 So annotation an ancient education technology that we're all familiar with well before the invention of computers People were annotating on the margins of medieval texts as here And I know that I as a student was taught from a very early age to write in my books take ownership start, you know using it as a tool for reading comprehension, but also for deeper analysis of text and Thank you Nate for starting recording I should mention I took out here peg and me from hypothesis who are helping me out And we'll be answering questions in the Q&A and also responding to chat This is an interactive zoom webinar if you've never been part of one and you can ask questions and also chat and ask yourself things like that You can raise your hand. I'm not sure what that does. This is one second time You can see there's some people in the chat there I'm Going back when when books move online and I know a lot of us are now assigning texts To be read that are actually housed online We lose this fundamental literacy practice of annotation and we know from research that students are not me Retaining as much when they read online You know that engaging as deeply with the content and so this is a problem and annotation You can do a couple things annotation in both bring all that let me just mention one other thing We also know that when students are reading text like this delivered online even in canvas They're probably actually looking at screens that move more like this with multiple tabs open Some of them might be useful resources related to the reading Like pedia page or YouTube some of them might not be Like Facebook on Twitter. That's our goal. You know, for example, Laney uses a lot of Twitter in his class So students are not reading as well online You need to sort of rethink how we're teaching students to read in a digital environment And I think annotation plays a big role there not only in sort of returning Annotation as a practice to text like this that in a digital format But also to thinking about reading reading comprehension reading analysis as a communal as a social Activity that leverages all the wonderful network aspects of the online environment that might be seen as distractions But also can be seen as empowering students as readers So that's a very quick overview about annotation I think if you're joining this webinar you probably are get it that we can talk more about that and let the whole point It is to get into the deeper aspects of the pedagogical value of annotation both digitally analog wise and in different types of digital environments like learning that new system and open web Very quickly. What does the hypothesis app do? Well, it can be used online to annotate any text as I said outside of the LMS Here's an article from the New York Times has been annotated and here's that same article served up as a webpage within canvas Where instead of using a browser extension as you would hear It's native to the canvas environment adding that after your campus course makes it made environments of students Don't need to add anything else hypothesis just lives there. You can see the hypothesis sidebar You can configure this on web pages served up through Canvas public web pages, but also PDFs, which I think probably most folks using the canvas LMSes are serving their students PDFs for reading and so this allows you to add a layer of annotation to those PDFs So this is canvas. This is the canvas app Here's a PDF served up. This one is a webpage right here's a PDF served up with the Annotation sidebar there and you can also you can serve these up just as readings where annotation is present or readings Where annotation is submitted as an assignment so you can submit annotation sets on a particular reading So you can have students collectively and collaboratively read a text like this PDF article and then individual students would submit their annotations And those would end up in speed grader and allow instructor to grade if they choose course can be pass fail Or just provide comments. I think this is really cool because you know as I showed before That All quiet on the Western front, you know when I was doing this I've heard of students teachers checking students annotations in class before I never did that never had that done to me But usually this was a sort of private thing one did for oneself Maybe you did it well. Maybe you didn't do it well. I got into grad school for English So I guess I did it pretty well this annotation stuff But you don't really know I didn't really know how to do it teachers never checked it I never checked my students doing it I just told them by way of belly cons to annotate in their in their margins and it would be good for them Basically, I take your medicine and it's gonna be healthy But now with something like the speed grader functionality I can go in and give one-to-one feedback on this practice of annotation and that can be according to whatever rubric I define as the important way to To ask students to annotate and can vary depending on assignment sometimes it might you know require citations sometimes I might just be checking in on the sort of inquisitiveness and engagement of students All right, so that is Hypothesis and campus there's a number of resources here how to install it whether you're an instructor or administrator of canvas install a Teacher guide for its daily use and a student-facing guide for how students can Can use the app as well And then there's some general hypothesis resources here as well So I'm just gonna quickly say five ways to annotate in the classroom and then turn it over to our panelists And these are just very broad strokes One is the teacher annotates so you can present a document within canvas that you've annotated as an guide students through it with your own explanations and definitions Certain kinds of classrooms. That's obviously useful or you can post questions that students would annotate would respond And that's threaded conversation below So you can think about this as you know discussion forums But within a text or really located on you know within a text writing It's an environment where the questions might arise rather than on some other Platform of course you can also have students comment and have conversation. I think this is the bread and butter of what we do It's really a discussion tool. It's not conversation. It's about students reading together making meaning together You can have them annotate with multimedia aspects like video And images so you can really bring text to life through annotation through digital compositions in really neat ways And then finally can be used for sort of independent but shared inquiry. I have this like as I've done at Middlebury last week so as a Frost reference but students can annotate and they can annotate on different documents not all on the same document But using that group functionality all their annotations and all the documents They've been annotating and bookmarking can be gathered together in one place in one library for others to for you to follow their independent research and their Annotations, but for them to follow each other as well But at the same time where we're going there are no roads So really this is a completely open tool for you to use however you see fit It's very very flexible and you can make up your own rubric for how you want students to annotate and implement that Unless I'll just say that one thing beyond this idea of annotation which I've grounded the school discussion in is that I've heard again and again from teachers Aside from just close reading Part of the power of collaborative annotation and a tool like hypothesis is really about community building I've had teachers tell me that they use this yes They're using it for close reading and discussion on text, but the cool thing may see is that After using this tool students are primed for collaboration and completely up different environments Whether it's in small groups in the class peer review of essays using a totally different technology or no technology at all They're just ready to collaborate and they come together as a unit more powerfully All right. I hope I have not talked too long and now I'm going to turn it over to the panelists I'm going to Stop screen sharing And I think We didn't talk about an order here I'm looking at my folks here, but I'm gonna say why don't we start with Michelle? Is that alright Michelle? Do you feel like you're okay to start? Now I'll let you guys introduce yourselves so you can screen share But again, these are four teachers who've been using the hypothesis in the classroom Some inside of Canvas all inside of campus also some use it outside and and they're the real experts And I'm super thankful that they're able to be here and and share their projects Great. Hi everyone. My name is Michelle Sprouse. I am currently a PhD student at the University of Michigan in the joint program in English and education I also have experience teaching eighth-grade literature So I'm going to be talking from the middle school perspective and also from the college perspective on how I use Annotations, I'm going to switch over to sharing my screen now. There we go So you should be seeing my slide presentation and I will walk you through some of the ways again that I use Canvas and hypothesis for grading and for rubrics And to start off in terms of pedagogy, I think it's really important to think about your goals for the course So I asked myself two questions What are my instructional goals and why are my students reading and those answers? Really helped me to think about why I'm using the tool because any tool is just a tool until you until you use it And so my students might be reading for Information or they might be reading prayer for a literary analysis or in the case of my first year composition course my students might be reading to Borrow some strategies from the model text that we're reading to use in their own writing So again, I've kind of gone over some of those broad course goals But I also find that annotation of the shared text really helped me to meet some other Goals as well. So teaching my students how to read well in a discipline, whether that's literature or a composition course To see how they're reading before class so I can better plan our in-person work And this is I think one of the really great things about the digital and social annotation that we can do in hypothesis Jeremy was talking a little bit about having his students Read and annotate and then not really being able to check them I was one of those middle school teachers that walked around and checked my students books to make sure they had some Sticky notes or marks in there But it is really great to be able to see how they're reading and thinking before they get to class So that I can change my plans for the class if I need to And I've also found this semester that I've really been able to encourage my students to share and see the differences and the ways We understand and evaluate texts. I certainly have some students who are really reluctant to speak up in class But sometimes they're my best annotators. So to be able to see how they're thinking and how that might differ from their peers I think this gives them another way to participate in what's happening in the class so once I've kind of set those goals for What my students are going to be doing when they're reading and annotating I turned to Canvas and try to set up some things beforehand so that I Can give my students that kind of targeted feedback they need So what you're looking at right now is an outcome from my current first year Composition course where our goal is really to be reading rhetorically and so I have set up an outcome in Canvas and This outcome I've got at the top the title there I have a description of the goal that my students can also see and then I've set up the the range of Performances that I might expect from my students the mastery there is the four points. So in my Department, this is what students are expected to be able to do in terms of reading And so once I started there I was able to to move up a little bit and think about what goes beyond that level of skill and also to Kind of shift down and think backwards so that I could give my students some feedback using this outcome in Canvas What you're looking at here now is a rubric that I used last year in my eighth grade literature class And so I've combined four different outcomes into a single rubric and I think this is really great It lets me give them a lot of feedback on the different reading strategies I might be asking them to use in a single assignment This one is based on the common core state standards And the level nine is kind of the mastery level and for this rubric I looked up at ninth and tenth grade Common core state standards to think about what would be Beyond the grade level expectations and I was also able to look down at the seventh and sixth grade Standards to think about where they might be if they're not yet on grade level in terms of their literary analysis skills And so once I've set up the outcomes and I've set up the rubric and canvas things get really easy to To use and to give my students feedback Once they've submitted their work in Canvas I see that in SpeedGrader and I'm able to use the rubric to give them feedback I choose for my composition students to give them credit for completing the assignment And I do that because I use it as formative assessment So I'm not using it for grade but I want to give them that little bit of motivation to make sure that they complete the assignment Because I have the outcome set up I can see patterns in the class I can see how students are doing over time And I can also see a big picture of the class on how they're doing in the strategy as a whole So I know if I need to spend some more time reteaching a particular skill or if they're doing pretty well And then because it's in Canvas we also have that option to give comments Which I think is really awesome. I can give them targeted feedback on how they're doing in their annotations in a way That really wasn't possible before Canvas integrated with hypothesis Or especially when our students were making those kinds of annotations just within their personal kind of paper text So for me, this is the really kind of exciting thing You know, it's one thing to model for students how to do something like annotate a text and then assign them that same work But once you can see what they're doing and give them that kind of very quick feedback and use that to plan your kind of next class next instructional step I think there's a lot of opportunities for growth in their reading skills and then, you know, how you can facilitate the in-person discussions that follow up And like Jeremy, I really hate discussion board posts. So this is a really great way I think to recenter our class Reading right within the text rather than in those long discussion board posts that no one really wants to read anyways I'm going to wrap up so we can hear from other speakers, but if you have any questions for me, you can tweet me at Michelle Sproul So you can send me an email And if you're interested in taking a closer look at the slides, there's a short link there for you and then I will try to get out of my Before you go, this is Nate. We have a question from Joel He says it's a predictable question and he's wondering if your rubrics are in Canvas comments They are not right now. Sorry Sorry Joel, but maybe that will spur her to contribute them Yeah Yeah, thanks for asking that. I think that's hello in Dallas at Green Hill School I'm going to work with Michelle. She's going to share those. I'm going to work with her and see if we can get those in the In Canvas comments. I need to look into the rubric piece of this all, but Michelle's definitely inspired me to figure out a way to Get some resources on the hypothesis side about sharing such rubrics or doing some model rubrics that people can adapt But that just that blew my mind Michelle. Thank you so much for that. Let's go from Michelle to Sarah if that's okay And then we'll just I'll just announce the order since I'm doing it now. I will go Alan and then close with Rainey I'm really happy to be here My name is Sarah Clayton. I'm a digital scholarship specialist I'm a librarian at the University of Oklahoma And I was lucky enough to work with one of our history faculty David Robel on his course John Steinbeck's America where we use hypothesis So I'm going to start sharing my screen Okay Okay, I think you can all see my screen now This is the canvas site for John Steinbeck's America and One of the main reasons that we chose to use hypothesis is its tagging functionality There's a bit of a reason around that so when John Steinbeck was writing the grapes of wrath he wrote his editor and he said There's five layers in this book a reader will find as many as he can and he won't find any more than he has So for the past well since the grapes of wrath was written scholars have debated these five layers and how many they can find Most notably is Susan Schilling law. She wrote a book on reading the grapes of wrath where she has her own five layers layers David has his own layers What we really wanted is the students to dive into the text and try to identify as many layers as they could Either the one scholars that had come up with or ones. They saw themselves so we tried this last year before we knew about hypothesis with a discussion board and It didn't go as well as we liked people have already hinted discussion boards aren't ideal We were actually trying we maybe didn't know it yet, but we were trying to do annotation through this discussion board Interface this is D2L we switch since we have since switched to canvas So the interface is a little different, but we have them Actually write out the text they found in the book and then write comments on it. So yes annotation We tried to do the titles being the layers they saw breaking through biblical In W's myth of the West and the students really enjoyed it I think it was one of our favorite or most popular class sessions and they asked that Are they expressed interest in doing it beforehand earlier on in the class? And so we heard from our Center for Teaching Excellence. I think Keegan is on this call About hypothesis and how it was a great tool and we thought well the next time we try this course why not try it with hypothesis So we met with John Stewart who's from our Center for Teaching Excellence Our assistant director for digital learning I was gonna get his title right and we planned out this course centered around hypothesis So we had three in-person class sessions on hypothesis and using that with me there and David wandering around to help with kind of thinking through these issues and what we asked the students to do is this is the same chapter We just had the discussion board post is to go in write comments and tag all of the layers they found The first thing we noticed was we were getting a lot more annotations This one has 46 we had 11 people comment on discussion boats is about the same time amount of time in class working on it What we also found is it was really great to be able to search for themes so our layer so gender is one of the common layers And so we're able to search through that see where they're finding it where it's concentrated If we jump over to click these we'll see This this is the chapter 26 that we are looking at we can see all the tags that were chosen We perhaps could have done a better job at specifying tags We have gender a couple ways, but we're seeing what the students are finding and what they're coming up with We can also see who all has worked on this chapter. They got to pick which chapters they wanted to annotate And then we can see we can search for that tag throughout the The whole corpus kind of that we loaded in canvas we used groups and we can see that there's 1714 again the the tagging should have been a bit more consistent, but we can see where those annotations are coming up We can see which students are interested in those topics and that helped us guide them towards research papers that would be interesting We also Notice that we only required a couple of texts to be annotated the grapes of brass and dubious batters battle But we put all of the annotations up on the canvas site all of the readings they had to do up on the canvas site And they actually went in and annotated on their own outside of class time Which we thought was pretty great and found themes and other works. So this is once there was a war They actually went through and they found all these themes of dignity Yeah, so five five in this text five results for dignity So we thought this was a really great way to kind of identify those layers And kind of speaking to Jeremy's last point we We encourage the students to go back to these annotations and search for the themes they were interested So they were building as a class this kind of collective resource for all the themes We went through and annotated most of the grapes Arab. So they have this document Where they can find where all the instances of gender came up and it's helped students recognize places that they didn't see the layer before With that that was pretty quick, but I'll leave it up to the other presenters and if anyone has any questions feel free to let me know Wow, so that is so cool I hadn't heard the whole story about that particular project and it's really amazing, especially as a former with guy I guess I'm still a guy to hear about sort of finding those layers is so cool I just want to as we're transitioning I think we'll go to Alan next just want to highlight a couple things that I heard from Michelle and Sarah One is that Michelle talked about how she can leverage the annotations to better prepare for class or to adjust her preparation for class I need to sort of think about annotation as a Class preparation activity that informs actually what goes on in the classroom normal face-to-face discussion in the case of working mortar classrooms But Sarah went the other direction right the annotations are become an archive that students can mine for More summative assignments, you know down the line like a final paper in an English class for example, which I think is really cool I have that personal experience as well And I just have to say really quickly as a former grad student gosh, there's a there's a there's clearly an article in here about Taking Steinbeck's layers and then seeing what the students did and Just has to be written so thanks and now I'll take it away Hello everyone, my name is Alan Reed and I am assistant Professor at Coastal Carolina University where I teach courses in English and new media I'm going to be covering peer review using hypothesis with the canvas integration. So I'm a I'm a rogue canvas user here at the university I use the free version of canvas which hypothesis still integrates perfectly well with that if you would like to experiment with it on your own in your university Or school does not use canvas as its official LMS So for this course in particular it's a graduate writing course in the master of arts and writing but It's still applicable across all levels. I do the same types of activities with my undergraduates as well But essentially what we do is I ask for students to choose one of their works and As a PDF file post that text in our course files section in canvas And then I create an assignment from that file and the assignment from there is for all of the students enrolled in the course to Annotate and essentially workshop that students paper using hypothesis. So here's an example of an assignment For someone named Holcomb So when you click on it, I give them some basic general direction on how to Annotate and some questions to keep in mind while they're doing that they can click on the button to open up Kimberly's paper in a new window This one's already been done But they would just need to sign into hypothesis with accounts that they already have And I should note as well that I ask all of the students who upload their paper I ask them to post five questions that they would like to have resolved About their paper. So in this case Kimberly is posting five specific questions that she would like answered regarding her paper And then students keep those questions in mind as they're annotating the document themselves. And of course as you can see you can You can add gifts and images as well, which students often like to do that to express their express their thoughts. They love to do that But along the way you can see all of the different annotations coming through And so for Kimberly when all of this is finished she'll have a fully annotated document from her classmates and in my experience this is Much more effective than doing a separate sort of peer review activity or a separate peer review worksheet or something like that which is what I used to do Actually having these conversations directly in her text is extremely beneficial And you can see a lot of these will branch off into other conversations and replies to each other if someone's thinking the same thing or if they're building off of each other's comments And so yeah that's a pretty typical activity that we have for these types of courses And then on my end when this is closed when the assignment has ended I can go into the speed grader and look at each individual student's contributions to that document and then assign a grade And so then as we as we've already heard from Michelle you can assign rubrics and provide feedback and comments through Canvas this way and it all sinks into the grade book as well But if I click on Emory's annotations here these are all of his annotations that he made on that document as part of his peer review So I can go through and read this and then ultimately assign it a score and give him some feedback if I wanted to And that's that so it's all in one place so from a grading perspective the usability is extremely streamlined everything's in one place And from the student perspective everything's in the same place for them as well because they get to see all of their annotations on their papers right in front of them Instead of I guess another way that we used to do is just sort of bring 10 copies of your paper to class and have everybody write on them And then now you have 10 copies of your your own paper with notes so this is a much more effective way to do this sort of activity through peer review That's great Alan I had the same experience where when I taught composition at University of Texas Austin we would you know get a walk out with 20, 10 to 20 copies of their paper not always super helpful But the other piece of that that I think and I mentioned this in a different context that's super cool is that you know it is an important thing to teach students how to peer review I mean peer review has a kind of end goal which is like the revision better but it's also important for students perhaps even more important for students to learn how to give other people comments So this is for those other people but for learning and thinking in a meta way about writing and the speed greater piece again may be done pass by something necessarily for Mark But being able to distill that and say I can see as you said this one student's contributions in peer review and see their process or see their practice then be able to give them feedback there Could be just as valuable as them getting feedback on their own writing And that's also something I feel like was sort of lost when we did peer review in a more analog way Thanks Alan. I just want to know one quick technical thing from Alan then we'll turn it over to Raimi Alan showed that students would post questions on their papers in page notes So hypothesis allows you to make inline comments or select text and make a comment and then he toggled over to a separate tab that shows page notes These are notes that are not attached to a particular piece of text but are attached to the page kind of like the headnote in a digital anthology demo again And so that's just another feature of hypothesis to point out since we do a demo and Alan did that wonderfully live right here you can see There's the just show all annotations in the other option So there's the page note column and then the annotation column Gosh that's a lot of feedback for one paper like 125 annotations It's really I think that's also something that I've seen with students and teachers using this as peer review or just kind of comment on blogs Is that the word count the amount of feedback that people are getting on their own work is just a lot more Alright Raimi I'll let you take it away buddy Hey folks so I'm gonna see if I can share my screen as well Get this get this going and as I do so I'm gonna Begin by Kind of starting with what inspired me to jump into and join hypothesis and begin to use it if folks see my slide deck, okay My full screen now. Yeah, great. Okay So I'm gonna kind of zoom back a little bit and then jump not only into what I'm doing currently with hypothesis in canvas But then also expanded it beyond the LMS as kind of the last person to speak since the folks before me have covered such important information about what's actually happening inside of canvas So all my information is here, but let me just jump in to note that what drew me to use hypothesis and web annotation from a pedagogical perspective initially Is that the platform of hypothesis exemplifies And you know this approach to open web annotation and the open features of this really I think are important for Considering more expansive and also more equitable approaches to pedagogy and student learning and that includes things like annotations that are developed according to a standard technical specification The fact that hypothesis itself as a tool is open source that student productions of annotations Can be publicly licensed to be a creative commons and help to contribute back to a kind of broad peer knowledge commons That's very interdisciplinary in some respects and that this ultimately all supports A commitment to open educational practice and so it was all for really these reasons that I found myself As a learning scientist and as a teacher educator drawn to the hypothesis platform And as I've thought about using hypothesis in an educational context for both online and also hybrid learning over the past year I've begun to identify what I think are some important conditions that that hypothesis open web annotation creates for learning And these of course occur both within the canvas LMS and of course when using hypothesis for open annotation beyond the LMS And so as many folks have kind of alluded to today this allows student activity to be situated in authentic contexts to be in the document that we're reading And I think that that in and of itself is a really distinctive affordance of this technology As Jeremy noted discussion forums kind of become this artificial context that really separates the authenticity of conversation And this is a tool that really you know promotes that as Alan just mentioned a few minutes ago There's a kind of multimodal expression he was mentioning the gifts that get a get populated into the social reading practices of our students And I think that that's also a really unique affordance of the tool as well The ability to create connections across contexts the tagging that has been mentioned You know specifically by Sarah. I think is a really neat way to create those kind of connections of connections And then of course we can ultimately use this to curate resources and conversations And so I've begun to just try to think in a more meta way about what this tool is doing for learning practices Beyond again the confines of any specific LMS But of course I am bringing this into my work in canvas and so I've been teaching now with hypothesis and various configurations For four semesters now This is a brief overview of the classes that I teach at the University of Colorado Denver where I'm an assistant professor of information and learning technologies So I teach for example a games and learning course which has used annotation and both entirely open in public ways And then this semester has actually been using it within canvas and using a private group format Been thinking a lot about the various purposes for the use of annotation whether it's just for the discussion of course texts Or also for peer review and what that begins to look like in terms of peer reviewing people's work through annotation practices And as you can also see here I'm teaching exclusively graduate students many of whom are educators And so there's a kind of again metal level kind of set of conversations happening as my students who themselves are educators are using the hypothesis platform They're also thinking about how they might apply this to their own practice So to give a quick sense of what that looks like here is one of my current students public blog posts about how he's been using hypothesis inside of canvas And he talks about attacking the readings both those that are required and chosen using hypothesis to take initial notes and he's using his own private working group So he's created his own private group outside of even our class private hypothesis group to take his first passive notes It has a note that lets him to organize his ideas and read the article without being distracted by the ideas of others Then he takes his working annotations and he transfers them to our private ILT 5320 group And then he says it allows them to share their thoughts to formulate additional ideas and to use those to reply to his colleagues And so to me this is an interesting example of kind of scaffolding an individual students reading practices from the individual private to the class private as a way of formulating rich discussion And I've talked to a lot of my students after their course experiences about how they found the use of hypothesis generally And they provide kind of representative comments like this about the kind of discourse with professors and others who may join in if it's public About the quality of that experience and you know as someone said here I've never been in a graduate course where the discussions were so contextually relevant and on point And it kind of is a transition now to some of the work that I've been doing specifically in Canvas this semester to some of what I see as connections across various learning environments and learning platforms A lot of the students that I work with are reading texts voluntarily on the open web and annotating because they've had experience now using it in other either private or canvas based experiences And they're also integrating their use of hypothesis very regularly on Twitter and on blogging platforms and my students have this kind of routine where If they've read a colleague's blog they'll layer on private or public hypothesis comments and then they'll share on Twitter Hey I've left some comments for you and hypothesis to extend our learning in those spheres which is I think an interesting again transition of canvas based practicing and discussion of annotation with course texts to public peer feedback on blogs that's then also promoted on places like Twitter So when I see those kinds of arrangements emerge I begin to think about and I've done a little bit of writing about these kind of emergent playful kind of coordination of social media platforms that create meaningful learning experiences for learners I don't want to talk about this in too much detail now but I am thinking about the ways that hypothesis web annotation integrates with other social media platforms including Canvas but beyond as well And I'll just wrap up very quickly here by talking about and mentioning some of the more open and collaborative annotation activities that I think educators are attracted to because they've had practice as learners using things like the canvas based hypothesis integration And that's leading to projects like Jeremy and I have been organizing we have one now called the marginal syllabus which is basically organizing open collaborative conversations often with educators about issues of equity and education Some of the authors and organizers that we've begun to work with are noted here we've been taking these basic social reading practices and bringing them into these kind of open and a taethon spaces where we can have these situated conversations and curate resources in a public way And tackling a lot of interesting topics that you would find in the syllabus of a course but we're now finding as attractive ways of having conversations again in more open spaces So I just wanted to kind of briefly mention that and some writing that Jeremy and I have also done about this there I'll leave it there. Thanks folks. Happy to talk about other comments and questions as they arise Wow. Thank you, Remy. Thank you all for sharing these projects. I have to say my mind is blown and I'm absolutely thrilled and it's not because I work for hypothesis and you guys are using hypothesis tools really to teach Remy and the digital pedagogues are just really, really neat and innovative things being done with technology to teach. So it's incredibly exciting to hear. We have another 10, 12 minutes to continue the conversation. So this is a great time for you guys I'll maybe open it up to you guys first to ask questions with each other if you have them And we'll also pay attention to chat with folks listening and want to ask questions about panelists Jeremy, I've got a couple of questions queued up that have kind of come along the way, but if the panelists wanted to kick any questions off to each other we could start there Sounds good. I got them on the back channel but I'll read them before we close. Any thoughts for each other? They only collaborate through annotation I'll go ahead and answer those back channel questions really quickly. They really have to do with hypothesis on a broader scale In terms of institutional partnerships and things like that, so Canvas is the only LMS that we have an app for Currently, although the plan is to perfect this app or to bring it to a certain stage of development and then really try to bring it into other LMSs as well So be in touch if you're working with another LMS though as Alan has said, he's the kind of rogue Canvas user on this campus I really do think Canvas has some affordances that others don't. Now just because there's no app for things like Moodle or Blackboard It doesn't mean that hypothesis can't be used in coordination with those LMSs It just means that hypothesis won't be native to it or synced with the grade book and those are nice add-ons But you can do a lot of what you heard today with on the open web but also using other LMSs So for example you can have a PDF open in Blackboard in a new tab and then using the browser extension activate hypothesis and do the same kind of stuff that Michelle was doing and not with the rubric but with some of the other stuff So very possible to get a lot of the hypothesis functionality without using the Canvas integration Although I think it brings a lot more to the grade book in particular We do have teachers that are going through and kind of using paper or using another platform taking notes on students There is a profile page for students so I can go and see all of Ramey's annotations in one place Or see all of Ramey's annotations on a certain document and take notes and send them an email with a grade or something like that So it's possible it's just not quite as efficient as with the Canvas app The second piece is a second question that came up and also just to be in touch Jeremy Dean of Hypothesis about your particular situation and I'm happy to help with a dot before the IS The other question that came up was about accessibility And this is something we've been talking about a lot internally at Hypothesis It's something we're very dedicated to on a number of levels and we're drafting currently a sort of state of the union on our accessibility And we have a projection of the stages we want to go through to become more fully accessible So it's a little something we're very aware of very dedicated to and literally in process both was drafting something public that will Talk about our philosophy and talk about our plan but also implementing some developmental changes Some development development that will make Hypothesis more accessible It is true though that currently Hypothesis is not Hypothesis annotations are not screen readable And you cannot create annotations using a screen reader with Hypothesis So accommodations do need to be made for students with accessibility issues if their classes are using Hypothesis the first thing we're going to do is make sure that those I think the first thing we're going to do is make sure that those annotations are screen readable And then the second thing would be to make it possible for somebody using a screen reader to create annotations Again Jeremy Dean at Hypothesis if you want to talk more about that But the plan is to have a lot more done by fall 2017 so that schools can feel a lot more comfortable about Getting started using Hypothesis on a broader level Have I any any other questions coming up in Q&A Nate or Panelists for each other there's Nate's been doing a great job of answering questions. Thanks for that Thanks for doing a great job of Chatting up a storm and providing a bunch of links I mean Jeremy did you know that the only two big questions that came up were around other LMS and accessibility And I guess you know one of the background question about accessibility which is always a moving target, right and we talked a lot about You know the complexity of creating annotations when people have different You know challenges What you know thinking more about accommodations to Our panelists have situations where they've dealt with someone who has a specific Accessibility issue and have maybe accommodated their use of Hypothesis or something like hypothesis in some creative way when the tool itself actually can't provide full accessibility That's a great question. I see it's coming from sort of inspired largely by Cindy Jennings And I'd love to both have another session We certainly have five minutes or so to talk about it now if there's ideas But I'd love Cindy to add another session where we focus on that and to gather some resources at the hypothesis Education portal which is just hypothesis slash education that talk about Accommodations that could be made. I think it's a really great idea And I know there are folks that are that are they're dealing with this. I know particularly SF State My friend Lara Hanley has been thinking a lot about this and I know has students that require Accommodations and I think must have come up with some solutions there and I know that that student actually and That professor are going to be at our annual conference in just a couple weeks I'll make sure to to see if they have any resource to share and maybe we can have a session where we really focus in on that I think it's a great idea Cindy so don't please don't apologize for being a broken record It's it's absolutely important. It's a hugely important thing. So there's really should be no apologies for bringing it up One thing I'll just say about it and then I'll see if any tennis have anything to say about it as well as that One of the neat and interesting things about it possibly depends on how you're using it, but You know, it's not A video game with some kind of virtual reality immersion thing going on like this is as I said It's a technique that's been around since the invention of the book if not before commenting on pieces of text So I imagine there there are ways whether it's going back to the analog Which may not be accessible as well or finding other digital tools to leverage So for example, one thing that can be done is you can Extract all annotations and export all annotations from hypothesis using a prototype tool that we have And maybe then you could get them in a place where again It's not going to be quite as contextualized on the type of messages sort of short-term workaround You could export them into some format that might be screen readable But I'd like to think more concretely Cindy about types of accommodations any of you panelists had to deal with accommodation situations and our ideas on that All right well Cindy I promise to get back to you about this I'll get with Larry and we'll get some resources in the short term the very first step will be getting some resources on the on the portal about this And having some alternative things that folks can do just to basically do similar types of activities using other tools or tools in combination or or whatever One one last plug you might see that That peg put a link to the I annotate conference that's coming up in a couple weeks here in May So if any of you can manage to get to San Francisco on May love to have other educators Have a specific in the program dedicated to education topics. There's also other interesting things going on Journalism and publishing communication there a lot of really interesting people. It's a pretty cool intimate gathering of only between 100 150 folks So it's not one of these big giant conferences where everybody gets lost a lot of time for And yeah, let me just use that make to close out by saying some Something about that aspect of hypothesis. I should have said at the start This is not an education technology company to fight this that despite the fact that we're talking about the canvas LMS You know sort of the king of education technology. I'd say in some ways at least teaching and learning This is not an education technology. I am the education guy. We have a lot of education users There's an obvious education use case for annotation that goes back before the invention of computers as I pointed out But people are using this same software same technology hypothesis tool Journalists are using it readers of online journalism are using it scientists are using it sometimes in programmatic ways to automatically generate annotations tons of annotations across Across many many articles and things like that archivist librarians are leveraging the same tool And so it's bigger than just the classroom and and I think one of the neat things and Ray me alluded to this students might find it as a useful tool beyond your class We've had students that thought their next professor to use the tool because they missed the discussions they're having but also because they're like This is how I take my notes now. I want to take notes this way so I keep all minutes together But then even beyond and they have it all in one place right to have this collection of their notes That they can leverage for papers in a class but also beyond classes for thesis of a grad school I mean I imagine that all the books I had that are in boxes right now because I'm moving and all the annotations there in on the paper copies Really hard to get back into those right I have to find the book open the book find the page I mean that tactile thing still works But to have it all searchable in the database of my notes and tagged as Sarah was pointing out or maybe sub-tag like be able to find all my education technology annotations sub-tagged You know accessibility then I'd have a little collection of ideas there sending me that's nothing they could do to start a little group and annotate about accessibility And then just beyond the classroom right we had a project that Rami was tangentially involved with that was really cool Called letters the next president with KQED and with National Writing Project where students were using annotation to comment on public documents relating to the election you just had Statements made by the politicians speeches that were made legislation that was proposed policy statements things like that they were commenting on that as a form of engaging citizens Specifically with you know online discourse so it goes beyond well beyond the classroom that's one of the neat things about hypothesis that it could start with canvas start with hypothesis within canvas But really become something that's part of an individual's everyday life intellectual life engaged political life online With that I think I will close this session is recorded and I will be distributing the recording Please feel free to reach out to me Jeremy Dean and hypothesis or doctor underscore Jeremy JD on Twitter happy to help you one-on-one get set up talk more about the details of what it would mean to get started at your school with your class with your institution But above all really I've got such a cool job that I get to hear what teachers are doing in such amazing ways. So I really want to thank Rami and Sarah Michelle and Alan for sharing the projects for not just sharing the project but for giving our tool a chance and giving this technology chance and trying to do something Innovative it's not an easy thing to do to innovate in the classroom and it's just a privilege to be able to hear about the results because they really are awesome and all your institutions should give you 10 or give you a higher whatever it is you're looking for because you're doing great work. Thanks everybody