 Welcome, everyone. Thank you for being here. Let me take a minute to introduce myself and our other panelists here today. So I'm Kat King. I'm an instructional technologist at Diablo Valley College in the Contra Costa Community College District. I am a part-time English instructor at Diablo Valley College and also at Los Pesitas College, which is part of the Chabot, Los Pesitas Community College. Here with us today, we have Maritas. Maritas, will you say hello? Yes. Hi, everyone. My name is Maritas Apego. I'm a distance education coordinator, OER coordinator and English professor at Contra Costa College. You can see my Twitter handle there if you're on Twitter. Awesome. Yes. Definitely connect. I'll put mine up after the fact or drop it in the chat. We'd love to connect with you all on social media. Also, thanks for joining us, Maritas, and we have joining us, Brandon. Brandon, you want to say hello? Hello, everybody. Good morning. My name is Brandon Marshall and I'm an English professor at Contra Costa College. I wish I had more titles to add to my name, but that's coming. I do have the distinction of being tenure-tracked employee in the time of COVID. That's always been interesting. That is big. That goes a long way. I know in Maritas, you're giving us all a complex with all your titles. It's not that you wish you should have more. It's that I have too many. That might be true too. We also have here in our panelists, we have some folks from Hypothesis here to support who can help with responding in chat, and just helping to answer questions. Franny, Jeremy, Nate, do any of you, Becky, would you like to say hello? Hello. Hi, everyone. Thanks everyone for being here. Greetings. Awesome. Thanks so much to the Hypothesis amazing team that just makes all of this happen. Thank you so much. Let's see. Before we get started, just a little bit about, we're going to track the usage of Hypothesis through the Contra Costa Community College District, and that is comprised of three different colleges. We have Diablo Valley College, which has a campus in Pleasant Hill in San Ramon. We have Los Madanos College, which has a campus in Pittsburgh and Brentwood, and then the Contra Costa College in San Pablo. We're in that Bay Area, California, you can see us on the map right here, and I thought it'd be important to note that we are a Canvas campus and so we are using the Hypothesis LTI integration with Canvas and Hypothesis. So we thought that Hypothesis would be a particularly valuable tool for community colleges in part because community colleges don't have the filter of a competitive application process that you see in some of the UCs and the Ivy Leagues where you really get to decide who your students are and you know that your students are going to have very strong academic skills once they show up in your classroom. The community college is like the really true agents of upward mobility. We get learners from all different levels, people come to us at all different stages, and if you want to take classes with us, we will welcome you with open arms and meet you where you're at. Another important thing is to think about with the community college and college in general as we're talking about adult learners and adult learners truly vote with their feet. If they don't feel supported, if they don't feel connected, if they don't feel welcomed, they will leave. Particularly at the community college where it's pretty affordable, it's not that expensive. If you just want to leave, it's not like you're out your $80,000 tuition. People do pop in and pop out. The focus that community colleges has really been on strong quality teaching and interaction with students over things like research or things like that. There is this strong focus on meeting students where they're at, supporting students and helping them meet their career education goals or their transfer level goals. Another thing about I think just instructors in general of any level is that we're chatting. If you get a group of instructors together in a room, we're going to start talking about our students and how to support our students or speculating pre-COVID, when we spent a lot of time in professional development centers and staff development labs. You'd hear instructors talk about why are students struggling with reading? There's all kinds of speculation out there. Some people are like, maybe they're just too busy or they're too distracted. We've all lost our attention spans or maybe they're too apathetic, they just don't care, or maybe they're too unprepared. In California, we had a bill AB 705 that really dismantled a lot of the support level courses that were offered in English and math. For some good reasons, but there was a lot of speculation about, well, maybe just taking away those courses now our students aren't ready for college reading. Of course, there's always the like, is it me? Do I suck as an instructor? Do I assign bad texts or whatever? But there wasn't really a good way to answer those questions and that speculation that came up. We were interested in hypothesis to potentially help us answer some of those questions and give us some data about why that might be happening because hypothesis and social annotation can make reading visible. You can see if students are doing the reading. You can see how they're interacting with the text and if they just don't get it or if they're misinterpreting or whatever it is. And so we also know that we have a problem with reading instruction in our country in general, that there are some serious disparities along racial lines and the statistics just do not look good in general. This is an article published in Forbes over the summer that showed that on national tests last year, only 18% of black fourth graders scored proficient or above in reading. And even if you flip to white students, that is still only 45%. So whatever culture, race, it's not going so well with reading. And so we know that we need to do something different because those reading skills are important that students with greater struggles in school are gonna be less likely to graduate or to show up in our college classrooms more likely to be incarcerated. So we need to do something differently with the way that we're teaching reading. Sorry, I've got a small screen for myself here. Okay, so and a little bit about my own personal interest in hypothesis. Anybody in chat wanna take a guess at what all of these people here have in common? So we've got Whoopie Goldberg, Bill Gates, Robin Williams, Tom Cruise, Gavin Newsom, Agatha Christie, Jay Leno, Steven Spielberg and by some estimates, like 50 to 80% of incarcerated people. Okay, I'm seeing in chat, there are readers, I hope that's true about all of them. Learning disability, yes. And I see now here the answer dyslexia. So yeah, these are all humans with dyslexia. And dyslexia is something that really kind of runs rampant in my family tree, but also is just the most common learning disability impacting up to 15% of the population. And let me click here. I think it's something that I'm starting to see more conversations about among educators but isn't as widely talked about as you think. It is a neurobiological difference in the way that the brain interprets reading. So it makes reading really difficult and really time consuming. And so it's possible when our students are struggling with reading in our courses that they're not just blowing us off or going out with their friends or too busy with too many jobs or whatever the reasons are, it's possible that they're actively doing the reading and working really hard at it, but they have a learning disability that makes reading more challenging for them. And one of the things about hypothesis that I think is so valuable is that it can help provide that kind of just in time help for those students. While recently there have been some states that have passed laws to try to do some universal screening for elementary school students for dyslexia. This is very recent. I don't think we're gonna see the trickle up effects of that for a long time. So for the most part students are in our classes right now and they don't know they have dyslexia. What happens is they show up in our classroom with this like imposter syndrome where they feel like they're dumb. They feel like they don't get it. They feel like they're just maybe not supposed to be there. And that is not true at all. Dyslexia is not a sign of low intelligence. I think if you think about the people on this last slide, there are like really brilliant people, successful people with dyslexia. But if you think about the high, really high rate of incarcerated people with dyslexia, it's also true. I think that there's something about our educational system that maybe over prioritizes certain types of intelligences that makes things harder for a dyslexic student to get their degree, to follow that traditional pathway of sort of achieving the American dream. And it's hard for us. I think some people have a sense that like, oh, dyslexia is like an elementary school thing where a kid flips their Bs and their Ds. It is a neurobiological difference, meaning it stays with somebody through their life. And you can learn strategies to live successfully and even be a successful reader. Agatha Christie is identified as dyslexic. So it's not like, you know, these students are never gonna be able to read, but there needs to be really explicit instruction. And hypothesis and social annotation, I was interested in the way that we can really make reading strategies visible for these students, you know, something that usually happens in our head. Now with hypothesis students can see, oh, as my teacher was reading this, she highlighted this passage and, you know, maybe posted this little video explaining this concept or oh, this student said this in this part. So it looks important. I'm gonna stop and pay attention and think about that. You know, it really allows us to provide that like just in time support at home when students would normally be isolated trying to get through difficult texts in our classes without a big support system. Okay, so having said kind of a little bit about our interest as a district and my own personal interest, I wanted to turn it over to our other panelists, Maritas and Brandon to hear about the cool ways that Coach Acosta College instructors are using hypothesis. So let me stop sharing and pass over control to Maritas. Thank you, Kat. It's such an honor and privilege to be with you all and all of the attendees here today. I'll share a little bit about how I've been using hypothesis in my freshman reading and composition courses. So with AB 705, it's a California law which basically eliminated all of the below transfer level English courses. And so students, when they come to our community colleges, they begin in a transfer level English course. I'm based on, there's also some AB 705 work that's happening in ESL too. And so one of the courses I'm gonna share with you today is how I use hypothesis in an English course that has an ESL focus. So my group of students, they're English language learners, they're still developing their language skills in English. Some of them may have gone through our ESL program all the way up to the advanced level and then they go into my class next. Some of them are Generation 1.5 students who may have taken some ESL in high school. And then I also have just students who might be referred from other English professors who identified ESL students and they're like, you should head over to this section because this section is really gonna help you with your grammar development and helping you as an ESL student. So that's a little bit about the course that I'm gonna share about. And one of the things that we do at the very beginning is I introduced to them six reading comprehension strategies and they are making connections. So I ask students to, as they read, make connections to it and that could be connecting what they read to their lives. It can be connecting it to other books or articles or movies or songs, events. So as you're reading, think of like what this reminds you of. Another strategy is to visualize. So I ask students to create pictures in your mind when you read. You can picture, as you're reading, what can you visualize or what's the movie that's playing in your head as you're reading? Another strategy is to ask questions because good readers ask questions before, during, after their reading so that they can get a better understanding. So more strategies are to infer. So really teaching students like how do you read between the lines? How do you draw conclusions based on what you're reading? There's another one on determining importance. So teaching students how to pull out the big ideas especially when students are asked to summarize something that they read, they're having to determine well, what's important? How can I sift out all of the unnecessary details? And then synthesize. So how do you use what you've read to start creating your own ideas and form new ideas and interpretations? So those are like the six reading comprehension strategies that I teach my students at the beginning. And I've been using the reading apprenticeship framework for about two decades now. It's been a really fundamental part of my pedagogy when teaching reading and writing. And I started using this when I was teaching high school and I'm still using it when I transferred over to the California Community College System. And I can drop in the chat, a link to the reading apprenticeship information in case anyone's interested by West Ed. They're incorporating four dimensions of reading, social, personal, cognitive and knowledge building. And it's really about getting students to have a metacognitive conversation about what they read. So to actually be aware of their thinking. So one of the things I do when I teach these six reading comprehension strategies is I kind of fuse in the reading apprenticeship framework into that. And I first model for my students how I read. And so I'll do a think aloud where I'll read a piece and then I'll stop and actually vocalize my thinking out loud so that they can hear what's going on in my brain. So they can hear me ask the questions. They can hear me visualizing. They can hear me synthesizing out loud. So when I do that modeling and thinking aloud, I'm then wanting them to start incorporating those strategies into their own reading when they do it on their own. So I use hypothesis to practice these reading strategies. And I ask the students to tag their strategies that they're using as they're putting them into the margins, tag when you're asking a question, tag when you're synthesizing. And also for ESL students, we incorporate some kind of vocabulary building in there too so that students as they're reading they're identifying any unknown words to them. So since all of our readings connect to what they're going to then be writing about, I encourage my students to also make little private annotations to themselves as they come across any possible quotes that they may wanna cite later on in their writing. And so they can always go back when it's time to write the essay and already have kind of some pre-selected quotes that they have in the margins. I'm gonna go ahead and share my screen just a little bit of the feedback that we received from our students at Contra Costa College about hypothesis. So we asked students how useful was it for you as a learning tool? And we got 103 respondents to this survey. And as you can see here, the majority was hitting the fours and the fives thought it was really useful for their learning. And then how exactly did you find hypothesis helpful? And the one that got the most 72% is it helps me think critically about the reading, which is one of our main goals in teaching English is to get students not only to develop their reading and writing skills, but their critical thinking skills. And another important one that the students marked was that it helped me understand the reading. And I learned a lot from my classmates annotations and I think this is like one of the beauties of hypothesis is that not only can students type in their annotations, but there is the ability to reply to one another and they can have that whole conversation going on in that margin. And then down here, it says what features of hypothesis did you find most useful? And I found it really interesting that 68% of our students hit annotation replies. They really liked being able to go back and forth with their peers about what they're reading. So it's not really something that they're doing in isolation, but that it's something that becomes interactive among one another. So that's amazing. So some other ways that... Oh, and I'll share one more quote because that I read when the students were able to write some of what their feedback was on hypothesis. And one student wrote, hypothesis is great for discussing aspects of reading and expanding on each other's annotations. I like being able to see which part of the reading stood out to other students with the highlighting tool and seeing if someone wrote annotations about the same parts that I did. One of my colleagues, Ben John, he teaches creative writing at Contra Costa College. He uses it for groups of students to exchange peer review and feedback on their own work. So he'll take, if students are writing poetry, he'll take a group's poems and make it into a PDF and then share that with another group who can go in and annotate with their peer feedback. And so I thought that was a really creative use of hypothesis. And we're starting to now have a lot of interest in our journalism department. They're having students go in and annotate news articles. And we even have a nursing faculty member who is using hypothesis now too. And I know that my colleague Brandon has a lot of creative ways on how he's using hypothesis. So I'll turn it over to him. Thank you, Maritess. I use a lot of the same things that Maritess has talked about. So instead of kind of recreating a lot of what she's saying, I wanted to build a first off kind of looking at how students respond to hypothesis. And so I put together a list of unsolicited student thoughts. And I thought there was a couple that I really wanna highlight here. These are basically students who will chime in on my announcements, couple twice weekly announcements. I'll just put comments in. And these are basically where the comments come from. And so this is kind of really interesting, right? The hypothesis assignments were fun. I enjoyed the various components and seeing people's thoughts and opinions while reading. Looking forward to this week. I love this comment here, include more articles. When have we heard that? I mean, seriously, include more articles with this class. I seem to enjoy your readings and always left me wanting more. And that's coming from someone that would always say reading sucks. And so I consider that a win. And it says, I'm excited to tackle the assignments. I enjoy the annotations on the narrative. It's interesting to read the insights of our various students. And it just comes in over and over and over that we're seeing students really take to hypothesis in these big, big ways. And in my conversations with students, one of the things I've really realized that the value of hypothesis is it allows me to de-center authority within the classroom. One of the, I think students in my experience in my conversations, they tend to show up in the classroom not having done the reading. I'm like, well, why didn't you do the reading? Well, I didn't know if I was doing it right. I'm, you know, and that's so super frustrating to me. But I realized that with our educational system and the really kind of top down lecture format, students that aren't reading because they generally don't have to because they'll show up in a classroom and the teacher will say everything that the teacher wants to say and that authority is really kind of gripping onto that authority as a life raft. So with hypothesis, I set a culture of almost immediately in the classroom that there are no right or wrong answers. I'm not after an end game of making sure did you get it right? And, you know, what I do is I set up the same type of reader apprenticeship that Meritaz does with the same kind of response strategies very early on. And then I encourage them to comment to one another and I take a step back. It really allows me to go into the background and act as a cheerleader. And so I'm able to practice appreciative response and really highlight when students are saying amazing things some many times not something that I would never have even considered. And so we're able to then kind of build on these amazing, amazing ideas throughout the course. And so that de-centering of authority, I think, is crucial to getting our students to start to read and especially at Contra Costa College where we come from working class community of immigrants and reading is not generally an enjoyable experience in their past. It's often a sight of the feet being told, oh, no, you are wrong. And so with hypothesis and the building of a cultural understanding of these various texts we can really start to shine a light on our scholars and they start to believe that they're scholars because they are scholars. And so I think that's one of my favorite parts of using hypothesis. And then I never use it as a standalone assignment. It forms kind of the core foundation of the class but then it branches out into every other thing that we're doing within that unit. And so even when we go back to campus someday, right? Someday, it's gonna happen someday. But when we end up going back to campus, hypothesis is gonna really allow me to flip the classroom in some interesting ways, right? So instead of working with giving a lecture, which I despise lecturing, but instead of working to give a lecture, we can already have built an understanding of a text outside of the classroom. And then when we show up in class, we can work on project-based application of that material and start to really build and grow in some very creative ways. And so those are just some of the theoretical ways that I'm using hypothesis. And I literally use it for poetry and short stories. I use it for blogs and editorials. And I use it in kind of looking at webpage rhetoric. And I use it, I even figured out, found an old novel that had been PDFed and it was an eminent domain. And so I broke that up and put it into hypothesis and we read a novel together. And it really skies the limit. Social annotation is where it's at. That's pretty much why I'm at. Awesome. It's so inspiring to hear, I think, just the like different, like really innovative ways that hypothesis is being used in the classrooms. Thank you both for sharing like this, like I'm like taking notes and like writing down ideas myself as like, oh, I want to try using it in this way. In fact, one of the things you were talking about, Brandon, got me thinking about the way that some DVC instructors are using hypothesis. And I will say that like at CCC, we're seeing like growing usage of hypothesis among like various disciplines and departments. I think that's one really wonderful thing about community colleges is there isn't the sense that like, oh, like critical reading and writing skills are just like an English teacher's job. It's like, no, it's all of our jobs to like really improve students' reading and writing skills. And I wanted to say actually see some people here, some of our participants. I know our instructors at DVC and in our district who've really inspired me. And if you are here and you have a favorite way that you've used hypothesis in your classroom, I see some LPC, Loss of Cetus instructors I work with that are here that I know have great ideas like share. We'd love to hear your ideas in the chat. In fact, I saw Chris is here and Chris is our PD coordinator and an art instructor at DVC. And she uses hypothesis from day one to like instead of doing a syllabus quiz in the classroom, which can feel kind of weird. She has students annotate her syllabus and it becomes really interactive and they're using, you know, she showed me where her students are using well, GIFs or GIFs. I don't know what side you all are on. I don't wanna start a war there, but, you know, to really like start to build that community with her students from day one. And Brandon, now to circle back to what you were talking about about giving your students some kind of sense of like authority and feeling like they get to like join these conversations. We have a really amazing instructional librarian, Emily Moss who has inspired my use of hypothesis she leverages hypothesis to have students, you know, look at the ways, look at evaluate sources on the open web. You know, thinking about like the fact that sometimes as instructors we send students to these, you know, literary or academic journals that are behind the paywalls of our library. And it's great that students have access to them as students and our institutions. But, you know, the voices that are published there aren't always reflective of like the really diverse voices in our society at large. And there is like a lot of interesting academic conversations taking place on like Twitter or just in the open web where you maybe get more representative, you know, ideas and voices. And so she's using hypothesis to teach, you know, informational literacy and about evaluating sources that goes beyond like, I think the traditional like crop test, you know, it's like really looking at how people can establish and create authority and voice. And so I think, you know, there are just so many ways I love the idea of using it as like a peer review. We have instructors that are using hypothesis to, like in place of a Canvas discussion board because you do can layer, now you're layering the conversation with students and the author of the text and the instructor like all on the place where the conversation, you know, would naturally be happening around the text. And I like the fact that students see their names and the margins right next to a published author's name. So they're just so many creative uses. And I know we're getting close to the end of our time. We did want to talk just because we know hypothesis is free to use on the open web, but when it goes to using it in the classroom, integrating it into a learning management system can be really useful because it makes instructor feedback and assessment really convenient. And we all know how strapped educators are right now. So we wanted to make sure we got in a few tips about how to find funding. We did start with a pilot. And I think that if you can start with a small pilot instructor demand and building up some, you know, some usage goes a long way. We used it in our district at Canva Shell, which was a great way to, you know, share training resources or sample assignments. People would say like, oh, here's an assignment I tried and you can build up a lot of use interests and kind of support there. I think the hypothesis team is great at helping, you know, teams and colleges gather usage data. I have linked here a DVC funding proposal. If it's helpful for anybody to see that has like a sample assignments, it has some sample annotations and then it has some data to support how hypothesis is being used to meet federal and state regulations for regular and effective contact in our online classes, to build communities. So here our instructor replies to student annotations. Brandon, you're up there. So there are, we got, you know, the hypothesis team was great about helping us gather the data that we had like 71,231 annotations in our pilot, that this was really a cross-disciplinary tool that we were getting really positive feedback from both instructors and students. And so pulling together that data working with the hypothesis team is, you know, they make it really painless to kind of pull these statistics that support the usage of this tool in our classrooms. I'd also say that like funding can be hard in community colleges. We're not typically funded very equitably, but we did use a CARES funding in our district and working with a local or a district distance ed committee, while those are distance ed tends to be kind of underfunded in general in the community colleges, those teams will be good at helping identify funding, whether that's CARES funding or, you know, like student equity funding, it's deep on our campus or even using a program review to have departments identify the need for a tool like that can be really helpful. And just, you know, a couple of the main takeaways today, annotation I think, you know, can just really allow for that scaffolding and at home support. It doesn't have to be all text-based. You can annotate with image, with video, with audio, which can help support students who are struggling with the text-heavy learning. And that, you know, social annotation really does lead to this increased sense of community where instructors and students in a class can really start to build kind of a collaborative spirit. So with all that said, we've got like a minute or two here. Are there questions that have come up in chat that we can help answer? Let's see. You know, Kat, one question that came up was, and you guys did address it a little bit in chat was to focus, Dino was asking to focus and a bit more on this, you know, exactly what kind of prompts you all use. And I know that you answered in the chat, but I'm wondering if maybe Monitez and Brandon have specific examples of how they use prompts. Yeah, and just real quick, because I was looking at the time, I know that we technically were only gonna go to 9.45, but I think we're happy. I think Maritez and Brandon to stay and chat with people another 10 minutes or so if people wanna stay. But also we won't feel offended if people are like cruising off to other places. But yes, I'd love to hear Brandon and Maritez address more about how you deal with that. I do have a couple of assignments at the ready. We can kind of look at a couple of different, whoops, versions of them. Okay, okay, take a second there. So here's just a few. I find that I like to use deep instructions really clear, simple in a lot of ways, especially in the beginning. This would be a very beginning one. I give a whole video that addresses one of the questions that came up about students having to learn another kind of app. If I give a video that just kind of goes through how they can utilize it and how it works. And hypothesis is so very simple. I think they figured it out pretty quick. The main thing is students will forget to hit the post button. And so I just have to remind them early on to keep doing that. Then I like to set it up with a little bit of a video discussion real quick. Sometimes I'll set the context or really just encourage them to take chances with their meaning making process and that there is no right or wrong answer. I like to reiterate that. And then just leave a couple of things to think about as I read through it. I base most of things on the, what I call the powerful passages strategies, just reader apprenticeship, right? It's just a take on it. And I find students really, really enjoy having these options of ways that they can connect to the text. And then here we also do it. This is another sample of when we use it for peer review. And so I think the key really with this, with the instructions as clarity, make sure we're really clear on what you want students to do. And then make sure we're present in the conversation giving praise to students who are accomplishing these goals and show everybody where it's happening well. And then students will continue to take over that. Students like to know that they are winning and the more wins that they accumulate, the more they wanna win. So that ends up being kind of the key to most of my instruction, clarity and support and positivity. Meredith? Yeah, I put a little bit about my prompt in the chat, but I think it is helpful, just like how Brandon showed for the first hypothesis to have that how-to video if you're teaching fully online. So that students don't get overwhelmed by this new tool because we do want them to focus on the content. But sometimes the technology can get in the way. So for the first time, it is good to just show them how to use it. And then after they figure that out on the first one, they're good to go for using hypothesis for the rest of the term. Awesome, thank you. Yes, I agree. And as you're chatting, I saw a question come in the chat about, is this a tool, like there can be the sense that like we overwhelm our students with tech tools, but I think hypothesis is intuitive and easy to use. There's not like a high bar for the technical aspect of it. It's literally like you highlight the text and a little text box pops up and you can type in it or paste your YouTube link or whatever it is. And like, so there isn't this like, with something like Canvas, like you need to kind of really onboard students and give them like a lot of framework and understanding of how to use it. But with hypothesis, it's like a really quick onboarding process, which is nice. Cause I do agree that that can be a concern. Jeremy, your hands up. What's that? Yeah, I wanted to take it in a pretty different direction from the practical. I think it goes back probably over a year, Kat, that you and I have been talking about. I think in our first conversation, you mentioned AB 705 and I've sort of learned more about it and really have had the adoption within the California Community Colleges of Hypothesis is remarkable with the Contra Costa district kind of leading the way, but Katie's here from Las Vecitas and Chabot, which is also moving forward as a district. So there's this huge adoption and a lot of folks have contextualized it in the wake of AB 705 and the acceleration project. And I had always, I just wanted to sort of reflection that I'd like to then hear your thoughts about. I'd always thought about social orientation and be valuable in that context for one of the takeaways that you mentioned, Kat, right? In the absence of those support level courses, being able to provide scaffolding and at-home support in the attention, you know, a student that might normally be in a class with a lot of, you know, maybe learners at a similar place, now there's learners in lots of different places and this allows you to kind of zero in and see where different students are at. I don't think that's invalidated by the point I'm about to make, but I was really just, I don't know, it's far as not the right word, but I was just really, I thought it was really poignant, Brandon, that you mentioned that actually it's not the presence of authority that necessarily helps a student accelerate, right? It's not more authority, right? And more presence of authority. It's actually that possibly the removal and the de-centering of that and that a student knowing that there's not necessarily a right or read and that they are a scholar may be, you know, I just, something clicked for me when you were talking about that, that was like, oh wow, that's what's the, you know, one of the most powerful pieces here. I mean, I think it's both, right? You do need to be present. It's important. You need to know that there's a community and you mentioned this too, Cap. Anyway, that's something that hit me today and it's all based on stuff you guys have said, but I just be interested to hear your thoughts because I've always been fascinated about this 87.05 context for the popularity of social annotation. Yeah, I think one of the really, you know, I guess transformative aspects of culturally responsive teaching is that, you know, you're taking that students actually bring something to the classroom. That it's not all just coming from you and it's not like they're empty, right? And we're giving them all the information. They bring a lot to our classrooms. And, you know, with hypothesis, if you just, you know, I'm in there jumping in once in a while to kind of steer the conversation, but it's really centered around them and them helping one another out. And sometimes they're kind of doing what I would do. It's like, wait, no, actually, I don't think the author's writing about that. And so I'm just like, yes, yes. So I think it's important, Jeremy, for us to recognize that, that our students have a lot to bring and it's about us trying to empower them to take it further. I'd like to jump in on that, if I may. Kat showed some numbers. It shows that I have a lot of responses. Those responses are primarily, when Meredith just said, I say, yes. Most of those responses are me going, yes, I love it. Thank you more, please. Over and over and over and over and over again. And I think students really are empowered by that and then they jump in to take the lead. It's not uncommon for me to, I mean, I grade these things and I might require four or five annotations. It's not uncommon for half the class to have 20 or 30 annotations in a particular document. It's incredible. What happens when you step back and let their brilliance come to the forefront? And so I think hypothesis allows us to do that, but we're still present, right? We're always present. They know we're there. And we're just like, yeah. I described it to a colleague of taking a young child, a shy child to possibly to like a playground and just, oh, get out there, have fun. Yay, I see what you're doing, that's awesome. And that child just kind of grows as a result of that and grows into their scholarship. So I'm already a fan, we know that. It's so many possibilities and I've heard so many great ideas that I'm gonna steal moving forward. Yes, so many great things to think about. Yes, as you all were talking, I was just thinking about the way education has changed a lot for a lot of really good reasons. But if you think back to that type of education, I think a lot of us got when we were students, not that we're not still all learners and students now, but there's a sense of a traditional classroom where you read something and then take a quiz on it where as an instructor, you might ask a student a question and then they pick the multiple choice answer that's correct. I call it like the binge and purge model of education where you kind of pump students full of information and then expect them to like regurgitate it back to you with a right answer. I think hypothesis has so much power to like, again, like get beyond that and have students be actual contributors to the conversation, right? Their annotations are additive. They're making a connection to something in their life or they're seeing themselves as capable of questioning an author and be say like, I don't think this person got it right, right? And so I love that it makes education an additive experience, like we're all gonna grow from this rather than like, I just have to find the one right thing that I'm supposed to say and pick the right answer kind of thing. So that's really powerful. So I'm looking at chat, I see, does anyone know if there are any Canvas comments pages introducing students to how to use hypothesis? Oh, yeah, I see Nate popping in with some of the hypothesis support materials. That is one thing I really appreciated about the hypothesis team is they've really gone out of their way to make like student support pages. There's some, I think I see it coming in there like the annotation tips for students that like help students think about like, well, what does it mean when my teacher tells me to annotate something, right? Because we want them to do more than just like highlight a text study show that just highlighting isn't that effective, right? We want them to actually have a conversation. And so there's a lot of great links there and I don't know if I've seen something on the Canvas comments, but Brandon looking at your stuff, I'm like, oh, you should put some of that up on comments if you're open to it, because it's beautiful. You've done such a beautiful job of scaffolding those assignments. Hey, I know we're just about running out of time. This is Nate. I'll just jump in with one other kind of announcement. We're just putting the final touches on a thing that we're calling a liquid margins collection and what it'll be as a site, a kind of library where you all as educators will be able to post any resources that you've made and want to share with the wider community to be anything from like an assignment to syllabus or prompts or a video that you've done, anything that you want to share with the wider community and it'll be tagged and searchable and so on. So keep your eyes out everyone for an announcement about the liquid margin collection coming out. Very cool. That sounds awesome. I'm looking forward to that. I think I see someone with their hand raised. Did you, let me see, can we allow someone to talk? I'm looking on here. Oh, did you want to share a mutant, share a question or an idea before we all go our own ways? Was he meant all right? Yes, yes. I just wanted to say that before when I signed for this webinar, I didn't have any idea what was this all about. I just went in and I signed and I'm very glad that I was able to learn all these new things. I'm very, very happy what you guys presented and I'm very happy because I teach Spanish, advance Spanish and right now we're doing a book, Hannibal in Spanish and I'm teaching the students how to read in Spanish and this is when I come out like a perfect. So I'm very glad that it came on time. So I'm gonna, I have a lot of ideas after I see new videos to get things out too, to be able to help with them and teach them how to read in Spanish, novels in Spanish. So I just wanted to make that. That's amazing. I love that idea. Thank you so much for joining us today. Super serendipitous, but I think that sounds like a really great use and feel free to reach out to any of us. We'd be happy. I know all of us in education, we tend to be pretty geeky and happy to chat, talk shop. So reach out if you have questions and stuff comes up. Thank you. Thank you. And I think that takes us to the end of the hour here. So we wanted to say, oops, that's not what I wanted if I could press the right button. We wanted to say thank you from all of us, from me and Brandon and Maritas from the Contra Classic Community College District. But also a big thank you from our hypothesis team with us here today. We have with us Franny and Jeremy and Nate and Becky. So thank you all very much for joining us. The recording will be available on the liquid margins website. Pretty soon here. And I hope you all have a wonderful long weekend. Thank you so much.