 Good afternoon. Welcome to the introduction to social annotation and secondary education session. My name is Lori Buckin and I'll be your hypothesis tour guide for the afternoon. So, invitation, what is it, what's brought us all here today. The first thing that we like to do is use this quote, that's a favorite of our VP education Jeremy Dean. We have all seized the white perimeter as our own and reached for a pen if only to show, we did not just lays in an armchair turning pages, we pressed a thought into the wayside planted an impression along the bird just from Billy Collins marginalia. And this really speaks to what annotation is what is annotation it's it's we're making our mark we're thinking critically about what we've just read, we're being an active participant with the content. We're thinking with those who've read before and who will read in the future the same content. It's an age old scholarly practice from pretty much from the time that books were invented scholars students and everyday readers have been annotating in the margins of books. It makes us better readers. It makes us more attentive and helps to build our understanding. So, when books and other assigned readings moved online, we lost that practice and learn this essential skill with hypothesis, when hypothesis is active on a page. It allows you to do annotation it allows you to select text and add in an annotation. It allows you to reply to any annotation that's been made. It allows you to do the ability to start those conversations in the margins again. How does hypothesis work in teaching and learning. Well hypothesis makes reading active as you can see here Sarah gross from high technology high school has provided some feedback hypothesis enables my students to contribute to the conversation whether they're frequent class participants, or the type that like to sit back and think about responding. I can't call on every student but by annotating together we can all join the conversation. Using hypothesis it allows all the students to contribute, as she said it can be those that are extroverted, who, you know, in class would normally be the first ones to answer a question. They can still do that, but it also allows those quieter more introverted students the ones who have to think a little bit, also have their opportunity to comment. This is an example of an exercise where the instructor asked students to annotate using current means. So it became this really fun interactive discussion around, why do you think that that mean relates to this piece in the, in the assignment. So they're really great creative ways to be using hypothesis and helping to make reading active for students in your plans. So hypothesis also makes reading visible to you and also to the students and to their colleagues, or their, their co students. As you can see here a student said one of their student feedback was I loved using hypothesis to annotate class readings. It was especially helpful when annotating with my classmates, because they made extremely insightful comments that made me think more critically about the language. And that really is what we want students to do when they're using when they're annotating and, and reading, we want them to think about what they've read we want to want them to consider other students insights and help them sort of broaden their own horizons. Hypothesis also makes reading social students can really grasp on to this part of the end of annotation because they're no longer alone, while they read. They are reading together, and it helps them to feel connected and engaged. They currently right now in, you know, in, in everyday life. This is what they do they're inside of games they're online and they're talking to, you know, their, their colleagues and their friends inside of these games right on top of the game that they're playing and this really mimics that it allows them to start those conversations on top of the, the content that they're engaging with. The same as we said earlier, both introverts and extroverts those who are quick to answer and those who need a little time to think. All individuals can contribute and it allows them that time to process and, and, and not feel like they're under the gun and having to feeling too shy to put their ideas out there. And I think the person Sarenzia from St. George's school says, I'll have students who don't like to speak in groups, but when they get into hypothesis, they're the ones driving the conversation. They drive discourse, and they'll have all of their peers jumping on to comment and engage in ways that just doesn't happen in classrooms. So what about hypothesis in your LMS hypothesis was developed, the hypothesis LMS app was developed based on feedback from educators. They didn't want to have to send students somewhere to create an account to have to log in to join a group or a classroom. And so what the LMS app allows them to do is to benefit from single sign on and automatic class rosters so as soon as a student logs into your, your school's learning management system whether it be blackboard or canvas or bright space, Google, Schoology, Sakai, as soon as they log into your class as long as you've set up the assignment with hypothesis enabled, they have access, and you'll be able to see their comments, be able to filter based on student names and also integrate with your grade book. And here's an example if you see on the far left, and we'll jump into demo of hypothesis just in a moment but this just gives you a quick overview when we take it when we're talking about grade book integration. On the far left you'll see the actual content so the reading that students were assigned in the middle is the hypothesis sidebar. So this is where they would make their annotations and add in their comments on each other's work, and where the discussion happens or the conversation happens and then to the far right is the grading toolbar. And so you'll be able to if you set it up as a graded assignment within your LMS. You would be able to scroll through and filter on a particular student name and be able to see any of the comments or any of the annotations that they've made. And then you can scroll back to the comment in context amongst the larger rest of the student population comments. So it allows you to take a look at their work and assign them a grade and then that will easily integrate into your grade book. So questions what can you annotate so you can annotate PDFs, you can annotate web pages and online articles, and you can what annotate open textbooks and OER content. And we are working very closely with a number of publishers so coming soon will be the ability to annotate on ebooks and textbooks. So if you can annotate what can you put in an annotation. So you can clearly do a text, you know, you use regular text when you're creating annotation, you can add in links. You can use images, you can add in videos, you can use tags, and we'll I'll show you a little bit about that when we jump into it in a minute. Students can use emojis. If you are math or science, and your students are familiar with latex, they can annotate using latex so they can actually annotate a mathematical document using the formulas, instead of trying to explain what they're what they're asking about. Again, coming soon are is the ability to annotate using voice thread h5p interactives and and much more as we go go through product development. So the hypothesis demo, let me take a moment. I'm going to move over here. We can't possibly show you all LMS is in one one sitting but what I'm showing you today is campus that just seems to be one of the more popular LMS is but really the experience once you get inside of your own LMS and we set this up the experience of hypothesis is virtually the same. It really where it differs is in how you set up the assignments. And what I've done here is I've actually clicked on the assignments are Mary Oliver wild geese inside of literature 404. And I wanted to show you an example of how a faculty member has set up an assignment. So when they were creating their assignment, these are the directions to the students around how to use hypothesis so they've asked them to look for the following poetic elements at work in the poem character structure tone device theme. And the instruction is located an example of one of these elements in the text create an annotation and explain how it's operating and tag your annotation with the corresponding term. So if you're doing an example of structure tag it with the word structure, etc. And what what this tells me is I've already clicked on the reading so it's opened up in a new page and I'm just going to click over there. So here you see hypothesis enabled on an assignment. So to the left is your reading to the right is the hypothesis sidebar. So if I will come in here, and I want to instruct students to read through it once without looking at any of the highlights that maybe have been done already. I can tell them to click on this little I, that will turn off all of the highlights or annotations that have already been done. So they can read through it formulate their own ideas, and then turn the annotations down so that they can see what others have done. When I've done reading and I found my example of structure, for example, and this isn't actually an example of it but I'm just going to help. I'm just going to use it as an example. I would just scroll over top and highlight, and then I have two options I can highlight if I highlight. It's only me that sees it so I it's highlighting is a personal act. What you want them to do is annotate. They can use highlighting as a way as a study tool they can turn off the highlights highlight for themselves, and they'll only see those highlights, but in this case it's an annotation assignment so I want them to click on annotate. When I do that if the hypothesis sidebar has closed it will open back up. It shows me by virtue of color, where in the what content in the reading I'm actually referring to. And then this is my text box where I make my annotation or my comment, you have full text functionality so you can bold talus eyes put something in parentheses. This is where you can add in a link. So if there is another reading that the student wants to refer to. You can add the link in there or there's music or video or anything they can add a link in here, so that it becomes a even more interactive type of communication with your the rest of the class. They can add images similar to the example assignment that I showed you earlier. They can do an entire assignment based on or annotating based on images so it can become really creative and really fun for you and your students. So whether if you use latex if you're math or engineering or science and you use latex and students can actually do their annotations using latex as well. They can use bulleted and numbered lists. And then this is where they would add the tag so I'm just going to put in this is an example. So that's my, my annotation, I would put in my tag based on structure, and then I'm going to post so I'm not going to do that here because you know every time I do a webinar I add in extra nonsensical comments so I'm not going to actually add it but I would click on post actually I will add it. I'm going to post it. And then it will show in the annotations. So as I go through my annotations on the right, I can see the color changing on the left so that helps me to see what area or see the content or see the content in context of the full reading. Some other things that you can do over here so as a participant so I've made my con comment and I've made my annotation, but now as a student, I can come in, and I can comment and as you can see there's quite a conversation going on here. So I can add in my comments and continue the conversation I can ask questions. I can ask for help. If I don't understand something I can put that in there and my fellow students will can, you know, provide me with some prompting or give me their ideas or you as a teacher can come in as well and add in your own comments and be part of the discussion. So that's where the community really starts to build, and students really feel that they're not alone in the class and they're not alone in the reading, and you as the teacher can see, where are people struggling if there are quite common questions. Where are they struggling, what areas. Maybe could should you or could you cover in a more synchronous session of the course. And also you get to see, you know, everyone participating. So if I wanted to. Again, we talked about the tagging if I wanted to, you know, just take a look at anyone any of the comments that dealt with structure, if I type them up here, as long as it's been tagged, then that information will will show up here and I can filter the content. Based on the area that I want to cover in that conversation with the class or the area that I want to grade at that moment. So tags can, and they can be very creative and you can use them in all kinds of ways but that's really just the one main area that the main way that we use tags right now. So that's basically it. Are there any questions, I guess I'll stop for a minute and ask if there's any questions. That was a great question. One of the important pieces to understand when you're setting up an assignment is that if you are using PDFs, you need to make sure that your PDF is accessible and what that means is as you can see when I'm highlighting here. I'm actually highlighting at the word level so I'm highlighting, which then will make the annotation will take the annotation to those words. If you have a non accessible or what we call a flat PDF, you won't be able to highlight specific words, it will only, for example if I try to highlight this image, all it will do is give me the box around the image I can't actually highlight any of these words down here. That's what your experience will be if you're not using an accessible PDF. So the, the process is called OCR, you want their optical character recognition, and there are a number of programs online so if you don't have the ability to do that. There are some free things that you can download that will will allow you to scan a PDF and they'll run it through the OCR software to make it accessible. However, if you're struggling and you have that question, you can certainly reach out to us or our support team and we do have a mechanism to allow you to do that. And we will help you help you create an accessible PDF, and we will also hopefully they'll drop it in the chat there is also a tool that we support or that we recommend that you can use if you have a non accessible PDF and you can run it through that program. And we will make it into a an accessible PDF that you would be able to use the, I guess the other piece to good point. The other piece is a lot of the on campus, the copier printers that you have if you're using that as a scanner to scan your your document as a PDF, most of them do have OCR software built in. So if you're using that it should come back as an accessible PDF. Any other questions on this. Excellent. Okay, let's pop back to our presentation. So, what do you do now. So you've learned a little bit about hypothesis we would be more than happy if you have more questions, please feel free to reach out to the education at hypothesis team. If you have that email address they'll drop it in the, in the chat for you, and you can reach out to the team, and we would be happy to set up individualized demonstration for you, or for any of your faculty on campus that would be interested. And the next step we would love to have you join our pilot program. The pilot program offers is full faculty and student or full faculty training top tier tier one technical and pedagogical support, as well as unlimited access for faculty and students. So the idea of the pilot program is you, we work with you to get the integration setup with your learning management system. And then for a the period of the pilot you and all your faculty and students will be able to make use of it explore hypothesis to see if it's something that you would make use of in your course. And be able to without sort of any limits be able to try it out and have to get students feedback and get your faculty feedback to see what courses it would be, or what disciplines it would be most valuable to you in using. We currently have an over 300 different schools, colleges and universities who have adopted hypothesis or are piloting these secondary schools are currently partnering with us and working through a pilot. And then they're providing we would like to thank all of these schools because they're providing all kinds of great feedback to help us in the development of hypothesis and to help us understand where hypothesis resonates the most within the secondary and the K to 12 market. These are the schools that are currently piloting or subscribing with hypothesis across higher education and school. Check this out, go to our website web dot hypothesis. And you can see all of these schools if you want to take a look more deeply into schools that are involved with us, but it's always a nice tie as well if you have an institution in your area that is using hypothesis it's great to introduce your high school students to the tool so that by the time they get to the college or university of their choice they're familiar with it and they, it's, they already know how to use it and so their instructor can move on to sort of more creative uses of it. To talk about the pilots include top tier one tech and pedagogical support will work with your team to set up the integration. We have an extensive knowledge base that you and your team would have access to. We provide the tier one support directly for instructors and staff. We have a ton of classroom guides and if you are interested, we can provide one to one instructional design consultations to help you understand the pedagogical value and how hypothesis could help in your specific classroom or discipline. What I'd like to invite you to now is to get started with a free trial. So the nice part about hypothesis it's an incredibly flexible tool. You don't have to use it on every assignment it doesn't have to be used from the beginning of class. And so we have a lot of teachers who are interested in giving a world in the next couple of months the remaining couple of months of their classes to give students something a little something different to try something a little bit more exciting. Something that will you know facilitate some different types of conversation. So we would love to have you try out in your classroom trial hypothesis for free will help you set it up. You can add it to your class for the remaining couple of months, get your feet well wet try it out. And see if it works, see how easy it is to set it up on an assignment or two, and it helps you to sort of understand where and how this might improve your students experience over a pilot term which would be sort of starting September and going through the fall. Feel free to visit our website. Again, it's web dot hypothesis and it's hypothesis.is you can take a look at who our team members are or you can email us at education at hypothesis. We'd be happy to one of our team members will reach out and get back to you with any information that you need or to set up an additional similar session to this if you think you're other colleagues would be interested in in having a look at hypothesis. Just two more quick things. We host a show called liquid margins, and I would encourage you to take a look. Go on our website. Take a look at some of the sessions that have already happened we've got recordings of everything there. The show is where we collaborate. We talk about social learning. Usually we facilitate but it's led by colleagues. So, or your colleagues so teachers or professors at any some of the institutions that are already making use of hypothesis and they're sharing their ideas of what's worked. We talk about creative ways they've used hypothesis. So it gets you your thoughts, thinking about going. We have one, a couple on back to school one for engaging faculty and one for engaging students. We have a great session read write and annotate have one where it talks about math students using annotation which is great. A lot of our math teachers and faculty members are extremely excited about this option because they're just hasn't been away for them to work with students and help them to learn how to read and disseminate and digest mathematical articles so this is a great tool for that. So I would encourage you to go to that go to our site and check them out feel free to register for any upcoming sessions. And if you aren't able to make the session but you've registered we will send out a link to the recording. So you can benefit from it, even if you weren't able to make it. And lastly, we are hosting the I annotate 2021 conference. It's our eighth annual conference for open annotation practices and the technologies. It's completely free, and it's virtual due to, you know, the, the ongoing times. We have five days of keynote speakers, a variety of panels and interactive sessions, you can attend live or you can view them at your convenience. Same as with the liquid margins if you register, you'll get information about all of all of the sessions. But if you aren't able to attend, then you will receive for any of the specific sessions or panels that you register for, you'll receive recordings of them so you can watch them at your convenience. If you'd love to have you. That's it for for for the information that I wanted to share with you today but I'm now open I'll stick around for a few minutes for questions. So please feel free to put your questions in the chat or raise your hand. I can see that my colleagues have been answering questions as we go so that is excellent. But if there's anything more or if you were a little hesitant to ask a question in front of the full group, definitely stick on I'll wait until everyone's left. And I'll be here to answer any questions. Thank you so much for your time we really appreciate it. Have a great afternoon.