 And I'm Nate Angel from Hypothesis. I'm here with some colleagues and some folks from the Annotated community. Yes, let me first say the Annotated community. What is it? So this is a really broad group of folks from different institutions. I'm sure these logos are probably too small to even see, but these are representing the institutions that are kind of working with social annotation in deeper ways. And so we have representatives with some of these institutions here today to talk about what they're doing with social annotation. And then we're going to try it out ourselves. The rough shape of the agenda today. Jeremy's going to spend, my colleague Jeremy's going to spend a little bit of time just at the beginning, making sure everybody understands what we're talking about around social annotation. Then we're going to hear from a few practitioners about just some short stories about how they use it in their context. And then we're going to get to the highlight of the day, which is going to be, we're all going to annotate together and socially read together a text that our special guest, Flower Darby, whose keynoter at OLC Accelerate that's happening over the next couple of weeks has picked out for us. That was a really complicated sentence. And so we'll both make sure you understand how you can annotate and then we'll start to have a discussion over that text that Flower's picked out during the second half of the show. So without further ado, I'm going to pass the baton to my colleague Jeremy, Jeremy Dean, VP of Education here in Hypothesis. And he's going to get us all on the same page. Okay, take it away, Jeremy. Thanks, Nate. Thanks to OLC for having us back. We love our partnership with the online learning consortium. And thanks to Nate and his team for putting together a great great program for this morning. It's exciting to hear from practitioners and then get to practice ourselves. I'm going to give a general introduction and then pass the baton. As Nate said, I'm Jeremy Dean from Hypothesis. I'm a former English professor by training actually. So I come from the academic space. And at some point, not in relationship to online teaching relationship to the face to face teaching I was doing during getting while I was getting my PhD at UT Austin. I got in the practice of handing out this poem by Billy Collins on the first day of class alongside the syllabus. We've all seized the white perimeter as our own and reached for a pen if only to show we did not just lays in an armchair turning pages, we pressed the thought into the wayside planted an impression along the verge. For me as a student and as a scholar and as a teacher, annotation had been a sort of fundamental and critical practice to my success. And so I believed that, you know, encouraging my students to annotate would contribute to their success in my courses. I believe that was such a fundamental piece of the whole project that we were working on together that I would hand out this poem to try to inspire them on day one. And of course, there's nothing particularly radical about this idea of annotation or innovative about my suggestion of the practice to my students. It's been around for quite a while, actually probably since before the invention of the book, as a means for helping readers engage with their content, better comprehend content that they're reading, and begin to think critically and develop their own ideas and voice around reading and content. And so there's nothing particularly new about the idea of annotation at all. But it's interesting that as we do move our teaching online and as we move reading online, we actually lose this practice in a lot of contexts. We aren't able to claim the margins as Billy Collins suggests that readers should do. We lose this fundamental critical practice and literacy practice, and we lose it at a time when actually it's even more urgently needed than in the analog world, right? Because education researchers have shown us that students and really everyday readers that read online aren't as engaged, they're not retaining as much. And so we need annotation more than ever when we're reading online. And that's part of what a hypothesis is about is bringing back the margin. But there's a lot more that we can do with this traditional practice of annotation as it moves online. I've been sharing this quote a lot, especially since the pandemic began to try to encourage folks about to give heart to folks that are teaching online for the first time. Imagine this audience is not new to online teaching and learning. But nonetheless, I think that annotation can be a powerful part of the toolkit for online teaching and learning. And I love this quote from Jennifer Howard at the Chronicle of Higher Education several years ago. Online a book can be a gathering place, a shared space where readers record their reactions and conversations. And so this is actually a little different from the traditional notion of marginalia or annotations, which are kind of a private practice between an individual reader and the margin of a page that they're reading. Because one of the more powerful things that can happen to annotation as it moves online is that it becomes social. And I've been sharing this since the pandemic because I think it really emphasizes the communal aspect or the communal potential of sharing the margins as a space to engage with each other and engage with text. So this is the vision of annotation that we have here at Hypothesis as we bring marginalia into the 21st century. Any website, I guess do we have to stop doing that? It's sort of, I guess the first decade of the 21st century, you could sort of say that and it was radical, but now it's like 20 years in, it's no longer, you can't say that. But anyway, how about we just say annotation 2.0 or marginalia 2.0 and borrow that kind of phrasing. Any website article, ebook, document, piece of multimedia can have multiple layers of annotations. You can still have that layer of marginal notes, private marginal notes, but there are other layers that can be added as well. So there was a public layer, which I suppose we'll be engaging with today, right? Nate, as we annotate flowers, chosen readings together, right? We're going to be sharing our notes. I mean, we could take private notes, but we're also going to be annotating publicly together, seeing each other's annotations. And because it's a public layer, others could come to that text, you know, tomorrow, next week, six months from now and see those annotations because they're part of a public layer. We could also, if we chose, create private groups for reading and annotating and circumscribe the community to a particular set of individuals, say a classroom or a group of colleagues. So there's a public layer, private note note layer, and then something in between a sort of private group for reading and annotating. And this is what the hypothesis tool enables readers to do. I'm going to share three top-level takeaways that I've gathered from students and instructors over the years about their feedback on the use of hypothesis and social annotation in the classroom. The first goes back to that kind of nothing new aspect of annotation. That annotation or hypothesis makes reading active. I'm sure the idea of active learning is not a new concept to most of the audience here that's at an OLC conference, but this is about, you know, the active reading sort of piece of that active learning space that we might try to create with our classrooms. And I do like to point out when I share this slide that one of the neat things, I think this is true about, you know, a lot of the digital tools that we use in the classroom, not just hypothesis, not just annotation, is that the ways that students can be active, the ways that they can be engaged, the ways that they can demonstrate their learning and their increasing expertise on a topic are really expanded, I believe, in the online context. So just as an example here, you can see students engaging with a poem using memes, right, not just written text, but images, video, hyperlinks, and other things. So this is a multimodal writing that can take place in an annotation like has another online context and actually, Nate has said it best in another context that really every annotation with hypothesis is like a little mini website, right? So depending on your course and how you're leveraging the tool, you could be basically doing a mini lesson in web design for every, you know, for students and their annotations. Again, you don't have to, you can also just keep it at the textual level, but all those, you know, rich multimedia possibilities are available to you as different ways to be active, different ways to engage with content. This feedback is, I think, is a new aspect of annotation because of course, marginalia for much of history notes and books for much of history, except of course, if you're sharing books or coming across a book and Billy Collins actually talks about this, you know, taking a book out from the library and finding somebody else's annotations in it. So they've been social to an extent and visible to others, but there is an increased visibility with social annotation, right? And so this idea that hypothesis or social annotation makes reading visible, I think, is pretty powerfully new. Of course, when I handed out that Billy Collins poem, I didn't check that my students annotated and tell them best practices for annotation. They didn't talk about how to harvest their annotations for some summative assessment. I graded a paper three or four weeks later, right? And of course, contained within that paper within the written exercise that I was grading was the result of a lot of processes, reading, comprehending, commenting, annotating, critical thinking that are developed over the course of those weeks before the summative assessment. And part of a process is constitutive that summative assessment that was largely invisible to me back in the day when I was teaching in the classroom at UT. And now that process can be visible. You can see, first of all, you can see that the students have done the reading, right? Because their footprints are all over and you can see their early ideas. You can see how they're engaging. You can see where they're confused. You can see where they're inspired and help them along with a particular line of inquiry. This can inform, of course, your understanding of where a student is at in your course and then reaching certain learning outcomes. It also can help you think about how you design your course or how you prepare for your class meeting because you have this body of evidence in their annotations and, you know, where even where they didn't annotate might be interesting, as Lee Scalarrape said, when she's talked about hypothesis, that the gaps where people haven't annotated can be just as interesting sometimes as where they have. And then finally, the idea that annotation or social annotation hypothesis makes reading social. This is the thing that students take away as we as we can gather from the surveys they complete, that, you know, the social aspect is what they really appreciate and enjoy and find valuable. The number one takeaway they always say is that they learn from their peers using the social annotation. And of course, the sort of testimonials we've heard from students over the past eight months are particularly dramatic, just given the fact that many of them don't have a lot of other social outlets to connect with their classmates because of the pandemic and because campuses have been closed down or reduced in capacity that they found this is a way to stay connected with classmates when they don't have the hallways, the classrooms, possibly even the dorms and other spaces to have those connections. All right, I'm going to speed through if I have time, Nate, just six provocations and then pass it off to to hear from our practitioners, which really, as Nate has said, is the highlight one of the big highlights of the morning. Yeah, go for it. Cool. So six ways to annotate for and with students. First, and I've said this already, but it's it's not just about reading, it's not just about annotating, it is about community. Again, I hear again and again from teachers who have come to hypothesis because they want students to engage deeply with reading, who come away from their use of hypothesis, praising it for the sort of way that it has helped build and maintain community in their classroom, which again, all the more of an urgent need, I think, today is so many of us are teaching and learning online. As Ramey, my colleague Raymond, I'm not sure if he came up with this idea, but it's something that he has propagated for sure, this idea of annotating the syllabus, and I think can be extended to annotating a lot of other ancillary materials from a course, and I think has added emphasis in this time of the pandemic when we're not handing out the syllabus on day one, and it's online, but opening up your course materials, your ancillary course materials like the syllabus to annotation by your students is a very powerful way to get them to just practice using the tool to show how the tool can be used in different ways, and to get feedback on your course. Definitely have heard from instructors who either students annotate the syllabus and made some adjustments as a result of the feedback of students, and so that idea of co-design of a course enabled by hypothesis is a powerful one. So of course, you can just turn on a hypothesis for students and see what they do as the marginal space is kind of reclaimed for their teaching and learning. Maybe they just use it for private notes. Maybe they choose to ask questions of each other, form little study groups to talk about their reading. I do think the more that you are guiding students or the more that the annotation is socialized, the more powerful, and so some instructors do a lot of annotation themselves. They'll create signposts in difficult readings to help guide students through a text like Virgil guides Dante through hell and heaven in the inferno. That's what that image is there. You can pre-populate a text with questions. We see a lot of this happening where a teacher will go in and essentially ask discussion forum type questions in the margins for students to respond to. But of course, students can ask questions themselves, and every student's question can be the blooming of or the blossoming of a discussion forum that is student driven rather than top-down teacher driven kind of discussion. And I think the seminar style, asynchronous seminar style discussion is the strength of hypothesis. Today, you're going to be annotating synchronously. If you're new to hypothesis, of course, as we work with flower to annotate together and it can be done synchronously, I think our synchronous time is precious, especially today. And so I think, you know, and it's perfectly reasonable to use hypothesis synchronously, but I think it's also very powerful to use it asynchronously and have it inform your synchronous time together. And so that's largely how it's used as sort of asynchronous seminar style discussion. And something along the lines of sort of sitting on the grass together with the books open and that kind of cheesy brochure image of what it's like to go to certain kinds of colleges at least. And then finally, this sort of loops back to number two. Any artifact from a class, lecture notes, slide deck that can be turned into a PDF with recognizable text can be annotated, right? So for larger classes, we do see this sometimes happen to teacher will, you know, turn the lecture notes into something annotatable and have students annotate that with questions where they're confused about maybe the lecture or can make connections to sort of popular coverage of some of the topics that might come up in lecture and things like that. And that, I believe, is my time and my portion of the deck. And I will hand it back to the master ceremonies, Nate Angel. Thank you, sir. Great. Thank you so much, Jeremy. I wanted to give people just maybe take a moment and breathe. It's been a really, you know, I think probably for everyone on this call, if you're especially, if you're attending the OLC conference, you're probably a person who's been working nonstop since the pandemic started. I mean, I'm sure everybody has, but folks like us who work to support education, you know, have really been working nonstop. Of course, there's all sorts of other things going on in the world that are really trying. And I think it's just, it's important to just take a pause and I'm stretching. I'm taking a deep breath and just saying, okay, it's okay to just relax for a minute and get into what we're doing right now and put aside the worries of the world for a little while. So Jeremy, Jeremy has let me know that I look a little bit like Steve Jobs today. And I'll just say I do have my vest on here because in Oregon, it's actually a little bit chilly here in the early morning. Winter is coming, as they say. Really appreciate Jeremy kind of getting us on the same page about social annotation and sort of the powers that it has. And now it's my pleasure to introduce a couple of other people that are going to give you some understanding of how they think about and use social annotation in their work. And I'm really, really happy to have these folks here today. Some of them I met just recently and gotten to know. And some I've known for a while. But they're all people who have really made deep use of social annotation in their work and are kind of just going to give you a brief understanding of how they use it. And then we'll actually have them around and we can ask them some questions and stuff before we get started on annotating ourselves. So without further ado, I'd like to start out first with Mary Klon from University of California, San Diego, among other places. And Mary, are you you want to check your mic? You came in a little bit late, so you didn't have a time to check your audio. Yes, we can hear and see you. Great. And so Mary is going to go first and then we're going to hear from Matt, who is really interesting because he uses social annotation in the context of math, which many people don't even think about. So that's really cool. And then finally, we'll also be hearing from Rami Khalir, who it was just named the scholar in residence at Hypothesis and is doing kind of leading some formal research around social annotation and its use in different educational contexts. So I'm going to stop sharing. Mary, I don't know if you have anything that you want to share. But if you do, you could take over the screen. And if you don't, that's fine too. You could just talk to us. So it's all yours. Take it away, Mary. Thanks. I'll start off by just talking, I guess. I will just I guess share a little bit about how I came to Hypothesis and then how I use it now. So I started using it in my undergraduate history classes. So I teach at UC San Diego and at San Diego Miramar College, which is a community college here in San Diego. So I have a bunch of, you know, different levels in terms of the types of classes I teach. So intro survey all the way up to like an honors seminar kind of class. And I use it in all my classes. And I started using it in 2018. So I was a really, really new instructor. And I came to it as someone who had tried to make my students do these readings, like secondary source, journal article, book chapter type readings, and then answer questions that were multiple choice that I made up from the readings in this reading quiz did not go well at all. So very grateful to the students in my very first class at Miramar, who told me that they weren't understanding the readings, they were too challenging. And they just stopped doing the quizzes. And I was like, well, okay, there we go. I knew I had to try something else. And hypothesis is like, basically, what I really wanted to do with the readings was to get them to start to analyze these concepts and engage with each other and start to do some critical thinking. And there's not really a lot of critical thinking you do with a multiple choice test about the reading that I have spent my valuable time trying to create, which is another whole thing. So the questions probably weren't even that good. But the hypothesis really changed the game. So I started doing reading guides where I would post questions in advance, and they would answer them in the annotations. Then I even moved to, as Jeremy was saying, pre annotating, putting questions into the text itself, so they would just reply to me. It was like really a game changer in terms of how they were not only just doing the readings in the first place, but also like actually engaging with the material and engaging with each other. And so hypothesis has been a really critical part of how I've moved all of my classes online. I started teaching online before COVID. So maybe it was already a little bit more comfortable with some of the digital pedagogy stuff and the tools than some of the other folks I've been talking to because I work a little bit in faculty development as well for my many random jobs. So what I've done now is I've taken all of my lectures and instead of delivering them as a video or a secretive Zoom session, I just put it all into a blog. And I have students annotate the blog. So they're basically interacting directly with my lecture notes. And I'm corresponding with them throughout the week to answer their questions and to, you know, tell them that they're doing a good job and all this stuff. So giving them some sort of reaction. And it's been really awesome, like to see the actual engagement a little bit more fluid than what I was doing before, which was just putting up slides in Canvas, having them answer a discussion post. So everything was sort of like separate, disjointed and with hypothesis, I've been able to put it all together. And it's been really great. And then there's something else I do that I wanted to put in in this conversation. And I guess I will share my screen. I'll show you all flowers annotating my talk in the chat box. That's awesome. Jeremy has a good riff about how chat in Zoom is a form of annotation. So I will give you a little preview of what I want to show you all. So I made this website this summer. My field of expertise is Native American history. So I am teaching a class right now at UCSD called Native Americans and American Politics. And I, I, there was this huge Supreme Court decision this summer, the McGurk versus Oklahoma decision, which was a jurisdictional issue. And so I put the text of the opinion, Supreme Court opinion, into a website on Squarespace. And then I embedded hypothesis into the website. Oh, because I'm so fancy now that I can copy and paste the free code. Hey, you get, you should be able to share now too, if you want on this setting. Yeah. Okay. Thank you. So you're like a tech quiz. I am so fancy. Seriously. No, I am not at all, but I'm a historian. So this is what it looks like. And it's a, so the annotations are basically embedded in the actual website itself. So I have my students who are, who I assigned this as a reading, basically they annotated the text, but they, I encourage them to do it in the public channel. So there's a whole lot more annotations in the public. So this, my idea with this is that it could be like a cross institutional cross class conversation. So I teach at multiple institutions. So having students from different areas come together into one particular source is really exciting to me because you get these conversations that will come up. And then even like assigning this again next year and seeing the different conversations that change based on the, where we are at in the political sphere and people can respond to previous classes annotations, which I think is really cool and exciting. And I like that idea of just sort of expanding the scope of the conversation. And I can stop sharing my screen right now, but I'll put the link to the website in there. So one thing I did do this semester quarter, because I'm bond both systems at once is I took my hypothesis use outside of Canvas, which is like, I was really into the LMS app for a while. And then I ended up taking it out because I thought that there was a little bit more things I could do if I could like take it away from that just that one class environment. And then I like the function that hypothesis has where they'll send you a little note if somebody replies to your annotation. So that's really kind of essential for the way that my classes set up. So I get a note when somebody replies to my annotation, and then they get a note when I reply to them. And so the conversation is really sort of sped up or prompted in that way, which I really like. Yeah. So that's all I have to say for now. And I can answer questions about my website. I'll just do a little self promotion through my website in the chat. That's really great. And Mary, let's, and if people do have follow up questions for Mary, let's take them now too, because I know she has to go in a little bit. But I wanted to start out. And as I mentioned in the chat, my background is a little bit in history too. So that's why I'm always so excited to hear about you and your work. Although I never got my doctorate unlike some people. So there you have it. But anyway, one of the things that, you know, you brought up here is this difference between using hypothesis in the learning management system environment versus sort of out on the public web the way you've done it, which is a really, I think exciting and powerful use case, especially when you're trying to scaffold your students toward that kind of public engagement, you know, doing the intellectual work in public. And I think there's an important space for that, as well as a space to do it privately, as you sort of build toward that more kind of public action. But I'm curious, do you think that in your work that you would continue to find a need to use both kind of hypothesis in both environments? Or do you think that you'll mostly be using it in the public environment? Oh, that's a good question. So I always give them, like at the very beginning of the class, I give them the option to use a pseudonym in their hypothesis username. So as long as I know who they are, that's all that matters. Because I say we're going to be learning in public. I mean, to an extent, I'm not all sort of like driving traffic to my blog or anything, although I am kind of trying to drive traffic to my that McGirt website, but you're going to get new new visitors as of today, right? So I give them the option of if they want to remain anonymous, if they're uncomfortable with that. It's been like 90% of people that I have are comfortable with sharing their name and sharing their sort of assessments of the reading in public. But I, yeah, I do think that there is a place for just annotating like within the LMS as a class, especially if you're doing something like the syllabus or like these specific tools that will shape the way your class plays out. There's no real need to put that out into the public sphere. Right. Like to get students to really respond to you, I think. But other than that, I don't think they, I don't think they care. I mean, they, I really have a lot of really honest annotations and real honest questions and reactions. And they're just sort of out there putting their, their thoughts out there, which is, which is really cool. I think I like it. And maybe that comes from me too, because I put emojis and like, I swear a little bit and all that stuff. Like I just put my personality into the annotations. Yeah. And so it's kind of demonstrating how one can act in public. Right. I know another deep annotation practitioner, Amanda Lacastro, who has been at Sievensson University and I think she'd be okay if I said this is moving to University of Pennsylvania to take up a new position talks about how she helps move students. She starts students out in a kind of private annotation space just to kind of like gear up and get used to the idea of annotation and what it what it's like. And then she kind of brings them toward a kind of public annotation as they advance. So she kind of moves people across both systems. You know, Erica asked in the chat, Mary, how you, if you assess annotations and how you go about that. Yeah. So usually it's very low stakes assessment that sort of treat it as especially now as class participation. So if they're annotating, they're getting the full points. There's no like, I don't go in and evaluate the quality of their annotations, just because depending on the size of the class, it would be too much too much work. I'd rather spend my time actually responding to them and sort of trying to draw them out if they're just annotating like one word. I give them like guidelines or benchmarks for what I expect. So I try to say, like if you're going to comment on something that you find interesting, tell me why you find it interesting. If you want to comment on something that someone's already highlighted, reply to them so that you're trying to like engage them in conversation rather than just saying your thing and then moving on. This quarter semester, I tried ungrading. So, which is like, I've drank the ungrading kool-aid, everyone, you should all do it. It's amazing. I don't have to worry about entering the points because they do self-assessment. They just put in a little quiz. Did you do the annotations this week? Yes, goes to the grade book and I trust them and it's awesome. So that takes it away. And I just really spend my time like actually reading what they have to say. I was finding that I do a lot of these like low stakes things in my classes and I was spending so much time with these like little things, entering in points, points, points. And I was like, what is the, what's the use of this? I was getting behind, overwhelmed. So I tried to just, I just burned it all down. You know, I always felt when I was teaching that I loved giving feedback, but I didn't like grading. Oh yeah. And there's such a big difference. And I think it sounds like your practice that you do with annotation is really about not just feedback, but just getting involved in the conversation with the students. That's really great. Say, would you be, I don't want to put you on the spot, but would you be willing to share your sort of guidelines that you give to students about? Yeah. I might be a useful thing for other people. No rush. You could put it in the chat whenever you have it or show it to us. Yeah, either way. Because I do put the benchmarks in Canvas. So everything is linked through Canvas because I use the via proxy. That's the way I get them to solve this. We can explain what that is later, but it's a way of, it's a complicated system of getting people to the document they're going to annotate. Right. So I do that just because there's, it takes away a step. Sorry, I'm trying to multitask. That's all right. I can't talk and I've actually already saw. It takes away a step for them. Like I'm trying to make it so that they don't have to download the extension, although sometimes that ends up being what they have to do depending on what they're annotating or depending on where like their system that they're using, but it's been, it works pretty well. Like I just linked to it. And then since they've already created their username, it just loads right for them. Let me show you. And again, while Mary's doing that, I'll just point out that this is, you know, another one of the tensions between using the LMS app versus annotating out in the wild, you know, in the LMS app, you don't have to create an account, you don't have to worry about getting the extension and so forth. And so there's some scaffolding there just around the technology, which can be a good way to get people started annotating and then later move to the public if you want. Yeah. I definitely find the app in Canvas is so useful, especially to like introduce people to the whole, the whole process. And I was using it before and I just sort of moved away. So part of it was because my institutions are very slow to want to get the, like, join the program. I got to just do it myself. Not your fault. Not your fault. Hey, would you be willing to copy and paste some of that into the chat? Sure. So this is kind of my basics. So they're really kind of general, like, because I copy and paste this every single week, but I'll change it based on like, depending on if there's a special thing on that reading for that week. So this one is about the Margaret decision. So then I just say engage with the majority of the texts, connect with classmates, but then the real kind of guidelines come in the actual annotations when I'm asking them questions, they can reply to that are specifically related to those readings. But I'll copy and paste those general directions. So you, you then kind of pre annotate the texts like the Margaret decision. Yeah, I try prompts. Yeah. I do this especially with my survey classes. So the intros where I'm giving them readings that are much shorter, but they're usually all primary sources. So they're kind of tough to read depending on where they're coming from. So I'll give them direct questions. And then usually people just answer the direct questions. And then sometimes they sort of reply to the replies, and it becomes a little bit of a conversation there. And that I felt like is helpful to help them figure out how to analyze the text. Because sometimes what I was noticing is that basically, when you're taking notes, if you don't know how to take notes, which is a very, it's a scale that you sort of have to practice, you kind of just either write those short reactions or you write like a summary. And I wanted them to really start to analyze. So that's where I started to do these reading guide questions. And I think so much of the annotation can be used as a tool to model scholarship and, you know, in for students or with students, you know, you know, like you say, analyzing primary text, a basic sort of activity for historians, right, among other people as well. But all kinds of just like modeling reading scientific articles, for example, which is a skill that has to be learned. I mean, I myself can barely read a scientific article without my eyes going buggy. And so annotation can really slow that down and break it up in interesting ways. Well, I would I could talk to Mary all day. But and she thank you so much for sharing what you've shared. I really appreciate your coming. I know that you have some other things you have to do today. Is there anything else you wanted to say before we shift over and talk to Matt a little bit? No, I'm excited to hear about the math. So I'll stop talking. I'll have to duck out in like 15 minutes, but I'll stay stick around for a little bit longer. Okay, well, that will that will give you time to hear most of what Matt has to say, I think so. Great. Well, so thank you, Mary. And now it's my pleasure to introduce introduce Matt Salamone. I think I got that right. And for because we've met before. And he is math faculty, and I believe chair at Bridgewater State Bridgewater State in Massachusetts. And is we're really excited by his work because he he annotates in math and just that's not as widespread of practice outside of the humanities to do annotation, but growing by leaps and bounds, we see a lot of STEM folks now getting involved. So I'll let Matt take it away and let us know how he uses annotation in his work. Sure. Thanks, Nate. Thanks also to Jeremy and Franny for for having me here today and for putting this together. So yeah, I do want to say a little bit about how I use social annotation in my classrooms. But before I get there, I always feel like as a math faculty member that I have to make the case for why why it's a social enterprise we're asking students to do in the first place, why we should prize reading skills and, you know, sort of discussion based discourse in mathematics. So I actually I have a couple of little slides and stuff that I'm just going to share through my camera, if that's all right. And Nate, I don't know if you want to I don't think I'll need to because I'll still be talking so probably everyone can see my video, but you can also spotlight it if you need to. Okay, we'll do. Yeah, we see you. Okay, great. So one of the things that we're always doing as as math faculty members in college is we end up teaching a lot of students, particularly in general education, for whom they're having kind of their last formal exposure to school mathematics, that we would like for it, first of all, not to be their last, we'd like to be able to make the sales pitch for them to continue their studies mathematically. But second of all, you know, students come into mathematics with a lot of beliefs about the nature of the subject and the sort of the epistemological foundations of the discipline that are not particularly productive to collaboration and to social discourse. And one of the things that I want to do, particularly if it's a student's last mathematical experience in the formal classroom, is to kind of convince them that it can be an experience that leverages the skills that they already have can give them, you know, an experience of being social and collaborating and constructing knowledge as part of a community. Because what people think math looks like, right, is that they think that it looks like this sort of received wisdom handed down from on high on stone tablets. And they think that the process of doing mathematics is very solitary and involves a lot of staring at blackboards with no actual English words on them, right. In fact, you know, the classic story about Plato's Academy is that there's an inscription over the door of Plato's Academy in the original Greek roughly translates to let no one ignorant of geometry enter, right. And so there's this belief that mathematics is this gatekeeping subject and functionally that is how mathematics has operated historically in education, both K-12 education and in higher education, that it's a subject that has been used to set up barriers. It's been used to exclude a lot of students from the educational enterprise. And so you'll notice another thing too that is true about these what you think math looks like slides is that these are all, you know, white dudes standing in front of this sort of mathematics. And so a lot of students really do struggle. And if you're watching this webinar maybe you have in the past as well sort of see themselves as part of the discipline, right. Where do I fit in mathematically. And so the first thing that I have to do with my students is just to try to convince them that you can, you the student can be a part of math because in reality what mathematics looks like when it happens in my college classrooms and an increasing number of college classrooms. And more to the point what it looks like when mathematicians practice mathematics as professionals. It looks very different, right. It is inextricably a social enterprise. We do mathematics together as part of a community. You know, we're involved in a peer review process. You know, a theorem is not true because it's sort of handed down to us from some authority. It's true because you know our peers have reviewed it and said yes this meets our criteria but that it's all a conversation. It's a collaboration. It's inextricably social. And students want that moreover, right. They want their experience of math learning to be more collaborative. They want to be in conversation with one another. They want to have as we think about in you know sort of humanizing online learning. They want to have both a cognitive and instructional presence. They want to interact with me but they also want to interact with one another. They want to learn in community. They want to be able to plug in their language skills into mathematics but that's a struggle for a lot of students because a lot of math courses have not historically asked students to wrestle with actual close reading and critical reading and using that their own vernacular, right. And also that that's you know kind of a it's a skill that you know not only has it not been valued because it's not been valued by their previous math classes. It's something that we need to work on them to help to develop those reading skills as Nate was saying, right. Reading a mathematical text and extracting information from it. It's like reading a scientific journal article, right. It's a it's sort of the domain specific skill that I want my students to come out of my classes having developed and having had an experience out. So here's a little bit about how I do it. So sometimes I do it in the LMS sometimes in Canvas as Mary was saying before sometimes I've done it outside of the LMS. It really kind of it depends semester to semester how much I'm actually using the LMS or not. But I sort of provide students with some reading question guidelines. Sort of what what I find students are doing with the social annotation a lot is that they are asking questions and saying hey I read this passage didn't really understand it can somebody help me out. And I just try to you know give them a framework that helps them to make those questions as specific as possible. Sort of let us know what kind of feedback are you looking for that kind of thing. And I also do a lot of encouraging my students to share other helpful resources inside of these annotations right to go out and research on the internet to find other resources that speak to the same material and kind of say oh I found that this was really helpful. So my students do a lot of sharing of videos and other links and sort of rich content inside of the annotation space to really add value to what's already in the textbook. And particularly now that there's a lot of relatively new and really high quality open educational resources available around especially introductory level college mathematics that you know it's really the material that's out there is more than sufficient for any student who needs to understand a particular area of math to find what they need. If they don't find it in the textbook I've assigned them they go find it somewhere else and they tag it right into the annotation. So I like to think of it as there's a framework that Benjamin Dickman he's a math teacher who's currently developing a social justice oriented algebra two curriculum for high school which is a fascinating project you can find him on on twitter at Benjamin Dickman. But the framework that he likes to think of mathematical discourse is happening in his classes is called notice, feel, wonder and act. These are the things I want my students doing when they engage with mathematics material. I want them to notice things. I want them to sort of acknowledge and experience the feelings and emotional part of doing mathematics because let's face it particularly with a lot of students who come into my classes with math anxiety and math avoidance that they have a lot of sort of emotional they have an emotional discourse that happens with with the subject and not just an intellectual cognitive discourse and so we want to give space for students to feel certain ways around math as well and I really want students wondering right I want them to try and anticipate the next steps and say well how does this connect with this other thing where is this going I want those kinds of questions happening in the annotation and then fourth action so how is what I'm reading in my math textbook going to help to inform what I do next whether that's something I do in my life or whether that's something I do in my course to help me to learn later on. So what I'm going to show you were just a couple of snippets and screenshots from my pre-calculus course that I taught using social annotation last spring and so this is a course that was populated with mostly freshman and sophomore level students because it's pre-calculus most of them are in the sciences and mathematics I got a few students from the College of Business but mostly these are STEM students who often come in believing themselves to be sort of strong agents of mathematics but not necessarily having command of language and reading and writing and so forth so I like to think that this was also a way to help to to build those skills with them as well so on the notice side what I saw students doing is that they'll sort of consume a theorem and say well is this I noticed that this theorem means this thing to me this is how I'm reading it is this how other people are reading it and experiencing can I understand it in this way one of the things that's true about a lot of mathematical and scientific writing I think mathematical in particular is that you know a lot of authors are very terse they'll say in one or two sentences what probably would take a paragraph or two to really fully explicate and so the more we can get students to notice what's in the writing and to add to it in the margins the more that they begin to understand what it is to read a mathematical text and to unpack the large amounts of meaning that are hidden in small amounts of prose one of the feeling things that I noticed so this student says something interesting I've always found the vertex formula for parabolas amusing I want more of my students to find mathematical ideas amusing the way that this the student did but she found it amusing because of the different connections she was able to make between this particular part of it and the other ways of understanding so her sort of mental scaffold was filling in she was making connections between different parts of the material and that that was that was a good feeling for her right and so I want her to be able to experience and validate those feelings but I also want the other students in the class to see hey you know mathematics can be an experience that's full of positive emotions in addition to the ones that you might have brought into the classroom so the feeling step I think cannot be short change should not be short change in the process then there's the wondering element this is probably my favorite one of the four because this is really I think the most what what I feel mathematics research is for me when I you know do scholarship as a mathematician is it's full of this sort of wonderment right where you have a mathematical idea in front of you and say well I wonder if it works this way I wonder if this thing is true because the fact is as a mathematician you know the the theorems that we discover and we prove right we get this gut feeling that they're true long before we actually have a proof they're true and so most of what I do as a mathematician is wonderment and then from that wonderment trying to chase down whether whether or not my my suspicions are actually true or not so the student says well what this definition I'm reading of a function also apply for an inverse function does it also work this other way right so kind of pushing beyond the boundaries of what's in the text to other ways of interpreting our next steps the students might go to and then there's the action step so I thought this annotation here was a good example of an action oriented one so the student reads this paragraph about about transformations sort of gives some practical strategic advice for how to do a particular mathematical task student says well you know should I just use this as my strategy is this is every example going to work this way so that I don't have to you know expend a lot of cognitive load trying to figure out what framework to fit the next set of examples and can I take this to the bank and run with it right to me that's kind of an action oriented way of experiencing the text so that's as much as I want to say and I want to leave some space for for questions but I really find that the experience I want for my students to have of each other and of the material and the experiences with me are collaborative they're conversational they're social because that's how I experience mathematics as a professional it's how I want my students to experience it as students as well so yeah thanks for having me so so great matt you know every time you talk I'm like oh my gosh I wish I'd continue to study math more because you're really uh inspire me I went too late I went I went through calc 2 and then I just gave it up and so that was I felt like humanities were a better fit for me but um I one question that I had and I think I brought this up last time we talked is I had a math teacher um in high school actually who made the argument that he thought math was taught backwards in the sense that students are taught all the boring hard stuff first and then you don't get to the interesting mathematical questions until way later when you're probably sick and tired of math and have decided you hate it for a lot of people any rate and I'm wondering what you think about that this idea like almost like introducing the concepts of calculus and geometry and stuff at the beginning and then let the the arithmetic and algebra come when necessary yeah and it's funny because I feel like a lot of sort of more specialized higher level courses in math are often taught in that way high concept right um that we sort of see hey here's the here's the endpoint that we're working towards and then now let's try to backfill everything that we need in order to to get there right so you at least give students a sense of of where going before you start embarking to go there um but I think that there's another way that I can interpret uh what you're saying and that is that mathematicians as such right those of us who you know go into a math major and they do sort of higher study in mathematics what you find out is that the enterprise of mathematics becomes increasingly more creative and open-ended the higher that you climb up in the curriculum um and I want students to have that creativity experience sooner right I want them to have that right away right um there's a classic text in in mathematical circles called the Lockhart's laments written by a mathematician in Paul Lockhart which is really great reading and it is it is a sort of a lamentation of a mathematician that why are we teaching k-12 students in particular um in these ways of mathematics that are very doctrinaire and they're very sort of you know put into a box and compartmentalize why are we not encouraging more creative exploration why are we snuffing out students creative sparks in the math classroom um so I really think there is something to do that um because one of the things I love about my discipline is how creative it is to do research in mathematics and that is not the experience that a lot of students have with it particularly in the earlier grades um and so no wonder that they don't see themselves in my discipline if that's how they're experiencing it yeah and I think I mean that's maybe more true in math than in some other subjects but it's kind of true in every discipline right that a lot of the um you know a lot of the creativity and interest is saved for the end after you do all the hard work of of like you know um getting getting footnote format right and things like that that are actually not like the most necessarily the most important or exciting part of um say history for example I can marry this one well do folks have um other questions for for matt I I again uh just love talking to him myself so I kind of forgot everybody else was here uh you can put him in the chat if you have other questions or if any of our other panelists have a question they wanted to or uh observation they wanted to to matt I think people have been commenting on your great uh sharing setup which so I I'm gonna actually uh have to look into this doing it with zoom because I actually don't do it with zoom I do it with a separate software package um that does all my compositing but um yeah so I'm gonna I'm gonna look up this this might be a better way for me to recommend the strategy to my colleagues something that's a little easier maybe uh I I really appreciate how your setup also um does automatic um you know text captioning that's yeah I'm just using google slides for that which I noticed you do too but yeah yeah and I hadn't flipped it on I have had at different experiences with how well it works but yeah it's better than nothing right great oh it's uh so what they're talking about it's uh it's beta and zoom interesting yeah we should all try that out because it um I definitely think it makes for a more more effective presentation style well thank you so much matt um I really appreciate your being here and if uh welcome to stick around obviously um for the rest of the day it's so great to have different perspectives here at the table I do want to spend um just a minute um uh to invite uh another uh practitioner up here on stage and that's um Raimi Kaleer from University of Colorado Denver um as I mentioned before Raimi uh we just brought Raimi on it hypothesis as our first scholar in residence to head up some work on um formal research into social annotation um and so Raimi if you're here I know we didn't have a chance to do a sound check with you good morning good morning yes you're here Raimi okay I'm here yes welcome to see folks and colleagues and friends I hope everyone is doing well yeah so take it away tell us a little bit about what you're up to yeah let me keep the high level in short um first of all it's really um been a really a pleasure to hear from Marion from matt this morning and thanks again to hypothesis colleagues um and also everyone who's watching this morning I just really appreciate the energy and the enthusiasm around social annotation and how social annotation is being used to support student learning in a whole variety of disciplines and contexts briefly day to day I am a assistant professor of learning design and technology at the University of Colorado in Denver um but really have the great honor this year of serving as the inaugural scholar in residence at hypothesis and I think a link has been shared in our chat kind of introducing that program and the goals of this new initiative and they're really the guiding rationale behind my my role now with hypothesis as the scholar in residence is to further promote and further investigate the important relationship between social annotation and learning if you're joining this webinar session if you're hearing from folks like Mary and Matt and others there's at this point no doubt that social annotation productively aids student learning that there is very little at this point you know doubt that when students are annotating when they're reading together when they're making sense of discipline specific texts when they're collaborating by reading and writing together through annotation they're learning and they're learning in some pretty dynamic and very interesting ways and there is now a real wealth of scholarship specific to hypothesis and also specific to other social annotation technologies that really does evidence that productive relationship between social annotation and learning and so my role briefly is to help not only to promote that work and make that work more publicly accessible but to also start new research projects and new investigations into how specifically those types of productive learning relationships can exist and so we're beginning to now launch some new research projects at a number of universities and with a number of other educators and researchers who are really eager to help really move the field forward but also of course at the end of the day support student learning and student success so I'm happy to again either share a little bit more about that program I of course have my own history using social annotation and specifically hypothesis in my own courses with my own graduate students I also am involved with a number of other projects that help to support the broader kind of open infrastructure around social annotation whether that's through professional development opportunities or through online tools whatever that may be I'm very eager to help build a robust open ecosystem of educators and technologists and researchers who are all contributing to the field of social annotation and how that supports student learning so I'll keep my short comments there but I'm happy to address any questions that come up or just you know hear people's thoughts and reflections as this discussion moves forward this morning thank you so much Remi I put a link in the chat to a blog post we made when when Remi joined a scholar in residence and that has a link on it to a different page which is I'll also share which is kind of talks about the research program that he's leading in general and you know what we're really excited about here is to set up a kind of repeatable practice around kind of formal research into social annotation and we'll be kicking off the kind of first formal projects like Remi said in the spring term winter spring term and so we're really excited about that and then there will be opportunities for I mean there's just research now popping out of the woodwork one of the things that Remi's also been working on is a collected bibliography of different research works we have the start of that as well it's linked to from the links that I put in chat so you can start to explore that but that will continue to expand as things move forward as well so at any rate I mean you know one thing that's clear I mean even just from listening to Mary and Matt like Remi said is you know we we can already tell how powerful social annotation is we don't we don't necessarily need quantitative research in order to prove that to ourselves but it's also an important thing to do to explore more deeply the different ways that that it can affect us uh so um I want to thank you so much for popping in Remi and um I know I know that we've been talking at you all for a lot and this is a workshop and so one of the things that we wanted to do is get um get interactive and and spend some time actually doing some annotation ourselves um and so before we start the second half of our show here I think it's time um if anybody needs to like pop out and get some more coffee get some water you got to stay hydrated if you want to go to the bathroom or do any of those human needs now would be a good time to do it I'm just going to get us set up to start annotating with flour as we like to say by reminding people how they can make sure that they are already enabled themselves to annotate so I'm just going to talk about that for a couple minutes um uh so if you step away and you are already set up to annotate an hypothesis you won't be missing anything because you're already set up um yes Marie we we will be saving the chat um or at least I'm sharing out in that blog post that you signed up for you know all the links and interesting resources from it um maybe take away all my dumb jokes um but so the good parts of the chat will be will be saved and published and you'll get an email and that's um published with the recording from today this is a page um that kind of uh just describes briefly what we're about to embark and do which is um we picked a text all flowers picked a text thank you flower and we're going to um annotate it together much like um you know Mary and Matt described how they do it with their students um as an exercise and kind of our own professional development right and so um flowers picked a text that relates to the things of our keynote um uh at at OLC Accelerate and we'll have her talk about that in just a second but first I want to make sure that people who maybe haven't annotated with hypothesis before are set up and so one of the first things to do um is to uh equip yourself with a hypothesis account you actually won't need to install anything like an extension or anything today but you will at least need an account in order to um to join in the annotation part so if you haven't done it yet take a few moments to follow that link in the uh that I just put into the chat and make sure that you're signed up for a hypothesis account so that you can annotate in the wild what we say in the wild across the public web um and uh well you'll that's an account of course that you'll be able to use for annotation for any purpose um ongoing and just to underline again it's a little bit different than what happened inside the LMS context when you're using hypothesis there because that's a single sign-on environment with the LMS so this is sort of like equipping yourself with hypothesis to work outside the LMS right um so I want to make sure people get a chance to do that in advance um and then uh um just to be really clear here right the act of annotation um as we'll be demonstrating for you is your highlight something and that pulls up an opportunity for you to decide if you want to hype just highlight it privately for yourself or if you want to add an annotation to share um that annotation could be private also just to yourself as a note to yourself or it could be shared um like Mary mentioned either publicly privately um and then of course each annotation exists as the beginning of what could be a threaded discussion right so if somebody else has annotated something you can reply to it as we've seen and so that's part of what we can be doing today is not only making new annotations ourselves but also replying to other people's annotation and so um I'd like to uh be quiet there for a sec and um before we actually dive into the document itself and I'll pull it up on my screen so you can watch what I'm doing too but I'd like to give flower a chance to introduce herself say a little bit about who she is why she's here um and kind of give us a preview of the text that she selected why she picked it out and what she's thinking about it welcome flower hi Nate thank you so much for having me here today and thanks to everybody who's made the time to be here I really appreciate it sorry do you want me just to go ahead and talk a few minutes about what we're doing why I chose this text yeah okay see we're very authentic here that's what I like about this event today rolling with the punches so um so right my keynote that I've prepared to deliver on Monday for OLC Accelerate is um focused on the power that we have when we use really innovative technology and when we pair that with really effective teaching how much we can empower students to engage and learn I my own personal experience working in ed tech field and instructional design I think many of us although I'm going to say maybe not those of us who are here today but many of us working in this area really do focus a lot on the technology and the tools and what can we do and to be fair this is a workshop about a technology tool that we can use but I think sometimes the conversation doesn't focus enough on what we're doing to actually teach our students and I was quite inspired by Matt's comments about we need to kind of change the conversation and the experience that students are having so so anyway in recent months that that's basically the gist of my of my talk is how do we empower students through really great technology like hypothesis and also through really great teaching my thinking has of course I hope like many of us like all of us it's been really impacted by the events of the last six to eight months and so I have a focus on how do we use technology to teach equitable and inclusive classes as well and supporting the students that we know had faced more challenges in the big pivot online and then whose situations are compounded and even more complicated and complex as a result of Black Lives Matter and the sort of the renewed energy around racial tensions and such that we've experienced after the death of George Floyd so those those issues together that's where I want to really think deeply about how do we teach well how do we use tech well and how do we address the systemic inequities that are oppressing so many of our students and what can we do to support them so this text that I selected I will be referring to it briefly in the keynote it certainly won't be in as in-depth as we'll get into here it's hearing from the students themselves and I think that's another overlooked piece or sorry I should say overlooked piece when we get together and we talk about here's the things that we can do and many times faculty are not necessarily thinking about the students lived experience again I'm going to qualify that right now and say well not those of us who are here but in general I think we could do better to listen to more from the students themselves and so I like this summary report of research that took place with 13 different focus groups of students all around the country from underrepresented and marginalized student groups just to see what what are they saying they need and how can we therefore help so that's a little bit of an introduction to why I'm here in the text that I chose that's a great flower and I really um I know that it's kind of a tricky situation to say hey before you give your keynotes how would you like to come on and like talk about it and give all the interesting tidbits away and I'm just kidding I'm sure actually sort of like other educators use reading to set up more interesting discussion in class I think the work we here do today will make us like better participants in your keynote when it happens on Monday right yeah so for folks who are attending um OLC accelerates on um flower will be giving both a keynote and a plenary closing session um and I believe at least the closing plenary is open to the wider public as well I'm not sure about the keynote we can double check that in the background but um if you if you aren't just a little plug for OLC if you aren't attending already you can still register and the the cost of it is very low this year it's all virtual online environment there's all sorts of really exciting things happening there including more interesting stuff um uh with social annotation uh as well as like a host of other things so it's it's a worthy a worthy conference to get involved and it goes on for the next two weeks believe it or not I don't know what it is about about the pandemic time but it's I guess we've decided that conferences that used to only last a couple of days or a week are now going to be extended over like a whole month so um so at any rate um without further ado I put a link there in chat to the document that um that flowers picked out and I'm going to just go ahead and share my screen again for a second um uh just so that you can see uh see what it looks like uh for me and so first of all um just a couple of things orient you to write the document is here on the left it's a pdf um like flower said uh and you can see it has uh I think it's about 30 some odd pages long 33 pages long right um and there have been a couple annotations made already on it um so I I made this first annotation just to the very top to kind of orient everyone and make sure there was something on it and um and let me actually refresh the screen um and then flower has added uh an annotation of her own too you can see there um she's got um a video embedded in her annotation just to show how that's possible and then she started to add some other things as well and um another thing the link that I shared in chat just so you know every document on uh when you're annotating publicly like this um you'll you'll have this little button of the little box with the arrow in it and that provides you with the link that leads you to that document with annotation enabled on top of it so even for people who may not already have their browser equipped with hypothesis or whatever you can share a link like this with them and they will be able to get to the document and start annotating without going through any other steps as long as they they have an account um that that is also true for every annotation so every annotation is kind of an addressable space on the web so for instance if you wanted to share flower's annotation here with the video right there's that same little box with an arrow icon on that annotation and that pulls up a specialized link that will lead anyone directly to the document um and with flowers annotation sitting right beside of it and they could get started interacting in in reading or or responding to or annotating themselves so I just wanted to point that out like when Jeremy said that each annotation is like a little mini web page it's literally as a web page in the sense that it has a web address um each annotation is kind of an addressable space on the web like it was its own little web page and so you can um share links to them so I just want to make sure that people see that and know about it and so um I'll give flower another chance to to weigh in here too but um now is our time to actually go through this relatively um uh rich document uh it has a lot of really interesting information in it and um start to uh have a discussion on top of this document um by means of annotation and so you could start that out um right by replying to one of existing annotations so if I wanted to reply to what um this video that flower shared out here I could you know begin a threaded conversation right below it um or I could move through the document myself as I'm reading highlight some text and that will bring up a little interface here where I can choose to either annotate or highlight highlights would again just be private to me but if I hit the annotate button then I've got a little space where I can say what I want to say about the text that I've selected so let me give flower another chance to if she has anything else she wants to say before I uh shut up and let people read in in peace um but also um if people do have questions um we could certainly uh we could certainly address them if anybody's brought up anything in chat I'm just pulling it up for myself did you want to say anything else flower thank you Nate I I don't know that I had um anything else specifically to add I am curious to people's reactions about people's reactions to this reading and I'm curious about how we talk and read at the same time so yeah and I mean that is going to be one of the interesting things about this workshop right is um like Jeremy was saying we're going to do some synchronous annotation right and so basically I'm as soon as we can get me to shut up I will be quiet and then just allow everybody to start reading and start adding annotations I do want to draw your attention to one other little thing in the interface here and that's um when there are new annotations that have been added to the document that you're not seeing yet there will be a little red icon will appear up here at the top and um if you click on that little red icon it will load the new annotations that weren't there already into the into the side panel so you don't need to keep refreshing the page to get new annotations as soon as you see that little red icon that means those new annotations so so far no one has added any yet because I don't have that little red little red indication um but if anybody has any sort of questions about the mechanics or technical side of doing this annotation feel free to um to put it put a note in chat and we'll address that um but otherwise I'm just going to be quiet and I myself am going to start um doing some reading and annotation I'm going to leave my screen shared so you can see what I'm doing if you want but you might want to just follow the link in chat and go pull up the document in a different space so that you don't aren't distracted by my reading if you will and so we can all do that and we'll spend um maybe about let's go about 15 minutes or so doing some reading and then we can come back again uh and start talking about uh what we've all been reading hey everyone it's Nate again I know we've been spending a little time reading and I want to apologize um that not the entire document and doesn't have selectable text in it as we've been discussing in the chat um it's interesting because it did yesterday um so uh I kind of worked hard to do some extra backflips to make sure that the document was fully annotatable and um seems to have reverted into nights so uh my apologies for that we'll look into it but as we've been discussing in chat obviously one of the key things here is that um this is a rather complex pdf with a lot of images and so forth and it was produced in such a way that uh actually all the text wasn't um embedded into the pdf as selectable text um the publishers did take some extra steps to make it accessible like to screen readers but the steps that they took didn't also make the text selectable on the screen in all cases we thought we'd worked around it but apparently we didn't fully so I apologize we're only able to annotate um sort of the first section and that's why our annotations are kind of um kind of concentrated in that so my apologies especially to flower for that um because it's a really rich text and a lot of that a lot of the really interesting points in it are in those later pages I think so um and um if anybody is sort of begging the question like why can't we just annotate images well that's a feature that um hypothesis doesn't have built into it yet it's something that we want to do and it has to do with the difference between anchoring annotations on an image versus anchoring annotations on a text selection which are sort of different anchoring sort of problems to solve on the technical level but it is something that we we do plan to do um in the future so this will become less of a problem then in the sense that one will be able to annotate images but that doesn't take away that the fact that images in general aren't fully accessible and so um something to think about um as you know and this is something to think about whether you're annotating or not right if you're using pdfs as you know as class readings you know ensuring their accessibility is as an essential part of a part of signing a pdf and there can be um hitches along the road as we're experiencing today yeah so um so I see uh Dee Beeman has asked about sharing the document outside of the context of hypothesis so uh yeah we can share a link to that but just so you know you can also share the link uh with with anyone uh with the hypothesis embedded as well um but um I will navigate to it uh for you um it's published by every learner everywhere and so this is their page that publishes the document and then you can download the pdf version of it right here um and again we we were uh in conversation with every learner everywhere about um trying to make a a more fully accessible version of the document um but maybe I'll invite flower if she uh feels okay about this to come back uh on on to audio here and share a little bit about how this annotation experience has gone for her so far yeah thank you Nate it's been very interesting and I uh I'll go ahead and confess that this is my very first opportunity to annotate socially with hypothesis I've heard about this in fact I've actually written about it um but uh had never actually tried it myself and so it's I knew that it was a good thing sort of intuitively and experiencing it here together as the conversation I think has so much potential and power even with the limitations that we kind of experienced today and I I thought that was the case Nate you said it was fully accessible yesterday and I and it was I don't know what happened overnight but yeah I don't either I'm gonna blame the internet there we go let's let's oh let's blame the pandemic that's yeah it's the pandemic for sure but I think all all um experience instructors need to know how to sort of improvise and go with the flow and I mean here's another lesson right teaching with technology something is bound to go wrong that is just you just need to plan for that and anticipate it and so it's been really interesting to see how the conversation has developed and flowed even even though we couldn't fully access all of the parts of the text so this has been my inaugural experience with hypothesis and it's really lived up to my expectations I'm thrilled with how this has gone I really appreciate people's engagement with it as well yeah and just everybody's point I mean engagement doesn't need to stop here right so um we will be uh you know kind of sharing what happened at this workshop more widely too and so other people will be able to visit this document see your annotations respond to them and also make annotations themselves um uh and then as we were discussing with DBman there in chat um there's a link to go get the document yourself and here is the kind of amazing thing about hypothesis that I still feel is a little bit like black magic but if you download the pdf and open it up on your in your browser and you have hypothesis enabled in your browser locally on your computer um right now that's only possible in chrome to do this uh to read a pdf locally um with hypothesis but you just have that the file on your desktop and you open it in chrome and enable hypothesis the annotations that we added here today will appear for you locally on your computer as well which is it's kind of amazing um because what it really is underneath everything it's the same pdf file and the annotations are hooked to um something that's embedded in that file called a fingerprint sort of a unique um kind of fingerprint for that pdf file and so no matter where that file is annotated the annotations find each other and can appear um so there's the possibility of um of annotating this in other environments as well so this link to it here um which is embedded in the slides that we shared with you and we can share those slides again if you don't if you haven't been already getting to him we'll always leave you back to this this version of it where it's enabled with hypothesis and you don't need to get your browser all equipped and everything um or you can download the pdf and and use it in other environments as well um and i'll continue my conversation with elie about uh about making it more fully accessible yeah you're so right flower so have so you've had to roll with some uh some um some surprises in your teaching do you have any thoughts about how you approach that oh yeah sure so um again both in my teaching and in my work supporting faculty as an instructional designer as well i have learned that you need to have plan b when you have you know something that you're going to do when you're teaching with technology but it's also a good idea to have plan c d and e and uh just be ready um i've really come to value this idea of improvisation in our teaching and in fact i've i've begun um engaging in improvisational exercises as a as a sort of a personal creative practice because good teachers respond to what's happening in the moment there whether that's the people who that we're working with right in front of us or whether it's uh something that we're having to respond to in terms of the technology or or maybe it was maybe it wasn't even the technology maybe just the plan that we made for class that day just bombed and it went terribly that happens to the educators all the time um if we're honest about it so learning how to uh roll with those punches and be able to respond i think is a really key element for for instruction and it again it demonstrates that kind of compassion that we were talking about where we recognize if something is not serving our students well and and we modify our own approach we're we're willing to change we're willing to admit maybe something didn't go wrong there's a there's a degree of humility and vulnerability that goes into really great teaching as well so yeah and i mean for instance like something might be happening in the wider world that is happening in the moment of class that one has to uh sort of at least recognize is maybe affecting people's lives you know sorry go ahead no it's fine i i've been thinking a lot about this because um the new project that i'm working on right now is responding part of it is about responding to the emotional climate and i was really intrigued by what matt was saying earlier about how people feel about math and and sort of giving them space to work through that but i've been reflecting on an experience that i had uh teaching in 2001 september 11th um i was teaching that day and as it happens people may not know this about me but i also teach dance and i was teaching a really high energy dance class that day and i didn't know what to do with the with the tragedy that was happening in the entire country and the weight and the oppression that was everybody was dealing with and i in that moment and to be fair that's almost 20 years ago i'm wiser now but in that moment i was like okay we're just not even gonna we're just not that's not even happening we're here in class right now and looking back i don't think that was right i think it would have been better to respond to in that case what was a national tragedy and the fact that it was impacting everybody in the room and i was trying to pretend it wasn't and that wasn't really effective so responsiveness flexibility adaptability i think these are really important things to to be okay with even if it's a little uncomfortable yeah so it's like um in order to be more sensitive to the situation that our students are in we need to give ourselves the space to be more vulnerable and open as well right one yeah 100% and even right now in this particular moment we have faculty all across the country trying to learn how to teach more in this kind of a format that this was not really a thing before march 2020 the synchronous online teaching and zoom this kind of thing and i know many faculty maybe some who are here today are frustrated are struggling are tired quite frankly and i've been working with faculty telling people uh whoever will listen to me let's let's give ourselves some grace let's be patient this is new we didn't set out to learn how to teach this way this came unexpected i do believe with practice we get better with whatever the the experience that we're trying i was listening to both mary and matt and kind of listening to how they've evolved their practice with hypothesis in ways that you know they're doing things now that i bet they didn't do the first semester they started teaching with hypothesis and i would argue we'll be doing the same thing right now in this moment if zoom teaching continues to be a thing and i suspect it will in some form or other uh to some extent or other i should say um you know we need to give ourselves that grace be willing to admit that we're learning and the students really respect that that that uh when they can come into our learning journey with us that really helps as well yeah and i know we're oh so i go ahead sorry i was just going to say and now we went a little off topic i'm just waxing philosophical now about my my opinions about great teaching and how do we support our students well i think i mean that's part of the reason why um you know we wanted to have you as a part of the workshop was because that is your focus presumably you're going to be talking about that in your keynote it's obviously part of your written your written works as well um and you know one of the things i think in the background here is um i know a lot of the students though i've interacted with have complained about the zoom the move to zoom in the sense that it seems like everything now is just like let's have the synchronous meeting right when there are so many other things that could happen maybe asynchronously to set up more valuable experiences when you're together yeah that's that that was resonating now i don't quite remember if it was mary or matt or maybe they both sort of said something but maybe it was jeremy come to think of it but the idea of using that asynchronous everybody the whole the whole conversation how we use that asynchronous interaction and how that's actually richer because look what's happening here nate we're having a nice conversation and these kind people are willing to hang around and listen but we're kind of talking over each other a little bit i think that's one of the most awkward things about zoom is that it doesn't handle that audio talking over each other thing but in that written form we can more fully you know develop our thoughts and we can add that richness with those videos with those links to other resources with those memes i loved that screenshot of the students placing memes into the comments i was trying to be clever enough today to do that and nothing really came to mind but uh maybe later i'll go back to the document yeah you have to be in the right mood to me right yeah you know and so i wanted to um maybe this is a good spot too because we're getting close to the top of the hour um i'm going to put another link in chat here and so one of the ways that we got to know both mary and matt was through a show that we produced called liquid margins we invite educators on to do this kind of exploration and conversation just generally there's actually another one coming up yet today that is again um specifically focused on this question of how to create what um the presenters call hospitality in a course environment and so um this liquid margins episode that's coming up later today um is with mahabali mia zamora and autumn canes um and i see flower knows their work um big thumbs up right i i've also found myself doing that a lot because of zooms like a lot of gestures right and it's scary sometimes but um so i invite anyone who's interested i don't want to take you away from the other stuff you may be doing in conjunction with olc or whatever but we do have that other uh if you haven't had enough sitting around watching interesting things about annotation on zoom today um there's that liquid margins coming up so um you know we are just about out of time and i want to give flower a chance to have the last word here um uh is there any you know as you look ahead to your keynote um is there anything about this experience uh today that you think might change what you were gonna say you may have it all locked and loaded well no i it's a good question and i'm gonna punt and say i don't know yet um so you you know in our preparations for this event you mentioned that previous olc keynotes have sort of brought in some of this interaction into the keynote and that's the advantage of doing this before i don't know yet it's certainly not all locked and loaded there's still time for some updating so i thought if nothing else i might put the hypothesis logo on a slide i might do that i'm just kidding that's too much to ask for don't don't worry about that we're not we're not in it for the promotion at all so um i want to reflect on the on the experience that we've had here i'm definitely a reflector right so let me let me give that some thought over the next day or two and we'll see on monday um how how uh yeah well no pressure it's fair no pressure it was actually mahalbali who will be at the liquid margins who was the previous keynote and who brought to brought it on to your keynote but she was doing a kind of experimental keynote to begin with that was kind of crowdsourced in a in a kind of a strange way so interesting anyway well thank you uh flower so much for being here for picking this text um thank you everybody who attended uh thanks back to matt and mary and jeremy also for speaking with us really appreciate it we will be um we've recorded this obviously we'll do a kind of edited version because a lot of it was just like watching nate's screen probably not that interesting but we'll edit it up um we'll gather all the links that were shared in chat and everybody who attended or was a panelist will get an email um with links to those resources it'll all be hosted on that same blog post where you first signed up for this so um really appreciate everybody being here thank you flower thank you nate thanks everybody