 This is the Hypothesis roadmap session and I'm Franny from the marketing team Hypothesis and my wonderful colleague Jeremy is here and Jeremy is going to be meeting this session. Just talk about hypothesis, where we've been, where we're going, that sort of thing. With that I'll shut up and turn it over to Jeremy, thanks Jeremy. Excited to be here, a big shout out to Franny and to Nate for the wonderful work they've done all week and pulling off this very engaging remote conference that we've all been party to. And thanks so much to all the speakers. I haven't been able to go to every section, a session, but there's been some really truly inspiring stuff. This is a session, short session on talking about the hypothesis roadmap, where we've been and where we're going. And I'll go ahead and get started. So it's been two years since we've done one of these, we did not have a conference last year, not even a remote one. So the last time that we had an eye annotate was in 2019. And a lot has happened since then. Obviously we've been hard at work, but there's also been a real I think shift or a deepening of focus at hypothesis in terms of really, the headline is that we really start to focus on annotation and education space over the past two years. It's true that since the beginning, educators have used hypothesis in the classroom. And since 2015, we've had a dedicated director of education building out that vertical, but it's really all in the past two years that the full force, the full focus of the company has been on education, including the engineering and product development resources. So this is our threefold vision for hypothesis and education. The first claim here should resonate with anybody who's used the tool inside or outside the classroom that social annotation is a way to more deeply engage with content that you are reading and with others who are reading the same content. But some of the other propositions for educators why this matters to teachers and why this matters institutions of education might be newer to folks who are using hypothesis outside of of that space. We've learned over the past couple years from educators that we've worked with that there's some radically new things about hypothesis social late social annotation. One of those is the visibility that social annotation provides to educators to learn more about where their students are at with their reading and understanding of course materials. But we also believe in we're learning from some of our bigger institutional partners. We have schools that are really using hypothesis at scale with enterprise agreements. We're learning that administrators outside of the classroom also gain a lot of insights around teaching and learning from the data that's produced by social annotation and namely they can see very early on if students are engaging in a course because of course one of the first things that students will do for a course is read. And this tool allows teachers and administrators to see that students have done the reading to see if they're engaged and possibly to intervene when they're not and use social annotation as a way to more deeply engage students and keep them enrolled. So the major gateway into the education space for those that are unfamiliar with it is the learning management system. And it was really just before our last in person meeting of I annotate in 2019 that we launched our integration with learning management systems through the learning technology interoperability standard stored by by IMS. For those that have been using hypothesis in the wild in our outside of a learning management system. Basically this integration allows for teachers and students to use the app without signing up for accounts without installing a browser extension. So it makes experience much more seamless for them and usable at a kind of scale where if you have 120 students in a semester you really can't chase them down and make sure they've signed up for something and installed a browser extension update of the browser extension etc. But the story of the last two years has really been about the extending and deepening of our integration with the LMS. We enable instructors to store documents for annotation in Google Drive. That was one of the first things we added to the app. We also integrate with Canvas SpeedGrader as well as the grade books in other LMSs. This allows teachers to grade annotation sets by students. We've integrated with the Canvas file system so that PDFs and other documents can be stored there. We introduced the Canvas sections integration allowing for smaller group annotation. You might have a course of 100 students but you're reading a short poem and you really just want 10 students on that poem annotating together. You can now divide that larger course roster into smaller sections as you would expect to see in a university structure of a course. Instructors can copy courses year to year or semester to semester so that the same content and the same sort of assignments with hypothesis are there from the previous semester for teaching the same course. One of the stuff is a little wonky. We work with scoped dev keys in Canvas which is basically just a way to limit the power that hypothesis has or that the data that hypothesis has access to within the LMS. Why that's important is that one of the things that hypothesis has stayed true to over its years starting in open source is that we're really limited in the data that we gather from our users, from students and from institutions. We really try to tread carefully there and the scope dev keys is just a way that schools can say or a hypothesis has access to this and not other stuff. Certainly one of the other big headlines that over the past couple years is our adherence to WCAG 2.0 AA compliance. Thanks to Nate and to Caitlin and now to Matt and others at hypothesis. The dedication to accessibility at hypothesis really goes well beyond the box ticking of compliance with WCAG standards. We have met that compliance but we also continue to work very closely with institutions and with individuals around where things aren't working as well as they could and just making the tool universally accessible to all regardless of whether that's a a criteria of standards or just a lived experience of the user. We have IMS LTI 1.1 certification which is about to expire. We'll talk about that in a second. Just in the past few months we released an activity views feature for the LMS. Those have that have moved in between the LMS and the wild app as I call it. We'll notice there's sometimes differences and capabilities that are outside of the LMS that aren't possible in LMS yet and so we're slowly bringing parity to the LMS app and now we have an activity views space called notebook in the LMS app. And then one neat thing that's happened sort of outside of the normal development cycle thanks to John Udell is some early experimentation in administrator and instructor dashboards. Anybody that's working within the LMS who hasn't seen this teacher or or administrator I highly recommend getting in touch. They are a prototype so they are behind some authentication that we need to work with you to gain access to but this is the early exploration of how annotation data can be surfaced to students instructors and administrators in a very powerful way and this is not a very powerful slide but this is what the dashboards look like at the top level and you can just see that John very much in partnership with users. John is talking to administrators and to instructors about well what do you want to see what's interesting about the basic activity that's being done by your students with annotation by UN your students with annotation and he started to surface some of those data points so you can see here you know there's going to be some raw top level numbers how many annotations is so and so made how many annotations per day how many annotations on a document but also some really you know deep interesting dives into things like conversationality right how healthy is the conversation in the course right how often are tags being used different annotation types private annotations replies top level annotations how often are images or video used in annotations you can see here he has a section on confusion surprise and lack of understanding a lot of data points around questions and how many questions are asked how many how often are those answered and by whom are they asked and who is answered given by we can see things like the teacher is really answering a lot of student questions so we can see teacher presence in the data we can also see peer to peer connection through ways that students are responding to each other this is very valuable in terms of our conversation with partners about well why is the tool valuable how are we seeing it being used so shout out to John for that shout out I think it is actually sorry I'm excited to be able to announce publicly I think for the first time two brand new releases two of the biggest requests certainly canvas groups is one of the biggest requests this idea that you want students to be annotating in smaller groups and one mechanism in canvas is their you know capital G groups functionality so our integration with canvas groups is something brand new many don't know about that I don't think it's been said publicly and the other one is blackboard files the ability to host content within blackboard rather than in google or other places or on the web so if you're from a blackboard institution or a canvas institution we will be reaching out next week but please do do reach out to us and let us know we can get you started you know soon as possible this is what the canvas groups feature looks like it just allows you as this would be an instructor's view of a document that was being read and annotated by different smaller cohorts within a larger course roster and the instructor would be able to go in and see group ones annotations and then switch to see group two's annotations and also be creating those individuals within those groups and of course if you're an individual student you would just see the groups to which you are assigned so that's very exciting I think it's going to make a big difference in terms of hypothesis working with larger courses 200 300 person courses that you know you cannot 200 you know physics students all reading a 10 page paper you're going to want to break that down and then the blackboard files feature we're also going to be as you'll see in a second bringing out the native he's working with the native files repositories for other LMSs like Sakai and D2L and Moodle but blackboard is what we've got there are some things we can do through LTI and bring it to all LMSs that's the standard that this used for these external tools like hypothesis and there are some things where we have to go in and work on the API and so kudos to the development team at hypothesis for all their work figuring out not only the ins and outs of the LTI standard but also the ins and outs of APIs for all the different LMSs I'm sure they're all experts by now so what is coming we like I said just release these features and now we're focusing on a one drive integration we see many schools that are Google schools and we have a Google files integration Google Drive integration but we have a lot of Microsoft schools and so we're going to be rolling out a one drive integration so that you can have store files of PDF specifically within you know the the institutional one drive we're also going to bring groups to blackboard so this is the canvas equivalent you know we have canvas groups which was done through API not through LTI and I know that sounds wonky for those that don't care about those you know acronyms but we're going to bring that small group capability to the other LMSs and we're going to be starting with blackboard and also as I said going to bring file storage and other LMSs besides canvas and blackboard we have course copy to bring to some of the other LMSs really one of the most exciting things for the next few months is an integration with VitalSource which I'll be talking about a little more in a second but VitalSource is a content delivery platform they work with Barnes and Noble to deliver a lot of content to you know bookstores so University of Texas bookstore if a teacher adopts a text and has students buy it at the UT bookstore and they buy it digitally it's going to be delivered through VitalSource and so we have a partnership we're launching with them this fall so if you're a VitalSource school or you're even just an individual instructor who likes the VitalSource delivery mechanism and wants to assign a text that will be bought through VitalSource you can you know get in touch about that integration we're going to be launching AWS hosting sorry AWS hosting outside the US starting with Canada so we hope to have you know Canadian data center up and up and running not I mean it's already up and running but we hope to be integrating with AWS Canada by the end of the summer so we can expand within the Canadian Canadian provinces many of whom are very concerned rightfully so about privacy and where data is stored and in what country it is stored there's southern neighbors haven't always had the most stable you know people in charge so I can understand them not wanting to host their student data. LTI 1.3 implementation is coming as well and we're going to continue with our accessibility improvements again we really do listen very closely to partners and we learn hey this isn't working with a specific screen reader and so we create a ticket and then really try to address those specific rubs that again are outside of the compliance regime of WCAG AA or compliance but are nonetheless difficult aspects of using our tool with certain readers in certain contexts and so we're going to address those as we go and I should have said earlier that the accessibility you know philosophy has really been written into that way that we develop now and so that everything that we develop every new feature is going through a protocol around making sure that it's accessible so we had a lot of retroactive work to do and now it's just a piece of what we do every time we release a feature and design a feature we also have video annotation coming a video transcript annotation coming in the next few months as well longer term we have enough notifications notifications is a big ask of our users for me this is really important because you want students to go back to the reading right that's a big part of of reading and understanding and beginning to think critically about material in a college or high school classroom you want them returning to the text and a great mechanism for doing that is oh my teacher responded to one of my annotations or my classmate responded to one of my annotations if you've ever gotten a push notification from your social media platform of choice you know it makes you go back right somebody liked my tweet I'm going to open up Twitter one to one annotations as something we want to deliver this is the idea that while hypothesis originated is a kind of collaborative tool or a broadly collaborative tool and a tool that was built around conversation there are times pedagogically speaking when instructors want to know you know did Jesse I'm going to pick on Jesse in the audience you know did Jesse read the Shakespeare poem correctly right or you know I want to see how she interpreted the Shakespeare poem without the influence of Chris or Franny or Morgan or others it's a valuable use case we see it especially in the secondary level of education and so we want to create a mechanism where we can do that it's possible we may be able to leverage some of the group's work that we're doing but in the case it's a use case we want to develop for it I've mentioned secondary education we want to expand within the secondary marketplace we are already working with a number of secondary institutions one of the most meme secondary institutions in the world probably Chote Rosemary Hall is represented by Morgan in the chat here shout out to Morgan and Chote and so we see it being used there we often see it being used in schools like Chote that use a sort of LMS that is more that is common to this tertiary market to the post-secondary market like like Canvas right that has a big presence in higher education I believe Chote is on canvas but we need to get Google Classroom integration going for all those secondary institutions that are using you know Google Classroom and so that's something that we're already starting to think about and research around student ownership of hypothesis accounts and content beyond the LMS you know anybody that knows history this company we're not just an ed tech tool and we don't believe annotation is just sort of an institutional tool for administrators and teachers ultimately it's something that is healthy for students and it's healthy for everyday people on the internet and they should have ownership of their content and they should be able to take that tool with them wherever they go not just within a particular platform that they're using in a particular educational context and so the hope is that students at Chote would be able to take their annotations with them when they graduate and then they go to the University of Massachusetts or where they make you know and the University of Massachusetts would be a place where they could then continue to use hypothesis and continue to have access to the annotations they've created with hypothesis beyond a particular institution's platform. Calibriation will be part of our you know building out of the data structures around annotation and according to you know more standard formats a lot of institutions are educational institutions are capturing data from various learning tools like hypothesis through standards like caliper and then doing neat things where they align them and then learn more about their students so we want to be able to contribute to that project through the calibriation of our data and a partnership with Unizen that we're hoping to launch and they're you know one of the leaders in thinking through data across platforms and tools and how it can be meaningful and actionable for for institutions and for teachers and for students. Single sign-on beyond just the LMS so in WordPress and press books and in the domain of one owns domains of one domain of one's own you know platforms and then unifying single sign-on across contexts so that my my you know I can log into Canvas and use hypothesis and then when I switch to a WordPress site that my teacher is using hypothesis recognizes me as the same person allows me to see my annotations in those both those places and use the same across seamlessly across those different platforms and then finally and I think most importantly the file picker functionality for publisher resources and this is really not a great articulation of of the problem I think the biggest problem not the biggest problem but the biggest opportunity ahead of us is that hypothesis is an awesome tool and every day our engineers and our our product folks are making it awesomer for students and for teachers and the big question is I want to use this on other types of content I want to use this in other places and it's expanding that landscape of content by working with folks like VitalSource and Barnes and Noble by working with folks like JSTOR through the Slack coalition which Dan has mentioned that's just going to you know increase the real estate of content that students and teachers can access and use annotation on top of by far the most important opportunity ahead of us is expanding the different types of texts in different places that students and teachers can access using the tool and you can see here some of the names of folks that we would like to partner with the abscos and pro quest and JSTORs of the world the vital sources and the red shelves to send gauges and the Wiley's we're going to we're going to need to be able to bring that content to students in the context of the LMS with annotation capabilities hypothesis annotation capabilities on on top of it that is the the major opportunity in front of us and we're already with the with the with the vital source partnership specifically and with the Slack coalition more broadly we're we're getting there to be able to bring more content to students and teachers with the power of annotation and this is what that is going to look like for vital source this fall for a teacher creating an assignment an annotation assignment within the context of the LMS they will be able to not only select from some of these other resources resources on the web resources in the native LMS file repository resources in google resources in one drive but it also plays you know vital source um delivered content and with that I think I've reached my last slide with five minutes left this may not be the most discursive of topics but I'm certainly happy to answer questions um if uh if folks have any feel free to drop them in the chat or better yet in the q&a maybe there was something you were hoping to see here well what better time to ask for it directly uh so Jeremy here's a question from Jeremy he's the other Jeremy who every time I see his name I think it's you but it's not it's another Jeremy um and he asked how healthy our conversations are e as in something like participant posting um so oh how sorry somebody kind of addressed it in the chat a little bit but I thought I'd surface it so I mean I guess the question might be and feel free to raise your hand and speak up or re-articulate if I'm on the wrong track here I mean I guess the question is like what is a healthy conversation how is that determined um we're not trying to define that for instructors but we are exploring you know what does it mean for for conversation to be healthy if that's a goal of yours I always like to say and it looks like Jeremy's on appearing here hey uh hey go ahead Jeremy you can go on camera now uh I was actually annotate so you actually uh you were looking at this the context here was and I commented I replied to myself a little further down you're looking at the dashboard and had to do with uh you know the measurements the easy to do measurements uh in there and you you use the word healthy so I was adding the context to that by which I assume you met something around the participant posting on a particular topic and so yeah so in fact I don't have a question okay so much as an answer to where I was left wondering what you meant because it wasn't immediately obvious to me that by healthy you meant the sort of metrics that could be just passively read by the algorithm true um they're definitely uh deeper you know non data-centric ideas of health that uh we're not going to try to that's why people have teachers yes absolutely because they're in relationship with them oh 100 um but I think you know it's uh you know we're all sort of uh machine human hybrids at this point I think it can be helpful to know oh all my all the annotations in my in my course are only top level nobody is replying so maybe I'll bring it up in class student asks teacher answers student asks teacher answers teacher asks student answers so do we have a student asks teachers hmm so who's asking who okay I've got more I've got more John is talking about uh helping you chat there um thank you for that Jeremy I think I'm we do have another question we did have a question go ahead you said you have another question Jeremy no no no I'm out of questions okay all right well we'll see you later thanks again and Jeremy I'm going to surface this on stage this question you can just read it this is from the Q&A see that yeah um well I think in terms of STEM classes things like the vital source integration are going to be helpful because a lot of STEM classes are going to be using in bigger textbooks that might be proprietary they might be bigger courses so I think some of those basic functionals will make it easier to use in some STEM classes I think uh we want to also expand and this isn't articulated in the in the slides I shared the different types of things somebody could be putting into an annotation so right now you can put in an image you can put in a video from youtube um and you can put in a hyperlink um and so I think um one of the things that might uh empower uh use within STEM courses is adding to that repertoire of embeddable content that can go into an annotation um and then I'd say the corolla and so that's something we are looking into we have h5p for example is something that we want to embed um and we're working with other platforms that allow you know for specific video embeds and things like that um and then as somebody else asks you know image annotation in STEM classes absolutely that's where I was going there's sort of this other aspect which is um what can I annotate you know right now hypothesis is very text heavy it has to be addressable text um and then being able to annotate the uh the uh the the chart or the graph that's inside of a STEM article and you know circle or capture some piece of that image um for annotation is definitely something that we're working towards image annotation broadly um that I think will be helpful in uh in STEM courses as well but Diego and uh the other person was Brad but also interested know from you you know what what do you if you're a STEM instructor or educator what you know what are the things you see besides textual annotation with text and the other things that would be um helpful uh from a you know science or math pedagogy or engineering pedagogy standpoint okay so I I magically popped another question down to stage doesn't look like a question but I'll try to turn it into one um student ownership of hypothesis that uh they can use parallel privately and have them bridge to note taking and tools for thought tools I don't know if those are capitalized because those are um specific projects that I am not necessarily familiar with um but uh certainly you know the private annotations are part of what would be portable by student uh hypothesis allows um students to take private notes on top of course text and also have those group conversations um and both of those are you know uh those that are offered by an individual are sort of owned by that individual and and uh we want to make portable um to other contexts will there be improved UI for more easily storing hosting and annotating personal epub or other non PDF uh files um so is the idea is a question here Chris that you want uh to be able to host your own um annotations or to to store annotations on your own personal servers um I think that's something that's possible and we want to rather than prove the UI improve the documentation around um so that it's easier for folks to do sorry sorry hello hello can you hear me hello yes yes uh no what I meant was that uh I say I use I use hypothesis very heavily and it's it's really the cornerstone of everything I do so I suppose students want to be able to may like to use it for their own work outside of and actually have their own personal private copy nothing to do with the institution a kind of web native you know something that that lives on their on their machines and in fact if you do that you could actually then then just take everything that that they want from their from their school work as already being part of that and that's that's what I'm saying and and also I'm involved in in people in this not taking space and that's what we do tools and we fish in another web native tools we really exploring the possibility of really creating interoperability across not taking tools so the future is yes that we would like to read is that it doesn't matter what you know bring your own no taking tool to your data instead of you know going somewhere where there is there's some no taking capability and I'm just saying that this is this is coming up and I'm interested whether he would be interested or hypothesis would be interested to join this sort of sort of web native movement which basically means that what if if the only thing you need is a browser so all your data is privately securely held on all your devices and I really my my vision is to really bring hypothesis into this world and back so it's a it's a new level of of integration and that really is the could be the stepping stone to to what Ben was talking about which is you any capability should be just one click away so so I first of all want to ask whether you understand what I'm talking about doesn't make sense you know any questions could I really really believe in hypothesis and inspired by and this is the way I see that it could be really moved forward that that's the way an answer to the question of future of no taking the right yes yeah I think that I do I think I understand what you're talking about and I think Dan and the conversations around future of no taking at the conference you know show that we're very interested in that space you know I focused really here on the sort of formal education context there's a lot of other work that we have done and that we want to do that falls outside of like how this works with an LMS and a partnership with the university and this is you know this is in the DNA this is the origin of hypothesis what you're talking about and at some point we want to bring them together right but I really like what you said that that oh ensure that you know you don't have to wait till the students graduate and leave right you could actually make this sort of private and and institutional interoperability really that's the key that that that anything that I do at school should be mine as well you know all by construction yes absolutely and just just as a kind of way to maybe end one of the neat things that you know under Dan's leadership and has has happened is that our contracts have actually pushed back against a lot of institutions that essentially demand that they are the owners of the work that the students do okay it's kind of standard contractual language of universities and colleges and high school sometimes to sort of say we own this stuff and it's it's a protection against it being owned by the company right which is understandable but we are sort of treading a kind of in between space where we want to say no institution this isn't yours a student wrote it it's their intellectual property they can do what they want with it we also don't own it and so we're really trying to privilege the individual user and it's been an interesting kind of legal question with many of our partners because we will always want to keep that line in the sand if you will so that we can achieve what you're talking about you know for students yes but but I mean the whole point of having a kind of web native sidecar that's size steps the issue because the other it would be the other way around the student creates its contributions or a contribution in his his or her space and makes it available to the institution okay right yeah I think yeah I think to some extent that's you know when we get to look we've had to we focus on education that's the use case that we're focused on that's an area where we're gaining some sustainability that's just a fact and we want to do these other things and when it comes down to you know the starting with a learning management system integration that may be seemingly opposed to this web native movement I think that's maybe misunderstanding the approach which is we're working in the marketplace of education we're building something institutions could get behind but we want to privilege the ownership and the rights of the individual users and the students and when it comes down there's going to be some complications and and questions about what that looks like how a student brings a hypothesis account and content into an institutional setting or how they take it out of an institutional setting and you know our philosophy is that in all cases that should privilege the ownership of the user and the student but there's a lot of work to be done around that yeah I yeah I'm just volunteering in that space so so yeah I appreciate it yeah let's stay in touch and thank you very much thank you very much thanks for your feedback yeah yeah bye bye Michael is asking about about a repository for hypothesis lesson plans and other resources that is coming Franny and Nate I don't think ever sleep and are working constantly on all the different things including this wonderful conference and one of the top priorities is the launching of a liquid margins collection that will include assignments activities all manner lesson plans things like that that will be a place where teachers can go and my understanding is that we're 95% of the way there and so I think that's coming very very soon I'm going to go ahead and just say that Nate and Franny are going to get that done in the next six weeks oh I I started working on it last night I'm halfway done already but yeah thanks but yeah it's coming well stay tuned Michael I'm really excited about that too yeah thank you Michael um let's go ahead and end that and this here thank you so much Jeremy and thanks everyone for your great questions Jeremy do you want any parting words yours just you know thanks for being here with us for this session and I look forward to seeing you in the other sessions we have some more coming up this afternoon and tomorrow