 Hello and welcome to liquid margins, another episode of the wonderful show liquid margins that hypothesis hosts. We're here to talk about inclusivity and social annotation, fostering diverse learning environments. I think it's important to acknowledge that even as we're here to talk about social annotation relationship to diversity, equity and inclusion. Much of the work is such initiatives takes place well before tool like hypothesis enters the conversation. There's a work to diversify our campuses and support diverse communities that are very important and not something for an education technology to solve necessarily so I would actually like to sort of edit the title here and say fostering equitable learning environments. I do think that social annotation hypothesis play a role in building equitable learning environments in our classrooms and that's what we are focused today. I also want to briefly contextualize this discussion within a couple of trends in higher education 1. Diversity equity inclusion initiatives have been doing critical work on our campuses and in our classrooms for some time now, but their meanings, the meanings of these words and their structure within universities is becoming highly contested. Secondly, this is happening at the same time as declining enrollments overall that are often more extreme among certain minor ties groups. So we may be stopping or shortening key initiatives, even as we need them most. Finally, I want to suggest an inclusive definition for what we mean by diversity borrowed from the organization every learner everywhere. So when we talk about diversity and we can debate this if we feel when we talk about diversity, we might be referring to any number of the following minority students who have been historically marginalized such as black, indigenous Latinx Asian Pacific Islander poverty impacted transgender first generation international those for whom English is a second language student parents, student veterans students with disabilities or neuro diverse students. With all that said, I am not an expert on this topic. We've assembled a group of academics who work in this space and who use hypothesis in their classrooms, often to address issues of equity. And so they have thought a lot about this topic. So, today I am joined by Dr. Sophia ramming associate director for the center for the advancement of teaching at Florida State University. Catherine Gaffney from Southern Mississippi State University sees a PhD student with a focus on disability studies and Jasmine Noel Yarish assistant professor of political science at the University of District of Columbia and historically black university in my hometown of Washington DC. So, welcome. Thank you. Thank you. Thanks so much. Oh, I totally forgot my housekeeping. Stay tuned for future liquid margins episodes. This is a conversation about pedagogical strategy that you want to demo of how the tool works there reach out to education and hypothesis. You can drop q amp a questions in the in the bottom here in the zoom. And then I think finally close captioning you can turn on enable in your in your zoom window as well. So, welcome to my colleagues here who I just introduced. I want to start by asking you all each of you to tell us a little bit about the school that you teach at the program you teach in and any connection you have to die or related initiatives on your campus. And maybe we can start with you Sophia. Thank you. I'm at Florida State University. We are a top 20 public state university, we are interested in closing opportunity gaps for all by improving our teaching and instructional practices are research, both for faculty and for students. My particular entrance into that strategic plan is that I run the learning assistant program here at Florida State. And we are focused on closing opportunity gaps in gateway STEM courses for ultimate goal is to have more students participating going into careers and succeeding in step. Excellent. I'm going to go down my zoom column here and ask Jasmine to go next. Well, welcome everyone. Thank you for joining us today. So, as I said, I'm Dr. Jasmine at the University of the District of Columbia. I'm a professor of political science there, which is a program within our division for social and behavioral sciences in the College of Arts and Sciences. So my institution is a historically black college and university and an urban land grant in university as well. Actually the explicitly only explicitly urban land grant university in the country. It's also the only public university in our nation's capital. So it's a very unique space with a lot of, a lot of different components we have. We start as a community college we have community college branch. We also have PhD programs in engineering, as well as a law school so it's a very inclusive wrap around kind of institution already there's a lot of diversity when it comes to class, national background so international students, racial backgrounds, ethnic backgrounds, age as well, because a lot of people that are that live in the district that serve the district. You know, they might not have forgotten to got got to go to school and they come back so I definitely see my work with pedagogical resources I also work closely with our center for advanced learning, who have brought kind of hypothesis to our campus. Spear headed by actually faculty, another faculty in my program, but I work with them to kind of think about how do we kind of move the indicator, the little needle just farther into the future and kind of bring it together, you know, web 2.0 but also other elements to serve our students where they are, because sometimes they're coming to our classes from home, sometimes they're coming to our classes commuting so it's a really great kind of opportunity and hypothesis does that for us so I'm glad to have this conversation with everybody today. Excellent welcome, Catherine. Absolutely hi on Catherine Gaffney I'm currently a PhD student in English creative writing at the University of Southern Mississippi. To describe sort of my situation in the university and the university more broadly, I am housed in the School of Humanities alongside history and religion. Most of my efforts in relation to DEI operate in the classroom though I'm working to kind of push outside of the classroom as I kind of gain more purchase both at Southern Mississippi and at future institutions. I would also say I think my my current situation in relation to DEI is particularly different from my past teaching because I came back to teaching in the throes of the pandemic. I was teaching online entirely and kind of miss the curve of that transition to online. And so I think it's the differences in equality and inclusion, given the conduit of technology that was we were so dependent upon to operate our classes. And so I was introduced to hypothesis when I came to Southern Mississippi, and it just in my experience has made such a difference, both in terms of DEI in relation to disability but also in terms of socioeconomic status, and then really briefly to talk about Southern Mississippi. So the miss is not necessarily a fully urban campus, but it's also not necessarily rural, but it does serve quite rural populations in Mississippi. It serves non traditional students who are coming back to school after maybe a bit of a gap but then it also serves a traditional college students with dormitories on campus so it's this really eclectic mix of different kinds of students and it makes the classroom or really fascinating diverse space when you're having that correspondence across different types of students. Thanks Catherine. I'm so glad that you mentioned online teaching. Obviously that adds a sort of another vector to questions of inclusion and equity. So, let's dive into how you all think generally about designing for equity inclusion in your classrooms and the classrooms and support in the case of those that are working with centers for teaching and learning maybe we'll go back up the list here starting with you Catherine just generally speaking, when you're designing the course. How are you thinking about equity as a, as a, as a, you know, something that you're trying to achieve in the in the course design. And so, so my major approaches to creating an equitable classroom are multimodal connected kinetic pedagogies and then as well culturally responsive materials to hopefully reach those students and another major way that I can get that access to understand those students is a lot of meta reflection on their identities on the relationships to reading and writing which is a predominant subject matter that I work with my students on. And those sorts of modes and then access points allow me then to kind of adapt my, you know, shell or overall trajectory with my students to those specific students and even to specific classes or groups of students within a specific semester. And I can talk more about it in relation to hypothesis but hypothesis is just an incredible tool that gives unique I think insight and access to student processes and thinking avenues. Yeah, we'll dive into the hypothesis specific piece but really before we move on to Jasmine. Can you just define what you mean when you say multimodal and kinetic for often audience because I think there's a really great keywords. Yeah, absolutely. And so what I mean by multimodal is different modes of media for my students to engage with so it's written alphabetic texts, visual texts, still versus moving texts so videos versus images, and then kinetic. I personally, one of them physically in a classroom or even in an online space. I want my students moving between different platforms different kinds of engagements with text so whether they're reading it without commenting on it commenting on it as in the case of hypothesis writing in response to it in a different document. These kinds of different spaces that they're moving between moving hence kinetic. I think helps stitch neural connections that help with learning. And so I don't want there to be one sort of uniform cadence or path through learning content. I want it to be a constantly shifting nature so that their brains are constantly adapting to the modes that they're encountering course content. I love that. Jasmine, how do you think generally about equity as you design and lead a course. Well, first I'll just say Catherine already said it really well so I'll just really endorse everything she said but there are kind of four points to that I kind of get at so content choice. Facilitation, participation and evaluation right those kind of like our four points when we every time we put a syllabus. And I think that if make sure I will at least what I try to do is make sure that equity inclusion is at all levels of that right having multiple ways to deal with content right of course we want to have culturally and historically responsive texts and materials for our students so that everyone can find themselves there right. But we also want to make sure that the facilitation to have times where students actually come facilitators and have different modes in which they actually engage in facilitation. It's an important right part of the way that we live our lives participation that there's multiple ways to participate right but not everybody has to participate the same way not always the most vocal person is the one who's learning through being vocal. And then finally evaluation right so having reflection journals and quizzes and papers and or projects like having different things because you know, and spread spreading them out across the Institute, the semester helps students to be comfortable in one kind of evaluation, but maybe need practice and other ones so kind of finding ways to make the practice part parcel of like the longer project so that's how I build my syllabi. I love that. Sophia what would you add to this in terms of designing for closing those opportunity gaps as you said. So for me, in addition to what my fellow panelists have said, I'm designing across a six domains that I keep in mind as I plan what I'm going to do with my students who are learning assistants. I call them LA is for short, who are supporting learning in gateway classes. I'm designing for structure, so I use an active learning approach. I'm driven by the one who does the work does the learning so my goal, my goal is to be a guide a facilitator, they're the students who are actually doing the work. They are engaged in cognitive kinds of processes, grappling and debating with each other to come to answers or not. I'm designing for pattern. My course follows a similar design, so that students know what to expect. They know when the canvas is going to open. The day plan is going to follow us a particular structure so there's no kinds of left field surprises. They know what's going to come. I designed for processes so the components asked for open and closed pieces my feedback to them is timely some of them are surprised about the way in which I do that which is it is done by the time you get back to class. You have an idea of what was really outstanding what needs some work and in all honesty I never deal or even say oh this wasn't good that's that's not my approach that information. So this is like number four that information is very. It is culturally responsive and it is multimodal which means that some things are intact some things are in video some things are audio, and I'm allowing students to approach the content in the way that works best for them. Number five is relationships. It's about building relationships in the larger group, we create community rules, how we operate with each other because we are reflecting and debating on sometimes topics, but also within the smaller groups in which they know they're working in bio so they're the bio team they're working in Canada can team so I tell them, you know, these are your walls who are working with you and your six, you should know these students and they are resources for you as well. Identity, I want them to know that stem and stem for all. Even though it might appear that your old white guy in a white lab code Einstein looking is stem. This is a myth stem is for everyone. And then we wrap all of that in next generation standards that some people think with K 12 but I think they move up into tertiary collaboration so very well. That idea that stem is a human endeavor, and because it's a human endeavor. We need to critique it on pocket, and then create and be innovative together that collaboration is so very important so I think when I use those seven pieces together. I create equitable experiences in my course for my student. That's amazing. So just one point of clarification you're training when you say learning assistance these are like graduate students or that are going to go and support gateway courses or can you explain. No, so learning assistance are undergraduate students who have passed the class and they've come back to help their peers to better understand the material so the requirement is they have one semester of episode. And they have passed the class with a B plus for higher grade. And so they could be like freshmen but it has to, you know they have to have their first semester with the FSU GPA of 3.0. I prepare them because I'm giving them a crash course in teaching and learning in one semester, and then they take their expertise from their field to go and work with a faculty member to increase learning for students. So that is a goal we are seeing the evidence of like reduce DFWs, higher grades, and we are pleased with what these students are doing. So it's an equitable kind of approach and we have outcomes for all of our students. Structurally it seems a very powerful way to support closing those gaps. There's a question from the audience about this topic of multimodality, which I think everyone has touched on here before we jump into the annotation specific stuff. How do you balance the multimodal learning approach with the potential to increase extraneous cognitive load or simply I maybe say heavy cognitive low and moving between these different medias. Maybe we'll start with you Jasmine. Yeah, that's a really, really good question. It's one that I concern myself with quite a deal, especially knowing that students are, especially my students right my students who are very coming from so many different angles coming with so many different things. They have, you know, they might be working full time they have care taking responsibilities they have, you know, they're, they're having children and they have children and their children are having children. And there's just so much going on so it, you know consistency is Sophia was talking about really really helps, but some what I like to build in is what I call valve releases, which means that if say I have for reflection journals across the semester. Right, I dropped the lowest score at the end of the day, and then I average the other four, the other three for that fourth score for that grouping of that kind of modality for that, that evaluation piece, which means that they didn't do one they got that zero that zero disappears by the end right. And if I have a collection of and so like, then I might have two or like three quizzes. Again short quizzes, I dropped the lowest score average out for the other two, the average out for the two for the third score, and it kind of helps like it, let me put it this way, it challenged them to push, but it also doesn't punish them if something happens. And I hope you don't mind I want to jump into what you said there because this is so very important for equity of outcomes in my course iteration is important. So there is no assignment that cannot not be redone up until the time I have to submit a final grades this works for me because my courses sections are very small. And I can go back and grade up until the last minute but I'm hoping that students see that iteration is an important component of learning. It doesn't happen in one shot. Go back and do it again. I'll just go ahead and add add on that you know Jasmine it's really interesting to hear I have very similar students who are dealing with caretaking jobs, all of that. So one thing I really like to do is I send out a weekly Microsoft because we have outlook Microsoft forms form where my students have constant access they don't have to craft an email. They can communicate with me about how they're doing in the class about what they need from me or what they don't need so to speak to like the cognitive overload. I mean I absolutely I don't even. Well, I guess I tried to in the sense that I don't want to pretend I am perfect at it but I always want to treat my students as experts of their own mental health, although I think we're all working to strive toward that. But I trust their own reflection about what it is they're feeling in the class how the tools and assignments were doing are helping them learn. And so sometimes I get organic feedback but sometimes that form is the way I can say, okay so maybe doing one more hypothesis annotation isn't necessarily going to be the thing that's going to help them achieve the concept of the rhetorical situation right. And so I want to trust my students in communicating with me and I give them clear avenues to do that in a constant digital modality. That's great really appreciate these responses. So I want to turn now to annotation. But I want to move very slowly in this direction I don't want you to mention hypothesis in this first first response to the question. Just want us to think about annotation you're all scholars. You have written in the margins of books that you own. I imagine you've encouraged such behavior perhaps in students but like. Let's talk about annotation and its role in terms of thinking about equity and inclusion at a very broad level again can't say hi the word hypothesis in your response. Why annotation. What role does annotation as a practice, not a new one play in. And this in this space. This one I'm going to leave open and go ahead. Okay, I'm going to jump in. I'm actually going to tell a story about a fellowship I did when I was a graduate student real quick. So I did a fellowship, which was an archival fellowship with the German Historical Institute based in Washington DC, where it brought American students and graduate students and German graduate students together and did. Two weeks, four cities, 12 archives. Right. But I'm going to tell a story about annotation real quick. We went to Harvard, Houghton library, which is a very it's a rare books library like very, very, very high end special collections like nobody can't put your paws on these things but I got to go in and we were having a tour of the library, and we went into one of the small rooms where the collection of British Romantic poetry was. It's like, who's a fan of British Romantic poetry is like, sure, I'm one of those like okay he pulls out this, this, this book which is actually in a box which is then in like this satin-ish silk screen and pull it all out. It's like can you play in the open step to the book plate and says please read that for us. It was the first edition of gates, and it said to my friend Percy. So one of my thing that I'm bringing up here this is an annotation right and he said to us like, why do we have six first editions, because we have these six first editions these ones that there are conversations, you can see in the margins where Jelly said, oh, that's really good and then other parts where these like, oh, that's not so great. So you have the, it's, it's an interesting conversation amongst a community right this is a very specialized community. So let's bring it back down to our students. It's a conversation that they get to have, not just with each other, but with future generations, not, and that's really important right the fact that they're having conversations with future generations. I remember buying a book when I was also a graduate student at a conference in Portland, Oregon, and I went to, you know, Powell City of Books, I pulled a book off the shelf, I opened it up the book plate it's signed by Angela Davis. Of course I bought that book right I'm a political scientist who studies abolition democracy, I bought that book, and I have that book. I didn't have it signed by her but I have her signature in that book. So, again, I think of it as a conversation, not just in real time, but in historical kind of footprints. I love that anybody to add and remember you can't use the word hypothesis in your response. I didn't do great. I would say, for me, the annotation is sometimes a conversation with myself. I tell my students I said I need to make my thinking my unpacking my struggling my problems with the text. It's clear for me to think about it some more because it's all caught up in here right we talked about cognitive load. So much is happening that I write in the margins I don't agree with this. Or, oh I need to look further into this piece here, or I give my thoughts, if the author, you know, gives a question, and there's nothing like coming back to above. Like two years later, and you have forgotten what you have written. And sometimes you have answers to the questions now because you've grown as a scholar maybe as a practitioner. Sometimes it's just cute to see what you were thinking about at that moment on those pages and whether it's an academic book or some kind of like book for pleasure. It's good to see what your brain was doing at that point in time. And I try to share that kind of practice with my students make your thinking transparent. And just the fact that you're talking about their thinking, or like my thinking and that that's part of the conversation is not just what is the author thinking, or what does the teacher want that it's empowering that voice for yourself. Like my thinking matters, I'm going to put it down, and your thinking matters, your students put it down, work through it does not have to be finished. I love that anything to add Catherine. I was going to say, I mean I have a story that like beautifully plugs into the idea of empowerment I was just catching up with a student from a previous semester on Tuesday, and they were sort of reflecting on their work on Amy Tans essay mother tongue, and how they were kind of So I'm teaching like analysis specifically rhetorical analysis in the class the student was in, and they were reflecting on how the fact they were so glad that they sat with the text, annotated it, read it, because there's this like archaeological process they're going through initially in isolation of trying to understand their understanding of the text because then they started to Google around a little bit and kind of do some research on the essay, and they started finding I'm sure these like Schmoop or other kinds of you know like cliff notes type you know platforms, their readings of the text and the student was like oh my gosh I'm so glad I read the text and annotated it myself first because had I read the Schmoop digestion of the text. I wouldn't have had the analysis and insights and reading of the essay that I had for myself and so there's this empowerment with the process of annotation that that students perspective and reading of the text is not only valid but gives greater insight into our understanding of a particular text. I love this. Alright now we can talk about hypothesis now you can actually use the word. I'm going to go through and just hear about how you use an hypothesis in the classroom with some, you know, gesture towards how it's helping with the, you know topics the sort of teaching philosophies around equity and inclusion that we've that we've talked about. And maybe this time we'll start with you, Sophia. Part of the pedagogy course that I teach for the LA's is based around readings about teaching and instruction and they are housed in the hypothesis tool in canvas, and I'm telling them that as a qualitative researcher annotations are so very important to me as I'm reading the data that I have from people that I interviewed and that reading a book your thoughts like I said are made transparent. I tell them that I want them to anchor the piece that here's my word I use with them lands on them, and then unpack what that means in the annotation space. So I tell them that they are researchers as well they are creators of knowledge of subjects in this thing that we do in higher ed, and not everything that someone says is true, or for you, and you can create a line of thought a line of inquiry as well. And you're collaborating with your peers because they're responding to you through the hypothesis, and they're learning to make claims and support arguments with tax other tax links to tax videos that support what they're sharing. I think they become critical thinkers, and part of what we hope to have right flourishing democracy of people who are critical thinkers. So that's a constant like encouragement for me I'm saying everybody participates in this activity where all creators of knowledge, and this is the first step read, and then respond reflect respond debate respond collaborate respond. I love that students as knowledge producers we're all knowledge producers. Catherine, how do you use hypothesis because how do you in the context of equity. Yeah, I mean I use it in so many, so many ways, because I really tried to be on like the anchor textbook for a class also like curate readings to respond to my students their experiences that I gained from these reflections like I mentioned. But I think for this question to talk a little bit more about how I use it for reading the syllabus and then also building rubrics in my class, which I think did me to answer one of the questions in the chat really speaks to being able to build equity, with first generation students or non traditional students in an online space, because I think the thing that can sometimes I mean I don't like this, this room necessarily but I think sometimes it can be easy to forget that the syllabus is this very strange genre that students may not have had experience with or even a rubric is kind of a strange genre and so the collective knowledge building to borrow some of Sophia's language is really important in being able to decode and make that document equitably comprehensible to all, and more what's more is I think being able to decode I also use it for assignment sheets, but being able to decode the class expectations in the syllabus and specific assignment expectations via the collective social annotation. So peers are helping each other understand some of the language in the syllabus and the assignment sheet, and then down the road, I generally the first unit I'll make a rubric for them just to kind of in world decode that via hypothesis. But then after that first unit, I have students use hypothesis to build rubrics, which a gives them agency in relation to the evaluation process kind of borrow some of Jasmine's elements of you know approaching course crafting in an equitable manner. It also gives them the opportunity to see their voice in that genre that they've already encountered in other classes and in my class myself. So really trying to get students, asserting themselves and empowering themselves in relation to the assignments, the genres and even the grading process. I love that it's almost like co designing sorry Jasmine go ahead. No, no, absolutely I think that's absolutely right and I think that. So, I want to actually circle back and add in the question that was in the chat do you teach online and hybrid courses and can you really share any specific ways in which you build equity and inclusion online and online environments and I say hypothesis is my answer to that question. Absolutely, because I started my my position at UDC and pandemic fall what does that mean fall 2020 right and that's when I started at the institution. I was teaching explicitly from my apartment in a completely different city right my home city of Philadelphia. I have no buy in with my students I'm not required I did not want to require them to put on their screens I did not want to require them to do all the things because it's like we don't ethically can't really ask them to do that at that time it just didn't feel right. And what I did was build hypothesis assignments when I learned about it as a as a feature and a tool that would be like okay you guys can do this in real time. And get some questions done tonight, like just in real time just one thing, and then by the end of the weekend, right, can respond to appear, and it gives them time to reflect and take space, right, and then also to get them to recognize. If you're not, if you haven't read before class started today, that's okay. It's not a big deal. Right. Some of them. Some. There was a point where I had everything be a hypothesis reading and then I was like okay this is like no, I'm going to cut back on that and make, you know, maybe I'll have an hypothesis and they can use it to talk to themselves they need to. But there will be hypothesis assignments where I check with them, and those are shorter and they're more updated or they're more current eventy like things right. And that kind of helps them ground really, really old text because I teach political philosophy. They're reading 19th century Don Stewart mill on like Liberty. What does this mean. And lots of weird verbose stuff. And translations are always interesting, but then they get to read something that's like more contemporary what is neoliberalism how does this connect back to these kind of questions of marketplace of ideas that John Stuart will created and it helps kind of get them to translate on their own. But what I really, really love. And this is what Sophia was saying about the teaching program that they have at FSU. It's that students leave the way right and hypothesis allows students to leave the way, and it allows us to see how they are taking on the roles of leaders and leadership, and that's kind of working with back to for me. I want to add one last piece if you don't mind Jeremy is, and this concerns my international students, and really students who their first kind of response to you give me an answer is to be like dear in the headlights. This is a great way for them to have the opportunity to take time reflect but then to use additional tools to help them to share the thinking that they want to do with their peers so they may have written up their substantive post and they could have used a grammar lead to check for that, you know that the grammar and punctuation and all that stuff. And they bring that now to hypothesis that proud of it it's well done I had time, and it's not me putting them on the spot. You're walking around tell me about the reading tell me about the reading, they, it's low stakes, low pressure. And for me, I think you get a better and more robust, sorry robust response from your students, because they have had time to gather resources and think about it. And I just want to add one more thing Jeremy not to be continue to like have coders to this conversation, but I think that what you're talking about is really lovely, especially for neuro divergent students right where that like vocal contribution to the classroom isn't something they may necessarily feel immediately comfortable with, or it's something they want to move toward grow toward as they navigate the social space. So, when I teach in person and use hypothesis, I love having the hypothesis annotations projected on the screen, so that I can kind of bring in those written contributions from that student who may not necessarily want to participate in that particular vocal modality or any other kinds of non written modalities so just bringing in that neuro divergent element. And I just turned the chat on that to three of my peers at the University of Columbia, produced a really great piece about that very thing universal design neurodivergency and hypothesis itself so I threw that in the chat so if people wanted to take a look at it they haven't. Yeah, that's a that's a really excellent piece. Thanks for sharing that Jasmine. I want to dig in a little bit more here in terms of the ways that we encourage students to share their voices their diverse perspectives. And the way that we encourage different students participate. Can any of you speak a little bit more just about I mean, sounds like you're saying well this tool just naturally allows anybody to to speak their perspective. I appreciate that it's a good tagline but there's you know how do you what else do you do to support students sharing their specific perspectives you know knowing that their voice matters. And getting participation from a wider group any strategies there or more to speak about in terms of how annotation can amplify student voice. Yeah, I think that's great. So if you want to go first please, I'm going to go quick quick quick and unless you take over. I think you probably have a very great answer. My, my thing has been about submitting a piece of work that that I have to be flexible in the way that my allies want to submit a response to something, which we learned with hypothesis. And I didn't know it at first actually I had to do hypothesis Academy, and then I learned how students can add the videos and the memes and the pictures. Sometimes a YouTube video, when I accept that as a response as long as I, and their pairs can see a direct link to what it is that we're talking about. The flexibility on my part I think allows the hypothesis to have students give voice in multiple ways about what they're thinking. Thanks Jasmine. No, no worries. And I wouldn't say Catherine said earlier about how, you know, we get entry into this tool for students and there's a lot of conversation about using the syllabus is like their first kind of like tool. But I actually, there's a really great YouTube video that's from 2013 to 2013 that seems like, well, a decade ago. That is actually hypothesis is own little video. And I threw it in the chat so people can have it real quick. But I usually use that to introduce students to hypothesis because sometimes they're just like tool overwhelming I don't know what to do what am I doing how am I doing this is like okay. Let's talk about what this tool can do. Not just in the LMS platform like it was really important that hypothesis and Jeremy you wrote a really great write up of, you know the launching of hypothesis as an app for LMS systems, and that changed like think the game for hypothesis but also change the game for us. Sorry about that. That happens. That's, you know, perfect, perfect pedagogical interruption. But yeah, so we have this as a as a tool but it persisted right it precedes that hypothesis precedes that it actually precedes 2013, but I love this little like beautiful animated video that reminds us that what does it mean to be human. It means to use language, right to engage in conversation and discourse, and how is it that you've created more tools to do that, and how are we expanding that so I want to I always try to encourage my students to sit to think. Yes, you're being asked to use this tool. Yes, maybe you don't want to use this tool and yes sometimes it's hard getting you to this tool and here I'm going to use hypothesis as a quiz tool, which I can talk about later or people have questions but I will in a second. But you're also learning a tool, which means this is a company, which means this is a thing you could actually say as a skill that you can go out into the world with and take it to new spaces. So I love coming back to that video for them and I wanted to share that. So one thing to that Jasmine in terms of you know I think there's a phrase like disposable assignments like this assignment is disposable something to do for a class, and not necessarily useful beyond that in other courses even or beyond the context of formal education. I like to also talk about the idea of disposable tools and so you're talking about non disposable skills that are being practiced here deeply human, but also maybe workplace, relevant skills, but also a tool that you can then use you know the non LMS version of hypothesis personally or professionally or not you know and I think that's a neat and unique thing I don't think a lot of education technologies are necessarily going to be used beyond, beyond the context of a classroom and so I think that's a valuable thing that we're offering students when we use a tool like this. I can't remember if we've circled back to Catherine if you want to add anything more about student voice and encouraging participation. Yeah, I think it plugs in a little bit to what Sophia mentioned earlier, not just multimodal contributions which I think are really cool and really great and speak to I think neurodivergences as well. But I also encourage students to like ask questions they don't have to have things solved by the time they write that annotation in the hypothesis interface, you know they can still be on that line of inquiry that line of discovery. I really want to work with students, especially those who, you know in the first year writing classroom and sometimes in the controversial terms developmental basic writing there's a lot of terms that perfect term has not been found yet for that that writing space. There's a lot of anxiety about writing about engaging with texts about reading comprehension. And so I often find that question access point to be another really inclusive way for students to engage with texts. And then what's really beautiful by hypothesis because I equally require peer responses is that their peers often answer the questions of the person posing the question right and so that peer to peer learning operates really really naturally in hypothesis. Right, the peer to peer is another piece of this right there's the students voice but the idea that you're working with others I feel like is a big part of a community that can support you answer questions, build with you challenge you is a part of I think also developing an equity, you know oriented learning environment. And I really appreciate what you said there Catherine you know there's multimodal like you could use a meme, or you could use alphabetic text, but even within those multiple media responses. There's also different. I'm trying to think genres of response. I mean one thing that I've seen it's very powerful to me is some. And you can do this across a course right where you sort of say, in this first reading that we're annotating I just want your personal reaction, I just want to know how does this connect to your life, what things that have happened in your life right and you can build that towards something, you know more explicitly academic rate offering some kind of, you know, theoretical analysis, right but both of those genres, even if they're both alphabetically could also both be memes I suppose but is important right again they're I guess it's still a modality thing right to say, tell me about your personal experience. Now let's move to this other modality which is, you know, some kind of theoretical framework that we're bringing to it from maybe in your context Jasmine, all the historical figures that we're reading you know like, what would John Stuart mill think about this. And that's a step beyond like your own personal response to the philosophy, by the way. I wanted to teach John Stuart Mills on Liberty when I was at UT and we were required to use it in our freshman calm classes. It's the first time they hadn't used a modern text it was quite a challenge, definitely something that requires annotation. All right, let's let's move on I want to. So we talked a lot about student voice. I want to talk about the teacher presence, and maybe just a quick poll here like, are you all annotating with in the same text or do you sort of let it be a student place, or do you switch that up at different times. What's your role and do you annotate what's your role in annotation conversation. I guess I'll jump in. A lot of times my role is simply to put in the directions, I love to use the page notes section for directions for students. But I have also done annotations where I'm like so in my one class I teach a class on the politics of prison abolition. And their readings for that class I have them find something like they they have a list of in the page notes I have them have a list of key terms that I want them to find the definitions for in the text. Right and to then write it out in their own words. Now I always have to come back to my students and say you lost points because you just what you found it and then you went to a different website for definition that's not what I asked you. Let me what the how the author is explaining this not what Webster says, yes Webster is helpful and thank you for that. That's additional but please do the assignment. But I also have them connect like find something the text and then create a question connecting it to our main text of the class which is watching well at that time was watching orange is new black, and a particular episode. So I, I would, I would also give them an example. Right. So we just watch this episode I do one and I tag it with question. So I tell them, you can either develop your own question or you can answer mine. But if you answer my question you have to give a different answer than somebody who also answered the question so to, you know, expand the conversation. So I've definitely done that. That's kind of how I see myself so I am annotating mostly throwing directions because I don't want to do too much for them. I want to give them some little crumbs. Earlier in the semester I probably do a little bit more annotating late in the semester, probably not so much. Interesting your thoughts tie back I think Sophia was talking about just like explicit structure is important. I saw you about to talk before I interrupted sorry. I just finished cohort to with Christie and the other team it was marvelous. And there was a piece of it that I had not thought about because to your question, I let students have a conversation among themselves in the hypothesis and I had never joined in that conversation, except to bring people back if they were on too far a field. There was a, there was a note that you could leave what I call, I guess, like I said crumbs along the way in the reading questions that you might want students to ask. And I used the A from tag and dropped my crumbs in my article that I had for students to read for my. It's an outside program but I'm using hypothesis everywhere and everywhere I go I tell people you need to get this tool if you have canvas so that I can do what I need to do. I'm writing the word and so I use the a from tag and told them to do starters using that, you know that group of questions. And I said, I have a question, answer it and then ask a question with one of the one of the starters from from tag. And that was awesome. I can't say enough how much the hypothesis Academy the activities have added to what I what I used to do, but I'm practicing now what I hope to do in Nepal and in a bigger way. Definitely guess that collaboration with others was so very. I'm out to Christie one of our customer success managers so I know it's helping out in the chat who founded and runs hypothesis Academy but so we could you just say a little bit more about where you're talking about with tagging, I didn't totally follow the. Also, there's a, there's a, so one of the, I don't know if my other panelists have this, either of them have decision is that you say, write a substantive post about you know like anchor your, your, your, your, your response with your highlighting and so everybody knows what you're talking about make it substantive make sure you're following these things we've talked about in class, and then I say, respond to two of your peers, and the responses. I agree with you. That was a great thought. And that's the response in the beginning, usually you have to move them away from agreeing with everything, and then saying, oh yes, and then just restating what Jasmine said, nothing that's their thoughts that just summarizing and restating what she said. So tag is a way to encourage student responses in a very different way and I call it a goal I was like, yes, this is what I'm going to do. And I did it immediately the a is asked. As starters for the ask, and so I use those as crumbs through the reading, I started with my starter question, and then I say, respond to this, and then you need to ask a question, using the same kind of format, hoping that this will be a permanent thing that was really good. I got some good questions from students. And I'm like, yes, this was it. This is what was missing. So, stole it immediately. I think that's the idea steal this pedagogy. And Christie dropped in the tag protocol in the in the in the chat here I think I was getting confusing because we have a tag feature lowercase. No, there's, yeah, that I'm like, yes, I love it. I've used it all right. It's working. Catherine. Yeah, sorry. Now just I want to hear about whether you participate in the conversation or let it be a student space. Yeah, absolutely. When I want to say that I had not heard of the tag protocols that's something I'll look into because definitely so if I encounter that you know I agree. Post or you know whatever. And you know part of me, especially in an online classroom, I try not to like grade to heavily because just like if you're having a vocal conversation in person, you wouldn't necessarily say to that student who raised their hand and said I agree with so you wouldn't say oh that's not a good contribution to the classroom right you would be wanting to encourage that kind of vocal conversation so I think the level of like critique of annotations depends on like class modality and also learning goals which I think plays into my role in the sphere so part of first year writing, one of, and for many institutions, one of the learning outcomes is learning how to annotate. And so it seems really important to me in that particular environment to model annotation for my students so I don't do too I'll do maybe depending on the length of the text like four to seven maybe just for them to see what I'm observing in the text what kinds of observations or questions I'm asking of the text, because you know you can read about annotation all day, until you see it in that book like Jasmine described earlier, you know, it doesn't feel like a real thing you have like your pen in hand you're like cool I'm starring this poetic line that doesn't mean anything to me right. So modeling is really important, and then depending on the nature of the text. I will respond to like questions, especially on the syllabus or the assignment sheet. And I just want to also circle back that I so agrees with you that those like I agree don't really, it's like the checkbox for that student right there they haven't yet fully engage with their peers response. I'm also going to try that tag protocol to kind of press them and sculpt that response so the organic response isn't just when they raise their hand to like mirror in the classroom when they raise their hand isn't just, I agree it becomes that more critical discourse with their peers so I just want to like say I so admire it but my my reticence has been to like fully critique because in the asynchronous space, I don't want to push back against students vocalizing in any way shape reform because I'm just excited they're there. I got my response there. I love so much that you tied that back to Jasmine's anecdote about seeing to Percy in the book to sort of just visualize your intervention in the text that can be so sort of professional and distance you know like what's my role here and then suddenly you can see it when you're like oh this is the modeling helps with that. I want to close out here, talking about evaluation, we can. So I might just ask, you know, what is the role of evaluation with hypothesis and and social annotation in your courses are you grading annotations. And also, you know, how, yeah, let's start there. Yeah, so I want to circle back real quick and I wanted I threw another resource in the chat from higher ed. This is actually about OED so open education resource or we are we are. Why did I say I was universal design anyway confusing my acronyms. But I do think that what hypothesis built upon is like OED, which is a longer conversation than that we've been having across the issues of equity and inclusion affordability as a first generation student myself to go to undergrad let alone to go to a degree like don't ever know what that means but you know the affordability of books has always been a you know of materials has always been a concern. And I do think that hypothesis, we can actually evaluate the impact of social annotation by seeing how this how students get involved in creating are and hypothesis is one step to that right it's like practicing that at the time that you practice this had been how do you do it and how do you build and how do you scale up all of these concerns so I think that that's one way to do it. I said earlier that I have I've started using hypothesis as it for a quiz and what do I mean by that. We do a lot of close reading close reading analysis is a tool is a method lit is it political theory is it we all use it right policy analysis uses it. But because of the kind of generational shifts and how reading practices are happening right we all talk about oh people aren't reading anymore actually they are we're reading way more than we used to we're just not doing long sustained reading anymore right we're just reading so much that we don't have time to sit down with a full book. We need to get in deeper to a text so what's great is that you can use the hypothesis group function to create individual assignments for each of your students and just be like okay here's four points I want you to find these four points. Right. And those four points could be two of them are content questions and two are actually application questions where they're pulling in something from earlier in the course that they read and trying to put it to bear. It's a great kind of function. I think that hypothesis gives us as a tool we can do the social annotation right I usually do that they practice that, but then really show me how you individually you person you here and now are showing me your literacy literacy is very important to democracy we know how important is right now. So I think hypothesis can be used in that way and very effectively. And are you using like groups of one for that like where you create multiple groups okay. So I go in and like one one one person's in that group group to one person's in that group. Yeah. Yeah. Moving between the collaborative and the, and the individual like that. Anybody else have anything to add about evaluation Sophia go ahead. Yeah, I'm going to say that in the fall I had 150 la's in class spread across three sections so this is this is a feature that I really love about hypothesis. First I merged those three sections into one section in my view in canvas, and then hypothesis mirrors that right. And so, when I put in a reading in one canvas that went to all three sections. And then the responses I could filter down by section and by student. It made the grading so much easier I didn't have to go from canvas to canvas to canvas because it's all in one. And then hypothesis joined in with that like putting it all in one and I just needed to filter for what I wanted a particular student or particular section. I had been using one but again kind of plug cohort to I have stolen one already from that teaching I shared it in my assignment, because I fell in love with it, because I had a holistic one. And I realized, this is it I need a more analytical rubric and a busy what am I going to make it but here is the perfect one, and I grabbed that too. So, the platform provides you with these resources that you can you know start off with and if you want to like tinker with it make it more individualized it's up to you, but you don't have to start from zero. How am I going to do this tomorrow and I got to make a rubric and no it was right there and I love it. I'm like, I'll be using that in the fall. I have to kind of shorten our conversation here because we have a couple things I need to get out of the way before we finish out the hour. I've so enjoyed this conversation. I did just want to quickly add like, we're talking about student voice and I'd be remiss if I didn't ask like have you gotten feedback from students about hypothesis and social annotation. I want to share any anecdotes around what students think themselves. Sorry really quick I get so much feedback that they absolutely love it students. They, they, in my evaluations I get like hypothesis mentioned so I'll just leave that briefly there. They love not having to buy a book. Not having to buy a book. So I choose my resources, open resources the hashtag. To make sure that I am democratizing access, we don't need to spend $100 on a book. There's a PDF and we're going to use it for for our learning. So they love that. I've gotten before is there is a hypothesis drain for all of us who are using it. So sometimes the students are like, I don't want one more hypothesis reading to do, which is it's important feedback. So if those of you who are building brand new courses for the first time, definitely check out like when margins had conversations there have been conversations about the before how much that when to use it how to use it. I think these are all really important questions. I just do love it when you use it effectively. So I'll throw that there. Yeah, balance moderation. Well, I just want to close out by those of you that are not yet hypothesis customers or your institutions are not yet hypothesis customers to let you know that we are offering a summer boost promotion right now, which is discounted pricing for our summer term. It's a great time to play with the tool and a few courses ahead of the fall semester for a more complete adoption. It does offer unlimited access. So any course in teaching the summer can use it. And there's no cost additional costs for the integration. You can have access to iPod as the academy. There's already emails coming back and people asking like when's the next cohort. So thanks for the plug Sophia. It really is an amazing program. It's a deep discussion of the pedagogy of using this tool, as well as some basics of how to. So please reach out about the summer boost promotion. If you end up, if your school ends up getting the contract in place for multiple years, the cost of the summer boost promotion goes to that contract. So this has been such a wonderful conversation. I really admire each of you as instructors. I want to take all your courses. So thanks. Thanks so much for sharing your thoughts about equity and inclusion and also about annotation. And I hope the conversation continues with us in another context, including on the page in annotations. Thank you. Thank you so much from all of you. Thank you so much. The opportunity. Thanks everybody. We're wonderful day. We'll be sending out the recording and information about hypothesis academy. And there's also going to be a workshop. Specifically about inclusion that we're going to be running on April 13th. And so I'm sure there's lots of ideas that were expressed here that might be included as we design that for sort of more practical conversation here. How do we turn around and apply some of these ideas in the classroom. So thanks so much everybody and have a wonderful afternoon. Go forth and annotate.