 Welcome to liquid margins the inside track hypothesis team members on social annotation. We're doing something a little different today this Friday, September 23 in the year 2022. First of all, we're doing this without my distinguished quality for any French who usually kicks things off and make sure the right buttons are pressed on the webinar and zoom and stuff like that I think I've managed to do that looks like close caption is going looks like recording is going looks like people have been able to get in so I think we're in a good place. But hats off to for any for for usually running liquid margins but she's on a much needed vacation. The other thing that we're doing really differently today is, we normally talk to practitioners of social annotation out there in the world at schools that we work with to hear their stories about how they use an hypothesis in the classroom and this liquid margins are sort of taking an internal look and having an internal conversation with our own colleagues. But one of the really cool things about hypothesis is that I think almost every employee at the company kind of blurs the line between being on the sort of vendor side of things, or the school side of things. Everybody that we're talking to today has a background and has worked at a college or high school or university. And I think we've talked about almost. I think actually everybody at in the success and sale and the success and support teams that hypothesis which is something I'm very proud of, we've hired a lot of former educators. And I think that's, that's been awesome for building out a really great team, but it also enables us to really speak authentically with the folks that we're working with and collaborate deeply. So I think that's one of some of those folks today. I also think it's important to, to see the people behind the technology, right. A lot of us use tools and we might forget that, you know, human beings built those tools. Just as sometimes the people, the human beings that are building tools forget there's human beings on the other side. So, these are the human beings of hypothesis today that we're going to be sharing and I'm, I'm excited to have that that conversation. Finally, I'm really excited to be able to showcase some of the awesome people that I get to work with at hypothesis I'm really thrilled about my teammates as part of what gives me at hypothesis. And it's not a bad advertisement for potential customers of hypothesis to be like, these are the awesome people get to work with. They have really interesting backgrounds and they're really interesting things to say. So, that's what we're here to do the inside track hypothesis team members on social annotation. My name is, I don't think I introduced myself so I'll reintroduce I'll introduce myself as I'm Jeremy deed vice president of education at hypothesis. I am a former educator in high school teacher. English grad student and instructor at the college level practitioner social annotation in the classroom before going to work for social annotation tool called genius and then coming to hypothesis so I share some of my journey here because it's as a hybrid track to those that are here, and I'll introduce them and then we'll jump into the conversation. So, I'm here with Christie to careless, who's a customer success manager at hypothesis maybe a month into the job or so something like that. One of the great, I'm not going to steal her thumb directly I was about to tell her story for her to do that. But she has worked at Rutgers, and she's also I believe taught high school history that right Christie. Okay, so Christie's here with us today and then there's Christie as who's a customer support engineer at hypothesis, just a couple weeks in on the job. And he comes to us from Northwestern where he was, where he was a librarian, and then Suzanne Miller, who is also a customer success manager is with us today. And she has worked in customer success with other companies but she also taught high school English. I have a sweet spot for high school teachers because I was one myself I think we have a few on staff and anytime I see that on a resume I'm like oh yeah we should definitely move that one along. And this one we moved along all the way to hiring her and she's with us today for this conversation so I'm going to try to set myself up and jump in to hear more about you guys. So going in this order. I'd love for each of you just to share a little bit about your career journey. I know none of you started in ed tech, and here we are I guess in ed tech we could question whether we're in a tech but I think I'm from some perspective role in ed tech on the industry side right now. None of you started there. How did you get here. Christie. Hi everyone thanks for joining. So okay, I'm going to try and make this a brief story. So I did start my career as a high school history teacher. And when I started, I taught at a title one school and I just felt like after my first year I wasn't really making the deep connections with my students that I wanted to be. So I spent that summer really trying to dive into ed tech on Twitter and I started a blog like I was like really into trying to find different tech tools to get my students more engaged with learning. And from there, I decided to do my master's degree in instructional technology. And that led me to transition into instructional design. And I was at Rutgers for about eight years as staff there. I was in the instructional design and technology office supporting faculty and teaching online and trying to better engage students that way so I still kind of saw this thread, going along in my career of, I just want to help people engage students whether it's my students whether it's, you know faculty at Rutgers Camden trying to engage their students. It was there that I also started teaching online. And I believe that maybe it was in 2018 that I had heard of hypothesis and started using it in my own courses at Rutgers Camden. So I was super pumped about how it went in my classes and when I saw that there was a customer success manager position here hypothesis I was like wow that's a cool opportunity because it became one of my favorite ed tech tools to support because I felt like it was so easy to get into my classes and my students, it was one of like the most successful tools that I was using my class. So, here I am. That's the, the short version of my story I guess. It's awesome. We'll get into other details. I will just say, I've been on a couple of workshops with Christie when she's presenting to a school, and it gave me goosebumps the first time when she sort of introduced herself and she's like, I used to be an instructional designer that works with hypothesis and now I'm working as customer success manager with you instructional designers and teachers that that are using hypothesis so that's awesome. I think you're next Chris. Hi everyone, thank you for being here with us. So I, before coming to hypothesis I worked as an academic librarian for about 10 years at different schools around the Midwest. And through that journey I worked in a variety of different aspects of the library reference instruction and collection development scholarly communications open education. And sort of the the main like thread that has stayed with me throughout my entire academic librarian career was focused around the use and promotion and support for open content. I, my first job as a librarian was focused on promoting open access publishing to faculty, educating people about copyright and different experimental ways to facilitate peer review and that's actually where I heard about hypothesis to begin with was from the scholarly publishing peer review side of things. I remember when I started at at the University of Iowa and like around 2013 there was kind of a lot of excitement around the idea of both open peer review and post publication peer review and hypothesis was one of the early tools available to sort of facilitate that sort of discussion around preprints or publications on on websites. And so I've always like known about hypothesis, but I think what kind of brought me out of libraries and into educational technology proper was my love for an interest in open source software so got really excited when I saw this support engineer position at hypothesis I thought it would be a really great way to learn more about the technical side of educational technology. I really love that the organization is committed to open standards and open source software. And it was a good opportunity for me to kind of leverage my experience working with and supporting educators in the library so so now I get to work with students at colleges and schools around the country and around the world, and I get to see a different side of sort of educational enterprise from my vantage point which is really interesting. So, that's kind of where where my background is and what brought me here. That's awesome Chris, I set to share one anecdote which is when we interviewed you for the job. I remember side side, side chatteling chatting with Dan the founder of hypothesis and we're like okay yeah this guy could definitely do the customer support engineer job but on top of that he just sort of so clearly shares a DNA with where hypothesis comes from, especially in terms of that commitment to openness and and code and and content. So, really glad you're here. All right Suzanne. How'd you get here. How did I get here. Well, I started my career as, as Jeremy mentioned teaching English teaching high school English, actually kind of book ended my, my 24 career, 24 year career in public education both in Florida and now here in North Carolina and so played a few other roles in between, but my, my last, my last few years were teaching high school English before I came to the other side of the table. Mainly as a customer success manager but mainly because I was a huge believer in engaging with digital content with my students having them think critically through what they were reading and so I found myself embracing multiple tools that did just that. And so this kind of answers that question that's probably going to come later about my commitment to hypothesis, but it very much aligns with that, you know, I guess philosophy that you know that digital tools ed tech and high 12 higher education that you want students and teachers taking more of an active part in the education not so much being passive in in that process and so hypothesis stands out in that area as well as the other tools that I've supported over the years. You can name that it's okay. You know, another great thing of course is that you came, you're part of the family because Michael our customer support engineer was working at actively learn when you were a customer back to me learning and recruited you to actively learn because he was such a great advocate of the for the tool and for the, not just the tool but the pedagogy surrounding a tool. And then he came here and then you followed him here a few years later and we're very, very happy for it. So I think we are with you guys, but this is the problem with sharing the questions beforehand that people start to cheat and start to answer the second question. Which is, I believe what Suzanne and Chris have done and Chris year through line for you as openness, right in terms of your career. My next question was what's the through line in that journey right I've switched careers like you guys have. But I feel like there's a consistency across teaching and working in technology for me. So this is was openness. You can elaborate if you want Suzanne's years was engagement would you say or active active learning, right, the through line for you and critical thinking in that learning and critical thinking that's great. And I think mine is probably engagement just I was always trying to get students engaged. And now I'm still trying to get students engaged and keep students engaged but you know from the trying to the tool side of it. Chris, did you get to talk a little bit about the through line of your career yet. Yeah, I definitely jumped ahead on that and I stole, I stole your engagement know because that is really what I was trying to do. And I was teaching high school and in supporting faculty and then teaching college classes as well as just figuring out way how ways to keep students engaged and make them to a best self of Suzanne active participants in the classroom. Yeah, and I think for me, there's also like one step further which I think you guys are saying to which is getting getting folks excited. I mean, I was a nerd, and throughout my academic career I loved learning. I got excited about it. And I think when I became an educator that was sort of one of the things to be engaged to be active but also just to be excited to be passionate about something that's a through line for me. I also think you guys to me have jumped ahead on this one, but let's go backwards a little bit and just see about, you know, with Suzanne first this time, when did you first come across the idea of social orientation doesn't have to be an hypothesis context but it could be hypothesis itself tell us a little bit about that origin story of first encountering this type of technology. I would say, as I was exploring, not through the digital arena but through just best practice in learning and education, obviously close reading became a huge thing. I was sort of midway through my career. And so I embraced a lot of close reading practices I kind of considered myself on the cutting edge of what those practices would be. And the idea that, you know, a digital tool could sort of simplify that. In my mind make it more efficient was something that I completely embraced when I discovered the first few tools that I used including actively learn with with social annotation so, you know, and I think it very much mirrored the, you know, the benefits in the use of social media and some other stuff and I think that that kind of dovetail nicely with my my classroom practice which was nice. Yeah, I'll just briefly share my I had a very similar story right I'd always been talking about annotation to students encourage annotation, you know, in a lot of formats. And I started to explore digital technologies and try to bring them into the classroom to be a hip teacher or whatever right. A lot of stuff I used a lot of stuff I saw colleagues using I was like, I don't know if this is really working. When I first started getting into juice and interested in using digital tools and classroom people using this platform called second life to sort of like a, you know, alternate world or something like that with people have avatars they're trying to teach composition, you know, through second life and I don't know, I don't know if I can get into this and then I saw social annotation tool and I was like, that makes sense. Right. That is a skill in practice that is not particularly new. So, you know, been around for a while I've been practicing it personally, encouraging my students to, but this is a new context, maybe makes it more efficient. It makes it more multimedia. I'm not a drawer or an illustrator right so bringing images into, you know, annotations like something can, you know, do do more in my annotations than I can in an analog context so yeah I'm very similar pathway to you. Chris, social annotation I know we were just talking the other day about you know social annotation and scholarly publishing. I don't know, you know, when you first came across this concept of interested to hear. Yeah, yeah so it first came. I first learned about it around sort of disrupting the double blind peer review process and kind of making it more of an open conversation trying to tie into other elements and like movements and open science and replication and open sharing of data trying to just open up the conversation a bit more in like a scholarly publishing context. But, you know, so that was early in my career, more recently at Northwestern. I was really involved in the design and launch of an open educational resources program. And so that brought me into a lot of conversations around how to sort of leverage these web publications these open publications with other sorts of learning tools and I remember. A couple years ago, I think I was like on the other side of like a presentation that Jeremy gave at Northwestern about demoing hypothesis and it was like, I was brought in that conversation because there's a lot of potential there for connecting our authors and OER users on campus with hypothesis and they're also kind of played in with sort of moved movement towards like flipped classrooms and asynchronous communication and obviously with the pandemic and online learning. It just seemed to make a lot of sense for people to start using that at Northwestern more recently. So, so yeah, it was kind of top of mind towards the later parts of my time at Northwestern, mostly from like an educational perspective rather than scholarly publishing. And I think I want to hear from Christine and maybe pause and try to connect some dots here between, you know, Chris's background is pretty different from Suzanne and Christie's right. Not a classroom educator with working at an academic institution thinking a lot about publishing. And this is of course always been part of the history of hypothesis as we've always had some interest in getting involved in scholarly publishing, and peer review and things but also this classroom interest so I'd like to circle back with everybody to talk about can we connect those two things but Christie you talked a little bit about your origin story with hypothesis but rehash a little bit for us how you first discovered social annotation. So I want to say, and I might be remembering wrong that maybe I did like Diego or delicious one of those social bookmarking tools also have annotation capabilities feel like I was exploring those. I wanted to even further than just engage my students more something that was has always been important to me is to have my students act as contributors to course content so I've never wanted to necessarily be the only like source of knowledge or the only source of authority in my classes and I feel like social annotation is a great opportunity for students to, you know, contribute either their knowledge from other courses their own life experiences or their own like research on the spot. So I kind of started with, I don't think I actually use like the social annotation features in whatever it was the Diego or delicious whenever the social bookmarking tools were, but even just like collecting websites together. And then when I did see hypothesis is like wait, I've seen something like this before. This could be a really easy way for us to kind of collaborate and create knowledge together as a class. That starts to help to make the connection right between me and Christie, you see a connection there between opening up scholarly production to be more horizontal with the sort of classroom horizontality of the centering the teacher that Christie's talking about. Did you say Chris or Chris. I said both, I think. Chris, do you see a kinship in terms of the scholarly production, you know, democratization scholarly production with the democratization of the classroom that Christie's talking about. Yeah, yeah, this is like I like I said a lot of the earlier criticisms of the double blind peer review process was that it's only kind of two voices feedback and kind of being the gatekeepers of this what gets published and what is actually considered. A valuable contribution to this course of whatever academic discipline we're talking about. And so the idea of open peer review and open sort of post publication peer review, facilitated by tools like an hypothesis would help bring in more voices that could be, you know, valuable, something that the two peer reviewers wouldn't have thought of, you know, there's a lot more ideas that could be fostered within that. And it all for you, Suzanne either in your, when you were teaching and thinking about democratizing your classroom or supporting student voice or the way that you saw actively learn kind of help democratize and raise student voice. A little different I think in high schools. But I, I mean, I will say throughout my entire career I moved more towards a student centered approach and giving my students more voice and choice. So, obviously, social annotation aligned beautifully with that goal that I had set for myself. And she also talked about visibility, we were riffing before the recording started, we were talking about forget exactly how you said, make, making thinking visible or something like that. Talk a little bit about the importance of thinking was it that reveal thinking yeah talks me about revealing thinking and then we can go back and think about that transparency right openness. transparency. These are some of the values at the core of hypothesis that we see starting to infiltrate scholar publishing practices as well as pedagogical practices in the classroom. So, revealing thinking. Yeah, so the idea of, again, moving more towards the formal to the informal assessments throughout my career so I found myself relying more on formative assessment techniques as I, you know, as I moved through my career the idea that students needed regular ongoing feedback, you know, in the moment. I always say that my students writing improved so much better through the tools I was using like actively at the time, because of that feedback that constant communication that was happening. Obviously not just my feedback, it was feedback from peers. So, you know, I all I can say is that it, it again gave them more of a voice, it allowed them to give each other feedback it allowed me to give feedback better. And it just like I keep coming back to the idea just made it all so much more efficient to me. I think I don't know if this was purposeful but you elegant, elegant, elegantly answered a question in the chat from many Fernandez around improving student writing through social annotation practices so you actually just touched on that I know if that was intentional, but Christie's also doing double duty here being on camera and answering the chat and responded to many, but I think that's what we're talking about many writers that student writing improves. I don't want to say almost naturally in the context of social annotation because the student is pre writing ahead of an assignment so there's some work that's going on before but also feedback that Suzanne is talking about peers being able to comment on that and of course being pushed on certain ideas, ask for clarity it's going to improve that writing, and then of course instructors there as well and Chris I think you were basically suggesting is that the ecosystem of scholarly knowledge production is going to benefit from this kind of transparency and more voices. Yeah, and it's happening in other elements of sort of scholarship. We're seeing it with an increase in reproducible research increase in funding for replication studies. It's all about bringing in more sort of idea of like making it more horizontal and top down in terms of the way that knowledge flows through communities. Chris anything to share about this idea of transparency and making reading visible as we talk about it from your teaching experience or supporting the tool. I think I put something in the chat about this but just from my own classes I found that it's easier for me to identify where student confusions are before they hit unit projects through the social annotations. And I have a ton of formative assessments in my class like every week students are handing in some kind of like reading reflection or like something like that but sometimes those aren't targeted towards, you know everything that the reading is hitting. So social annotation kind of gives the students a more open ended way to address the reading and really helps me hone in on, you know where is their interest where is their confusions. What do I need to address before you know we're moving on to projects and things like that. Thank you Kristi. Apologies guys my, my earbuds died. So I've had to relocate to a phone booth at my co-working space. That's the change of seat right here. Awesome. Well let's talk a little bit about how you guys, you know, first discovered this job opportunity to come work here and what really excited you most about when you saw that opportunity and you anyone after what were you excited about in terms of coming to hypothesis and start with you Kristi. I'll switch on this a little bit but let me chop this up for distribution at all seem more natural. I think that, okay. So, like I said I was at Rutgers and I was at Rutgers in 2018 when I started using hypothesis and I think at that point I connected with Jeremy back then to start to start using hypothesis at Rutgers. So I believe that Jeremy and I were connected on LinkedIn and possibly I saw the position that way so like maybe Jeremy shared it and I was just kind of scrolling along as we do. And you know happened upon the customer success manager position, and it really like I, it sounds almost like fake to me like how much I was like, oh, this is a tool that I actually like really love supporting as an instructional designer, you know we did a lot of feedback, like technical support as instructional designers. It was one of the easiest tools to support which is, you know, never a bad thing. And I just saw how it works with faculty and I know that I loved using it in my own courses and my students had really positive feedback about it. So when I saw that was just like, here's a great opportunity to, you know, work spreading a tool that has really positively impacted my own teaching, and that just seemed like a really cool opportunity it doesn't come along that often. So, that is what led me to apply. And it's again like it just sounds like how could I be that like corny about it but it's true. I bet when you read that job description you're like, yep, yep, can you that can do that can do that. I'm going to do it a different order this time Suzanne. I know you sort of heard about it through Michael, but tell me about what excited you about coming to hypothesis. I have to bear with me I'm trying to answer Sarah in the chat. I don't know, are we able to go off script a little bit to address Sarah. Of course she heads. Yeah. Before I was attentive to the users. Well, it just she was talking about bridging that gap between how I guess vocal her students were in annotating online and then bridging that to in class discussion. And what I was going to share is in the process of typing actually was the the idea that I always tried to incentivize my students with payoffs for doing high quality annotation. And so, oftentimes the play the payoffs were, we would have Socratic seminars debates in class. You know, over, obviously, important questions essential questions if you will. And so, you know, I think it had a lot to do with the text selection, obviously, showing lots of different opinions and perspectives. And so that's what students were writing or reading, and then telling them that they could use those to reference during those in class discussions that were a little more formalized, you know what I mean the idea of like a Socratic seminars a little more formal than just a small group discussion. So having you know having a class debate, you know where there were certain sides I used to always say that I wouldn't tell my students which side they were going to be on. So they had to be prepared for all of them. And so, I don't know that just to me. I saw a really deep connection to being prepared having those high quality annotations and using them for those in class, like, like I said sort of formal discussion opportunities. So I don't know if that answers Sarah, but I wanted to do that before she certainly was a valiant attempt I think she may have signed off. Make sure that we will connect with Sarah about those questions. Not particularly the topic of this episode. Yeah, lots of different programming and certainly lots of people in house that can speak to what do you do after the students have annotated. So somebody reached out to Sarah and continue that conversation and maybe we can have a look at margins episode about that. But I'll talk about how I came to hypothesis. Give us on track. Yeah, thanks. Yes. You, you, you mentioned you kind of gave the story of talking about Michael works in support. I've had a connection with him for the last, I would say five or six, maybe more years. And he's the first person that kind of encouraged me to take the leap into ed tech. And obviously we've stayed in touch. And that's how I sort of I found my way here to hypothesis. And the idea is that hypothesis, like I said, very much aligns with my educational philosophy about having or making, making it so students can engage and think critically through their reading and have a little more voice and choice. Yeah. It sort of was a perfect marriage of, you know, my past experience to today. Awesome. Chris we may have recovered, we may have covered this already. Do you feel like you've covered your, you know, what excited you about coming here. Yeah, I can, I can elaborate a little bit more. I, I, you know, I worked as a librarian for 10 years and basically having moved around the library in different departments. Sort of the, there wasn't a lot of like, the only place to move. If I stayed in libraries was to go into like management and that wasn't really interested. I don't think I'm like a good people manager I just really wanted to like work on projects and learn more at the time I really want to instill do really want to just focus on this new sort of path focusing on technology. And so I thought that this would be the perfect role for getting sort of feeling like I'm at the start of a whole new learning path of, you know, technical support but also software development. Infrastructure operations, security privacy, you know, a whole bunch of things that would just be completely new so that was really exciting to me. And, you know what really sealed the deal was was the, the organization itself, I think is kind of fascinating because as I was learning about open source software for the last three, three plus years. And that's a big question in the open source software world is how do you sustain an open source project. And I really, I really like that hypothesis has found sort of a business model that can be that can help sustain an open source product in the long run while also you know contributing back to the global open source community, and then contributing to the standards. So I really like the sort of commitment to openness, while also having sort of a business model that that can be sustained over the long run because having come from academia I know that it can be precarious to, you know, rely too much on grants or on charitable donations so I really liked the idea of sustaining open source through a sustainable business model. So that was also really interesting to me. It wasn't easy. It took a while to figure it out. All right, I want to get a sound bite in for posterity here I'm going to ask each of your questions off script, but I think you should be able to answer it. What is social annotation mean to you. I want to know employees of hypothesis what is social annotation meaning to mean to you starting with you Christine. Oh man I guess I go first. Okay, well I think I kind of already answered this. Social annotation to me is a collective way of constructing knowledge so we are all reading a text together but we all come from different places and we all have something different to contribute and have different perspectives and you know various ways to reflect on it so that is how I would define it. Christy as former librarian, engineer at hypothesis. What does it mean to you. I don't have the best if the answer to this but I like the idea of adding depth to text. I like the idea of like adding different layers, you know that social annotation can bring so you have like the sort of the source that you're having and then you have a conversation later on top of that, and then you have replies and then you have tags and it's just like, it just creates a different sort of depth, depth perception that wouldn't really exist. In any other context that I'm familiar with so I think that there's a lot of potential and opportunity there that is exciting. Ironically, I feel like you answered that question like an English teacher would. So I appreciate that that definitely resonates with me. Alright, Suzanne Miller, former high school English teacher current customer success manager at hypothesis what does social annotation mean to you. I feel like Christy and Chris kind of covered, covered my, my answer here but yeah, the idea that, you know, students that didn't typically engage in in in person discussion. The shy ones which I can definitely say I was when I was in school, it empowering them to feel like they can contribute and contribute thoughtfully. You know, to, to a text based discussion was really powerful for me. And I would say it probably is it still is to a certain extent. Yeah. I had a moment like that when I was teaching with genius in the classroom where I had a student that was not doing well, and not succeeding in the normal ways that I set up to evaluate my students. And when I started doing social annotation I was like, oh wow. But there was a lot more depth to the text. And it's not that I didn't know that there was more depth to her but I hadn't given her proper place to share it or showcase it, and suddenly I saw all this depth come out of her in in annotation that was pretty awesome. And it was a struggling student that turned it around, you know, in, in the margins of the text as it were. All right, we're going to conclude with one final question. What excites you about the future about education about social annotation about ed tech about hypothesis. What's most exciting to you about the future. Going to go in reverse order Suzanne. What are you most excited about in the future for the future. Well, I'm, as far as hypothesis, I obviously think that there's so much more to explore the idea of, you know, continuously evolving to sort of meet meet the needs of educators and students. You know, that's, that's huge for me, always feeling like you're on the cutting edge. And just in ed tech, I think something that excites me. A great deal is the idea of platforms and programs and tools like like hypothesis becoming better because of the feedback and input from educators. I love that. And I think you'll find that that hypothesis that feedback loop is pretty tight. We listen to our users students teachers administrators and really bring that feedback directly to our product and engineering teams and as a success manager and as a support engineer you're going to be a conduit for that so you're in a good place to hear that feedback. Chris, what is the future. Two things. It's really exciting to see a lot of new partners signing on to use hypothesis of the companies is growing and expanding its user base which is great but then there's also been a lot of interesting new integrations with things like JSTOR and vital source that's really exciting. So, you know, longer term, you know, I am familiar with some some movement in the web browser community to add native annotation capabilities sort of built into chromium which puts a lot of web browsers are based on now and so I think that there's a lot of potential to see this sort of that formal support in sort of the web browser standards and technologies so that I think that there's a lot of exciting potential there that that is forthcoming. Christie. Well I definitely echo everything that Suzanne and Chris said, because those are all super exciting things. I'm just excited to see more faculty reacts and learn how hypothesis can, you know, change their classroom without necessarily having to do a lot in the way they approach teaching they don't have to change too much in that you're giving a lot already. And here's a different way that we can do these readings together, and kind of trying to democratize that process a little bit more, and make it less of a, you know, isolating process and more of a collaborative process. And just, I've, you know, worked with a lot of faculty that it's really exciting when you know they do it for the first time and it just seems to work really well and you know they get excited about what the students are saying in the annotation so I'm just excited to keep working with people and seeing that light bulb go off. I had a light bulb go off as you guys are giving your answers so I'm going to answer my own question about what excites me about the future and it's a combination of y'all's backgrounds and your passions and your skills that you brought to the table here. It's the fact that like Suzanne and Christie I've had experiences in the classroom with this type of technology that have been incredibly empowering to me as an instructor and I've seen it be empowering for students democratizing, activating learners. And what Chris is tying into is kind of the bigger picture here, right the way that this technology is useful in other industries and other professions, and in everyday life on the web. And it's that connection between the work we do as English teachers Suzanne and his history teachers Christie that we're always passionate we want students to be thinking critically about text and thinking deeply and close reading and and collaborating and the idea that that could be a part of the classroom and be part of how people start to interact and behave and relate to each other in everyday life on the internet in other industries and professions but also just in how they engage with the information and writing that's online. This idea that it's a tool for teaching and learning that you can adopt for a classroom, but it's something that goes beyond the classroom, ultimately. I just feel like those of us that were drawn to education always wanted to believe or thought we were doing that work that was going to we're not training people to take tests, or write papers exactly. All of those things are means to a greater and it's supposed to help society. And one of the cool things is about hypothesis is that it's actually doing it's not as a, it's not a disposable tool, like many of the things one might use in education it's something that you can use beyond the classroom and it's, its skills are useful be on the classroom. So that's what excites me about the future that the work we're doing with students and teachers in the classroom is something that's ultimately going to transcend that and and power folks, everyday folks on the internet. So, thank you all so much for this morning's conversation or afternoon for those you guys on the East Coast, or evening for those in other flung places that might be tuning in. This has been a great conversation. I get to talk to these folks every day so it's going to keep going for me. If you're already working with hypothesis. As a partner you might have the opportunity to interact with Chris and Suzanne and Christie, if you're not yet working with hypothesis. What could be more compelling than hearing about what kind of awesome people we have on staff here that are working directly with teachers and students and administrators at schools. Let us know if you'd like to get a pilot started at your school and with that I will say, have a great rest of your Friday and a wonderful weekend and go forth and annotate.