 You are in a webinar called make the most of the margins with hypothesis social annotation in blackboard learn This is co-hosted by hypothesis social annotation Software and blackboard learn learning management system software most of you I expect our Blackboard users and are here to learn about an app that works inside of the blackboard system called hypothesis Hopefully that's why here because that's what we're gonna talk about um The agenda for today is we'll start off by discussing what social annotation is And why you would want to use it as an instructor or why you would want instructors that you support to use social annotation Um, we'll review the advantages of hypothesis and blackboard integration And then we'll go through a little bit of setting up hypothesis enabled readings in blackboard So you can see how easy it is to use hypothesis really feels like part of blackboard when you're using our lms integration And we'll of course have time for a q&a at the end in some discussion um My name is jeremy dean I have a phd in english and taught high school and college english and composition for many years So I come to education technology as an educator And i'm very passionate about students and learning and supporting teachers and Really believe that social annotation is a great tool for all the above and i'm joined here by my colleague christie Well, I would like to introduce yourself Hi everyone, my name is christie de carles. I'm a customer success manager here at hypothesis. I am also An educator and I started out my career as a high school history teacher And then I spent about eight years as an instructional designer at rockers And now I am still adjunct and doing adjunct Adjuncting courses for rockers. I've been using hypothesis of my own courses since about 2019. I've had a lot of Success there. Oh, and I see a lot some other former high school teachers in the chat So welcome all um and a lot of people from west texas apparently Um, so if you could if you haven't already if you could please put your name your school Your role and then your experience with hypothesis if you have any so far um in the chat that would be super helpful um, I am located in southern new jersey, so i'm right outside of philly um and uh jeremy shared in the chat that he is in austin so Looking forward to seeing where everyone's coming from if you haven't put that there already um All right, and then a lot of you have already found your way to the chat But if you haven't yet, uh, you can find the chat at the bottom of the zoom page Please just make sure that you are sending your message to everyone and not just the host and panelists So we can all see what you're contributing to the conversation so very cool lots of different places Everyone's joining from I love it. I love seeing the geographic diversity. Yeah, those are disciplinary diversity. What do you teach? If you're a teacher would love to know Yeah, I didn't catch any Oh professor of religious studies accounting and tax. Oh, so we do have some diversity there Uh as well already um, so I am gonna just start out by kind of just laying the foundation for everyone And making sure we know what the help we're talking about when we're talking about hypothesis So I just want to kind of frame it for everybody. Um, so you can see what is it? What a social annotation with hypothesis actually mean Uh, and then we'll talk about why you might want to use it in your course So i'm just going to pull up an assignment in my blackboard course here Um, just to show you what it looks like to use hypothesis So you can see i'm opening a document right in my blackboard course And you can see on the left hand side here I have a pdf that i've loaded in in this case. I'm using a syllabus from the course And on the right hand side of the screen This is what hypothesis is kind of adding to our readings is this sidebar on the right hand side of the screen So the sidebar has uh annotations that have already been added by both the instructor myself and some students So as i'm going through You can see that um when I hover over an annotation on the right hand side The text that is selected on the left hand side is directly Connected to that annotation. So it's changing color here So the annotations that the instructor and the students can add on the right are directly Connected to that text or anchor to the text on the left Which means that students can have a conversation about the text right over the text You'll also notice that some of these annotations have an option to show replies. So if I expand One of these replies here You can see that a conversation has started. So you can start threaded discussions in the hypothesis annotation sidebar Kind of like a discussion board, but again, it's not the same in that We're anchoring to the text and having this ongoing conversation alongside of the text So this is basically what hypothesis is adding to the the readings that you might already be putting in blackboard So again, just wanted to show you kind of what we're talking about before we get into it And now i'm going to pass it off to jeremy to talk a little bit about my why you might want to use this in your course So jeremy, I don't know if you want to take over the screen You can say you can keep the screen and um, we'll just kind of play it by ear since you're going to be demoing later I think that'll be easier So we like to talk about this about how social how social annotation makes reading active visible and social So let's talk about the first one active I'm sure all of you as educators to working in education are familiar with the concept of active learning We want our students to be active learners. Well, one of the best ways we can do that is by making them active or helping them become active readers Annotation is always done. It's right. It should be noted that annotation is not a new technology, right? It's always made readers more active and more engaged deeper thinkers around the content that they're engaging with And that's become even more important today annotation that is as we move to reading more and more online because We easily get distracted. We tend to gloss over content. This is not just me speaking from experience This is research studies that that show that's the case with students reading online and annotations more critical than ever to bring back that age-old tried and true practice of close reading and critical reading Into the digital era and that's part of what hypothesis is doing Hypothesis also makes reading visible And for me as an educator and when I speak to educators, this is one of the most powerful aspects of the tool Not only can students better see How they're reading and think about the practices and skills that they're to deploy as they're reading But but teachers can see Their students doing the reading. I'm sure all of you who have taught in a classroom Have had the experience of assigning a reading and coming in to a face-to-face class and wondering did anybody do it? Sometimes people use reading quizzes to kind of enforce that. Well Social annotation which can be a graded item in in blackboard Forces students to do the reading enables teachers to see that students have done the reading But I think more importantly enables teachers to see how students are reading Where are they confused? Where are they excited? And allows instructors to respond accordingly to that excitement and confusion. Whether it's individual or as a class And you can see how students are developing the skills and intervene as necessary And then finally hypothesis makes reading social and this is the one that students always rave about when we're getting feedback From them. They love that they're able to see their classmates in the text It's fun. They even say but obviously they also talk about learning from their peers They talk about feeling less alone In the reading when they're when their classmates are there and when their classmates are also sometimes confused Or sometimes asking questions I think this is incredibly powerful for students when they're entering college and reading More difficult texts for the first time And as they advance in a discipline Where the texts are becoming increasingly difficult and sometimes increasingly feel like they're written in a kind of another language Right, sometimes as you advance in discipline the the academies is is you know new language new concepts And this can help students feel more at home And grasp those concepts and develop fluency with those concepts So hypothesis makes reading active visible and social I want to emphasize that this is a tool that really transcends the various modalities in which folks teach today I discovered social annotation teaching face to face at the university of texas at austin huckum horns And I found it invaluable for Really helping make sure that students were prepared for class and helping me Uh prepare for class because I could review their annotations and go into class and again see where they were confused Or have a way to sort of more warmly call on a student who hadn't made a particular annotation that could You know help us start class conversation And it really just enhanced my my face to face classes The discussion in my face to face classes because we'd taken care of some of the work that you know in the pre Social annotation era. I had to spend some time maybe 10 15 minutes at the beginning of class Reviewing the reading checking in with the students and we could really dive right into the heart of things Because we knew where there might have been confusion or we knew where there might have been debate And we can start there So it's great for face to face, but it's also very powerful for uh fully online classes When you don't have that Intimacy of a face to face classroom where you can all look at each other in a circle Maybe in a seminar style and have a conversation about the text This is as close as I've found to A way to have that experience of everybody has the book open Everybody's sort of literally on the same page, right? We're in that. We're sharing the margins Um and we can have that kind of intimate Sort of seminar style discussion Even asynchronously, uh, even remotely with a tool like hypothesis and I think you know Um a lot better than discussion forums Where the discussion is not quite as Circular if you will or not quite as authentic This is a really a way to recreate that kind of authentic conversation and authentic community Even in a fully online space So I think blackboard of it all So especially now since we're beginning the semester I know that some of you guys Who I can see in the in the chat are already customers of hypothesis already have access to hypothesis and blackboard If you're not sure if you do you could you could ask um, but I think I saw some cuny folks some your alabama folks So we've been working with both uh several cuny campuses and university alabama Already so you should have access to hypothesis and blackboard already And then some of you are new and we'll talk about how you guys can can get hypothesis in your blackboard instance a little bit later But um, especially since we're starting a semester one of the really cool things about using hypothesis is not just for the formal readings That might be in a in a in a course But also for some of the ancillary materials the handouts or you know, uh pdfs that we might send around like A syllabus a great way to start a course Um with hypothesis is to annotate the syllabus. Uh, first of all, you know, if you follow, you know, education twitter You'll always see those complaints to by educators like the students even look at the syllabus You know, I guess those usually happen like two or three weeks in once, you know Some student hasn't looked at something at the beginning. This is a way to make sure students review the syllabus It's a good, you know, lightweight way to have students Start using the hypothesis tool. It's quite intuitive and quite easy to use But this is a way to practice it before, you know, uh more summative or high stakes annotation activities and it's also just a really powerful way to Open your course to to dialogue to hear where students are coming from To hear where they're excited about the course where they're worried about the course and I think can really, you know Not to use the phrase too much, but get everybody on the same page in a very powerful way ditto for You know assignments ditto for all other kinds of, you know, those Ancillary materials that you might have as part of a course that aren't the reading. Um, you can also have them annotate that Um Another powerful aspect we see a lot of teachers Guide their students through the reading with their annotations. So you can pre populate the readings for your course with annotations That will help guide students through the content This can be an early Semester activity or early in the term activity You can use it to sort of model the kind of reading that you want students to do and then in later Assignments with hypothesis Have them demonstrate their ability to do that reading You can also go in there and make a discussion form by dropping in those questions that might be in the discussion form Have little questions that pop up on the side for them to respond to As the reading to check their comprehension to challenge their thinking to draw their attention to a particular Part of the text So teacher's annotator is one thing to think about as your Imagining ways you might use this tool um, certainly the bread and butter of hypothesis is As I said earlier kind of bringing that seminar style discussion feeling and activity to the readings in your courses Because you're grounding The conversation that might be in a sort of another Window or another tab in a discussion forum divorced from the text right on top of the text I'm an English teacher and I don't think I'm alone It's not just a humanities thing to want to have students stay close to the text really Be aware and an attentive to evidence And so this is a way to really ground the conversations you might have in a course around the content in the text itself And have a very natural conversation flow from that I'll point out here that There's a lot of ways to use hypothesis as a very flexible tool You can have it be very open-ended and say, you know, two annotations and one reply But you can also have much more structured reading assignments where depending on the reading depending on the discipline depending on the point in the term you're Asking students to look for certain things in a text or you're asking students to perform certain activities With their annotations that helps them to become Better readers better college level readers or better readers within a particular discipline This is all just a big tease this this workshop that we're doing here If your school has hypothesis already has a relationship with us We do customize webinars for individual campuses and if your school's not yet A partner of hypothesis once you become a partner We offer, you know, more in-depth training We offer customized training for for individual campuses and folks like my wonderful colleague, christy will be leading those and really Diving deeper into how your particular discipline or your particular course or your particular campus can leverage hypothesis So more on those specific, you know, structured activities depending on on the discipline to spend depending on the course Now what we'd add a lot deeper into the pedagogy because the tool was so easy to use And then finally just an idea have students annotate your lecture. Maybe you have lecture notes. Maybe you have a slide deck These are obviously for the bigger courses But you can also, you know, turn those into PDFs and create hypothesis assignments with those and really Ensure that students are understanding course concepts And maybe you can even get some feedback about what was confusing in your lecture From your students and and yourself iterate on the content to make it even better for the next time around Great. I think that's back to you christy for more on the blackboard of it all All right. So yes, I will be demonstrating kind of quickly how to set up a hypothesis enabled reading in blackboard. Um, and So i'm going to go into my blackboard course and someone did ask if It is compatible with both blackboard learn and blackboard ultra You can use hypothesis with either one of those i'm demoing from a blackboard learn course in this instance um And we will some of you do already have access to this and for those of you who don't I noticed in the chat someone's asking We're going to talk about how you might be able to get access at the end So you'll see I already have this One annotation assignment in my content area in blackboard But in order to add another hypothesis annotation assignment, I would want to go into my build content area And I am going to hover over build content and those of you who have hypothesis will likely see it Somewhere at towards the bottom of this list. So I have many versions of hypothesis in my list here You would only see it once So I'm going to select the version of hypothesis that I have in my build content area And then I would be able to start setting up my hypothesis enabled reading So I'm going to input my assignment instructions here And then if I wanted to put some instructions for students, I could add that And then I Would want to scroll down and enable the grading you can grade annotations in blackboard, which I will show as well So I'm going to enable the evaluation And I'm going to submit to set up my just basic settings in blackboard Once I have done those basic settings. I'll want to actually hook the reading to this assignment I'm going to click on the assignment title And blackboard will show me the different options I have to link my reading to the assignment I can enter the URL of a web page or pdf Select a pdf from my blackboard files Or select a pdf from google drive and one drive. We're also currently piloting sources Selecting sources from jstore and vital source bookstores. So I'll talk a little bit about these sources more later But for now, I'm going to select my pdf from blackboard I'll grab a pdf I have in my hypothesis readings folder And I will Select that So I'll point out here. I can also create a group annotation assignment So we do integrate with blackboard groups I'm not going to make this a group annotation assignment. I want my whole class to annotate together here so I'll click continue and I have set up my reading with the hypothesis sidebar on it So it's really just a few clicks to get hypothesis added to the reading in blackboard I want to highlight a couple of the features that we are our integration Allows us to do so easily and then I'll show you how we can grade some of the annotations So someone did ask this in the chat, but in blackboard hypothesis for students is even easier All they have to do is click on the readings in your content area in blackboard And they can start annotating right away. They don't have to sign in or anything They don't have to make an account It really just looks like it's part of the blackboard experience And your course is a private group where students are annotating together So they can see all of each other's annotations But obviously like no one from outside of the course would be able to see that You also have the option to grade annotations right in blackboard And it does link to the blackboard grade center So I will show you how to do that in just a moment But you can filter the annotations by student and very easily enter scores for the students If you choose that you don't want to grade annotations, that's also an option as well And then as I mentioned earlier, you can use blackboard group sets if you want to annotate in smaller groups So I can annotate using my whole class collaborating on a course document together if I want Or I can have a student broken up into smaller groups So say I'm teaching a class of 100 students and I don't want 100 students annotating all in one document I could break those students up into groups of 20 Or even if I wanted super small groups, I could have students and groups of 5 annotating a document So depending on what your goals are with social annotation, there's different ways that you can best set up assignments And Jeremy kind of alluded to the flexibility that hypothesis offers And how structured you'd like the assignments to be and how many students you want in annotating together So I'm going to hop back into blackboard just to show you what grading in annotation or in hypothesis looks like So I actually don't have, I keep on exiting on my whole course by accident, I don't have any annotations in that assignment that I just created So I won't have anything to grade But if I go back into my syllabus annotation assignment, you'll notice that at the top here I have this grading bar So I have two students that have annotated on this document And any students who have annotated will show up in this drop-down menu I can click on my student and once I click on a student name, it will filter the annotations that that student has added to the course So I can easily review what just that student has added and I can input a score for that student here and submit it to the gradebook So it's very easy for me to move through the students Once I have entered and recase grades, I can move on to Jamie and then I can review at Jamie's annotations So I do want to note too that sometimes, you know, a student is replying to other students and then you might want to see the context of that reply So you can also choose to expand conversations if you want to see what the students are talking to So there are lots of different ways that you can use hypothesis, but no matter what you're doing, grading is pretty simple to review in addition to the setup And I did put a link to the slide deck in the chat a while ago. I'm going to drop it in there again Just so everyone has access to that, we do have access or sorry, we do have resources in the slide deck that might be helpful to share with their students if you decide to annotate with them Including annotation tips for students and then adding images, videos and links to their annotations. It might be helpful to share these kinds of resources with their students to get them annotating in a very substantive way So I just want to review very quickly the specific types of documents that you can annotate with hypothesis because I think I saw, yes, I saw someone ask that in the chat so I'm going to review that We have a couple of different types of documents you can use in hypothesis You can annotate web pages and online articles with your students any public facing web pages that you want to use in your course you can link with hypothesis. So if it's not pay walled basically if you if your article is not pay walled You can annotate PDFs that's what I was demonstrating to set up. And then you can annotate any open textbooks and any open educational resources so whether that textbook is a PDF, or if it's in, you know, an open sex URL or something like that, we can bring those into hypothesis to have students collaborate to annotate those. And I think Jeremy mentioned in the chat that we are doing pilots with J store and vital source ebooks so that we have more options for you for where you can grab text for students to annotate so we're piloting with those partners now and looking towards creating more integrations in the future And then I also alluded to what you can put in an annotation, annotations are not limited to text students can add images to annotations, they can add videos, embed YouTube or Vimeo videos right in the annotations. And then I also alluded to what you can put in an annotation, annotations are not limited to text students can add images to annotations, they can add videos, embed YouTube or Vimeo videos right in the annotations themselves. If you are a STEM a professor, they can use latex to add equations to the annotations, and they can also add links and tags. So to me, this is really important to me as an instructor that students can bring in these different types of resources while they're learning because it creates reading and makes it a more multimodal experience. So not every student is super strong at reading as the best form of learning for them. So if they can bring in an image to connect that to a concept or if they can get a video that's going to explain that concept in a different way. That's a great way to, you know, make a space for students to have a multimedia way of learning content. So there's lots of different ways that students can contribute to the conversation, depending on how they learn best and how they communicate best. And we do have links to our help docs here on how students can learn how to do that in the annotation. So I would just share with the students how they can add links, images and videos to the annotations if they if you would like them to do that. And we also have lots of hypothesis in Blackboard resources so the things I went over today are in the slide deck if you want to learn more about setting up hypothesis readings in Blackboard, how to grade them, and then how to use hypothesis with your course files in Blackboard, as well as small groups. So all these links would be helpful to check out. And Jeremy, I think we're going to pass it off to you before the Q&A because I know we've had lots of questions flying around in the chat. So if you want to take over again, I'll hand it back to Jeremy. Happy to take over. I'm a little dizzy by all the great questions in the chat. I think I tried to jump in there and Christy will as well. But I really recommend getting in touch with us at Education and Hypothesis. And, you know, we have folks available to help at all times every school has a customer success manager that supports the school and we have a great support team to that is kind of the star of our team because they're so, so responsive. So let's jump into talking a little bit more about what you get when you partner with Hypothesis and those from U of Alabama and some of the CUNY campuses that are already partners maybe can testify to this. Can you advance one, Christy? I know you're probably trying to jump into the chat and do this as well. So one of the things that I'm really proud of at Hypothesis is the customer success program that we've built out, customer education program that we've built out. We've hired a bunch of former teachers, high school college teachers and structural designers like Christy that really come from the world of education and know what it's like to stand up in front of a class and know about teaching and learning and trends and theories of teaching and learning. And that's your main point of contact when you're partnering with Hypothesis. And so it's not just about the technical support and kind of basic onboarding or guidance through implementation of how to integrate it in Blackboard. It's really about somebody like Christy with their expertise matching with you and instructors on your campus to understand their challenges and their goals and helping align the affordances of Hypothesis social annotation to the needs on your campus. So we offer really deep pedagogical support. We offer one-to-one instructional design consultations. So if you're teaching in a certain course and you have some ideas or you have no idea, then you want somebody to talk to about how Hypothesis could be integrated. Christy or one of our customer success managers will be able to meet with you one-on-one to walk through that. We also offer customized webinars. They can be generalized training. They can be specific to a discipline. I love to talk to rhetoric schools or rhetoric departments rather and then English departments, first year composition programs, given that that's my background. But we have a wide range of sort of disciplinary expertise so that we can really customize workshops to a particular department. And we also host a wide range of workshops that we offer to our partner schools ranging from the basic introduction to why and how to use images and video to deep dives on the utility of tags and other features and how to grade in different ways with Hypothesis. So become a partner and all that will be available to you. We also have a great show that we host every couple of weeks called liquid margins. Again, the links in this deck are live. So if you get access to the deck, which we shared above in the chat, you can see the archive of liquid margins. This is where we get together and talk with practitioners, educators, those that support educators at institutions, and talk about different topics. Sometimes it's a disciplinary topic. Sometimes it's an issue like equity. And we talk about how social annotation can help in that in that department or with that particular topic. We also have launching actually this week. So you have to stay tuned for this one follow us on Twitter. We're launching a resource collection. We have an open education assignment bank. And we've already got some great contributions from our champion, you know, users basic assignment ideas that you can copy, or you can adopt, adapt for your particular, for your particular course. So stay tuned again follow us on Twitter. And you'll see the launch of our resource collection, which has this basically an assignment bank with assignments produced by some of our most active and eager educators in our community. We also have an educator forum. We have a Slack where you can go and ask questions or go in and share an idea and get feedback from your peers or get help from your peers. The customer's success team is also in there, but it's also a community of educators, you know, that talks and shares ideas there. And then finally for technical support. You can go to support at hypothesis so quite you get quite a lot when you partner with hypothesis or very hands on or very white glove. We really want to be true partners. As you implement the tool at your in your course or at your institution. What is the next slide for us here. So this is one of the one example of the kind of resources we offer to our partners. We have workshops that sort of alluded to this earlier, but you can sort of see the diversity of different types of, of workshops and trainings if you will, that we offer. Christy actually leads that program and is quite exciting man about 69 people attend our annotation starter assignment workshop last Friday. So, that was a great, great conversation and really excited about our partner workshops. We have a deal for you. Today we have our best deal of the year spring starter incentive so if you're not yet a customer of hypothesis you're not yet a partner. Please reach out to education and hypothesis. We can move very quickly to get hypothesis up and running for you at your institution. We have all our, you know, contract stuff and accessibility and other kind of compliance stuff in order so that we're ready to move very quickly for folks, even though it's to be a semester. So we'd love to get you started with our spring starter incentive. It includes complete access and unlimited access to the app at a low price and includes all the support and you know success partnership that I mentioned above. And due to a spring starter package this spring, we can discount, you know, a contract that begins next year, and use the money that you would put towards towards the towards the starter package for the spring, towards a multi year contract that might begin in the fall The spring starter package is a great way to get access to the entire campus so lots of different departments can access it at no no cost per per user just one flat fee and really evaluate how extensive the interest is in the tool. What departments are interested. How are they using who's using and that can better sort of position you for with your the budget calendar to make a decision about what makes the most sense for you in the coming academic year if you want to move forward and how big a contract you want to have because we're very flexible and we just want to do what's best for your community. I think we're rounding out here Christie and moving towards where there are some of the questions that we haven't been able to ask in chat. I think folks can actually, you know, technically race of hand with the zoom feature. And, or otherwise signal to us that you'd like to actually ask a question outside of the chat so I don't know Christie there's anything you saw that is worth surfacing, but we're also happy to take questions at this point. And have a little conversation. I did see that someone asked if audio files like MP threes can be added within the annotations. Those cannot be directly added to annotations as hypothesis doesn't actually host any media within the annotations itself that it has to exist elsewhere on the web like a YouTube video or something like that. But there are some creative work arounds, like some instructors might choose to use something like Flipgrid, and then students can actually embed their Flipgrid videos in the annotations. And I think Flipgrid might offer some audio options that could help with that kind of project so that's the kind of support that customer success hypothesis can really help in brainstorming how to make the assignment that you want to happen actually you know come to life. So any other questions out there in the chat or if we're not someone Courtney asked if we're not creating a hypothesis is there a way to sort by student. If you're not using the grading tool at the top here. You don't have a way to necessarily sort by student on by within the document itself, however, the hypothesis sidebar does have this little magnifying glass and you can type a student's name in there and then filter the annotations for that student right from the search bar. And Christie Gale asked that we're going to talk more about grading, and I think give recommendations and then we're going to do that deep of a dive or we're back in the grading view here. Gale. But if you go back to the deck Christie, there's a great being partner workshop coming up I guess we don't have the schedule there but maybe you can open it up. The first Friday in February so maybe Friday, February 3rd is our craving and annotation is reading and feedback for annotations workshop if you want to check that out Gail will give recommendations for rubrics and things on in that session. So, again, once you're sort of involved in the hypothesis community, there's a lot of different great programming that can support all different aspects of how you implement the tool and how you're using it in your course, including grading, including, you know, leveraging features like multimedia and tags as I mentioned before. Any other questions. I think Courtney has a support question. I was going to try to get a link from my support team if she's still here to. I actually adjusted. I shared the link with her, but she said she had already done that. So I told her to email support. So, is hopefully getting assistance from support. Gales asking to double check if CUNY City College is a partner. No CUNY City College is not currently a partner. I work with the CUNY schools. I'm the customer success manager for the CUNY schools we do have subscriptions with currently. Yeah, Gail, but we can be in touch. I'll get in touch with Lisa Gillis who's our rep that's that works with CUNY and has for some time. And she's in touch with the folks of the system. So if we can get in touch with the right people at City College, I feel like they tried before in the past. We can restart that conversation, but we have everything set up with the system to move forward really quickly. So we'll be in touch with you, Gail. And then UTEP. I feel like UTEP is a partner, but let me check. What about Baruch College, Christy? I believe that Lisa is in conversations with Baruch right now. So it's not currently a partner, but hopefully we will be available soon. It looks like UTEP is currently piloting hypothesis. So the access there should be there. That's a good question. I guess there's a place on our website where there's a bunch of logos. It's not super secret. We like to advertise who our partners are, Beth. The best thing to do is get in touch with education and they'll either start that conversation with you or pass you on to somebody like Christy to sort of make sure that things are installed where they're supposed to be installed so that you have access to be already our partner. I believe UTEP is piloting, but I will get in touch with Gina, who was a bit asked about UTEP, Diane. We'll make sure Gina gets in touch with you about UTEP. We've got UT Austin in Rio Grande Valley, I know, and a couple of the timers. But I'm not certain about UTEP. It does look like they're piloting when I check our system. Does anybody have a question that has gone unanswered in the wonderful flurry of the chat? I believe we are recording this. We will send the recording to everybody who registered. And I think, do we typically send the chat as well? I think we can, right, Christy? We'll send the chat as well because there was a request for that. If you have a question up above, great, yeah, we'll do that, Joseph. If you have a question up above that got overlooked by Christy and I as we're trying to sort of do tag team the presentation and tag team the chat, feel free to paste it again. And I will happy to answer it live here. Thanks so much, Regina. I'm getting the sense that folks are thankful and I've had enough information for now, which is probably about the right dosage here. 45 minutes of new information around Blackboard and hypothesis social annotation. We are excited Courtney and others out for you to use this with your students. The best part of our job is hearing how instructors are using it with their classes and hearing both about the challenges and successes. So please do be in touch. If you are already a hypothesis partner, you know, let us know how it's going. If you are not yet a hypothesis partner, again, the best step is to reach out to education at hypothesis. We can move quickly. A lot of the conversations already started at places like. At Baruch and City College, for example, where your enthusiasm, if you'd be new to the conversation might help us really move quickly and get it in place for you for, for this spring semester. So great to see the CUNY folks show up. My dear friend, Jeff already teaches at at Hunter College. We definitely want to support all the folks in CUNY across and don't remember the name of the person from Mexico City, but I don't think we have any schools in Mexico yet using the tool. So we'd love to make your institution the first. There we go, Regina. Thanks. Yeah, I'll make sure somebody gets in touch with you Regina about about Mexico. I would be thrilled to have our first Mexican Mexican University piloting the tool. So thanks so much everybody for your eager and enthusiastic participation in the chat, which I like to think of as the annotation layer of the zoom work webinar. Annotation is everywhere. And we're thrilled to continue working with you if you're a client and if you're not a client will be getting in touch and bringing you into the community. So have a wonderful Wednesday afternoon or morning depending on your time zone. And yeah, go forth and annotate. Thanks everybody. Thanks everyone.