's not just for, you know, it's really really encourages close reading of the text and then they can identify multiple meanings of the text. So I think we use the sort of a tag feature to begin tagging the motifs that we're finding repeated throughout the text. Thank you so much for sharing that. Kurt took the lead on this one does anyone else have any other ideas. Hey, can you hear me. Yeah, we can hear you Kyle, at least I can. I can't remember her last name but or how to pronounce it but Kate denial, Daniel. She's a history history professor, I believe in Canada. And she's taught the practice of bibliography by having her students kind of reverse engineer a paper or a book title from the bibliography that's provided. So she'll provide their students with a bibliography to look at and then their students kind of suggest a book title based on what they see. So I can see that very easily translating to an annotation activity. Yeah, that's a great one. And thanks, Kyle also just through a link to more information about reverse engineering, the big bibliography so great fun. I'm not sure if Jonathan wants to talk because Jonathan you've got some questions about your suggestions in the chat. So if you want to raise your hand and back or Becky can unmute you. And you can answer, or Alex if you want to ask Jonathan the question directly. I'm here. I haven't seen the questions though. It looks like it might have just gone to Aaron and I said that would be why I'm sorry about that. I just know if you if you repeated I will do what I can. Perfect. It looks like Alex is just asking. Does that mean that everyone has access to everyone's paper or do you use groups for that so what does that logistically look like in your course. Everyone has access to everyone's paper their blind PDFs. I post the, the, the, the papers without names students run through them. I run through them. No grades obviously that comes later, but I find it very helpful because the students tend to take care of the, the really easy stuff at the very least so that I don't have to write the same comments over and over and over again. You know, the grading process itself, the real serious stuff I still tend to end up doing, but everybody ends up getting better papers and so many of the same sort of general theoretical mistakes are always going to be made in a class and so everybody can see that process unfold in hypothesis. I guess one other thing is I have to do the posting that would probably be the only drawback. So I'm posting a lot of PDFs. But, you know, I still think it's worth it. It's certainly better than handing out physical copies inside a class where you know, they ask people to bring three copies and share it in small groups. This is just much more efficient. Thanks for that. Those details I think what I've seen to avoid having to let's say you have to 20 students in a course and rather than posting each of those assignments individually. So each of their papers individually, you could take all of their, their work and turn it into one PDF and then only add that single PDF as a hypothesis enabled reading. So that would all be in the same PDF one after the other. So like a title or some sort of divider between them would be useful but that's another option so that you don't have to create each of those like 20 different hypothesis enabled readings. Great well I don't want to put anyone too much on the spot today but hopefully this has given you some food for thought. So think about think about what ways you can maybe run with one of these. No need to try them all, but give want to go see how it works see if it needs to be adjusted for your specific reading that you're doing with your students, the way your courses run and, and we would love to always hear how it goes and hear from you in terms of what went well what didn't go well and we're always here to help bring some more ideas with you. So let's sort of wrap up today's workshop. But just know that you are not alone out there as you're annotating we have just by looking at today's participation you can see we have educators all over the US and even all over the world that are using hypothesis for social annotation so there's a lot of you can even just Google what's happening at Pratt and see how they're using social annotation in their courses just as an example so there's a lot out there. And just know Aaron and I always want you to know that we are here to support you our support engineers are also there. So for any of those tech glitches that do come out something doesn't function as expected we have a dedicated support team that will help you troubleshoot any of those issues and make sure we can make it a positive experience for you and your students to use hypothesis in your courses. And on the pedagogical side like I said Aaron and I are happy to meet with any of you further to have deeper conversations about maybe ways you could use this in your in your course or feel free to share our meeting link with any of your colleagues that might be interested in getting started or learning more. So I hope that I always recommend checking out liquid margins hosted about every two weeks on Friday mornings, at least morning for me on the Pacific Coast, might be afternoon for some of you. The great thing about that too is you can always check out. We pull out a few highlights from each show so that even if you don't have time to watch the entirety, the show in its entirety you can watch those one to two weeks and then we will continue to add to our partner workshops that we are offering and in fact this website was updated this morning by our marketing team for us. So, feel free to pass that on to any colleagues or team members that may be interested in participating in one of our upcoming workshops. So, hopefully today I can give you some at least about 15 minutes of your of your morning or afternoon back and feel free to reach out if you have any questions any ideas to share and enjoy the rest of your day.