 Hi folks Good to see a great group joining us today. I know it's a stressful time for folks So I wanted to just start off by taking a breath together. We've got a very deliberate In through the nose out through the mouth breath to calm us down and it's gonna be okay. We're gonna work together to To keep doing the work that we do and teaching and learning whether it's online or whenever we return face to face So on the count of three we'll do in through the nose and out through the mouth ready One two three, I can I can only see the panelists, but nice job panelists Welcome to this webinar on social reading collaboration and remote learning with hypothesis There's a bitly link at the bottom of this slide here. I can make and throw it into the chat bitly slash hype remote You can get this desk deck for yourself There are a number of resources embedded within that are direct links to help you get started in various ways So I do think it's a useful resource to to bookmark I've been thinking over the past few days about this in reckoning with this moment that we're in Losing the ability to work face-to-face with our students And I came back to a quote from Jennifer Howard in an article in the Chronicle Education where she this is very early on when Tools like hypothesis were emerging and she wrote a an article on on social reading and there's a great line in it Online a book can become a gathering place a shared space where readers record their reactions and Conversations and it's that part about the gathering place that I really want to focus on that I think Texts are a wonderful place to meet with people That's really why I went myself to get a PhD in English because I loved talking about books with with students and That's why I wanted to become a college professor And that's why I've moved into the collaborative annotation business Is that I think books are a really powerful place to meet and tools like hypothesis social reading collaborative annotation tools Make it possible to meet there Of course, it's wonderful to be face-to-face with your students in a classroom if you teach in the sort of seminar style But this is another way to do that especially in this moment when we when we can't gather like that I'm joined today by three really friends wonderful collaborators and colleagues Mike Goodsward from Dartmouth cat King from Diablo Valley College in California and Amanda LaCastro from Stevenson University in Maryland These are folks that know a lot about online and blended learning. They're folks that know a lot about Annotation and about hypothesis specifically They've published about hypothesis. They presented on hypothesis They have inspired me multiple times and in the course of our collaboration about What this thing I'm working on hypothesis and collaboration and collaboration means So we're gonna hear from them later. I'm gonna try to move through my part of the presentation Rather quickly so that we can really hear from them and then and then have a discussion. I Do want to shout out to my colleagues at hypothesis? It's this is a hypothesis is a great mission-driven Company with folks that are really focused on the health of the internet and commentary and information on the internet And really focused on bringing collaborative annotation to the teaching and learning space now And my colleague Nate in the upper left-hand corner is with us today And if you work with us, you may encounter other folks here Especially Michael the Roberts and Caitlyn LeMay who work with our success team and help schools get up and running Hypothesis and help teachers think through how to implement hypothesis in their classrooms Many have already heard this but as part of our mission-driven approach to to education and to annotation We have decided that for the next six months or more eight months for the rest of the calendar year We are offering our LMS integration the pilot program Production usage of hypothesis all free of charge So if you're not yet a piloting your school is not yet a piloting institution There's no cost involved to pilot hypothesis And if you are piloting then you can move to production in the fall Without a cost and this is something we'll reevaluate as the situation that we're in unfolds But we really want to make it we think hypothesis cloud orientation be really valuable as a lot of folks are pushed online that we're not there before I'll talk more about that and we really want to make it possible for folks to to leverage this technology in this in this moment of need without the monetary obstacle so part of the way I've been thinking about annotation really forever, but especially More recently is that annotation is nothing new and this is what originally attracted me to To this kind of technology I remember being at a presentation of different learning technologies at University of Texas where I got my PhD in English and kind of Losing my attention through some of the presentations. They were really really cool stuff like teaching composition through second life sort of a virtual reality game I guess not virtual reality, but you know video game way to teach Composition and it didn't didn't resonate with me even though I was you know relatively tech savvy and tech curious But then somebody presented on Digo bookmarking and collaborative annotation tool and it really just hit me It's a moment I remember and it's you know Obviously turned into nine years of my life working in collaborative annotation technologies But I remember right then in their state seeing this is a traditional teaching or learning practice That is now moving into the digital age with valuable added affordances And it just it just made a lot of sense and it seemed easy to do and resonant with ways that I'd taught previously But also doing some new stuff right by you know socializing annotation and making you know adding adding the sort of networked and multimedia affordances to Traditional analog annotation so for those that are new to teaching online and even blended learning for those that are new to Technology as a teaching for those that are chalkboard Educators if you will I don't think this is a big lift It's it's an easy thing it builds on stuff. I'm sure you're already doing in some ways And it it'll help you in the digital space and and also maybe bring in some some digital pieces That will help ways that you've already been teaching for a while not asking you to change the way you teach By adopting hypothesis. I think can help the way you are already teaching I used to hand out this poem just to show how old school. I am and how old school annotations I used to hand up this poem by Billy Collins the first day of class when I taught English and composition As a really try to try to inspire my students to write in the margins of their books We've 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 who pressed the thought into the wayside planted an impression along the verge For those that read up on you know Education theory, you know social not social learning, but active learning right active reading. This is what Billy Collins is talking about right not just Skimming over the pages, but investing some of your energy Intellectual energy into the book as you read to really try to comprehend it But also to develop your analyses about about the words on the page and bring something to class If you're gonna have a class discussion or make notes that will then be harvested later as part of some summative assignment like a paper Or you know mark it up so that you can take a reading quiz on it the next day probably not a shocker as sort of you know educational technique here and It's been around really since the invention of the book this idea of writing the margins those of you that are scholars as well as Educators know we've been writing in books since the invention of the book if not earlier Adding our thoughts in the side in the side there in the white space, you know Bringing in context Focusing our thoughts around the text in in margin alia But we lose this ability to write in the margins a lot of the time when we start to deliver content online Which people have been doing already and maybe more so now that we're not going to the campus bookstore This is what annotation looks like in the digital age It retains some of the features that one would expect from you know analog paper annotation You can still have your personal marginal notes in the margin of attack in the sidebar of a text But you can also perhaps see a public layer of annotation where folks from across the world or across the country Can be collaborating on a particular document something in news for example And you can have any number of private groups that are formed around a text communities Really that are formed around the reading the text you might have the community of your colleagues when I taught a composition at UT We used to all teach the same text for freshman comp We'd all have the same base text and so hundreds of students across the Across the university dozens of Instructors across university while reading the same text. This is a way that I think it would have been helpful for me and my colleagues in composition To talk about how we're gonna teach this book To have a private sort of teacher layer to talk about the book And then of course we could have had in addition to that any number of private layers for our individual course groups Before we hear from the experts, I just want to highlight sort of three ways that instructors and students That I've worked with over the years have helped me to start to think about the power of collaborative annotation and social reading and Hypothesis in particular in their teaching and learning the first is again nothing new hypothesis makes reading active Lawrence Hanley Wonderful guy at San Francisco State University I want students to learn the profits and pleasures of careful engaged reading to cultivate this kind of reading and learning I've tried a lot of previous annotation tools, but hypothesis finally delivers on the promise of digital annotation For those in the humanities, this is probably nothing new We want this out of our students But I've learned also over the over the recent years that this idea of close reading of paying close attention to textual evidence of Grounding claims and textual evidence isn't really something restricted to the humanities, right? This is something that across the disciplines is incredibly valuable as students enter into college You know level education and need to start to pay closer attention to the text that they're Studying and ground claims in the text that they're studying and bring quotes into other, you know Assignments that that they do One way that hypothesis and cloud orientation make reading active in new ways though is of course you can add memes like it in the Screengrab from from Larry's course Where students were using memes to annotate a poem and in fact he actually this assignment was all Visual annotation Students were prompted to just find an image and annotate the poem with the image or annotate a line in the poem with the image This one I think is new though as I said I used to hand out the Collins poem and tell my students to annotate But really it was five weeks later that I evaluated them on that practice whether they did it Well, I'd look at a paper and see how they integrated textual evidence and whether their analysis was grounded well in the text And I'd grade them then five weeks later after asking them to do that to perform this task And never give them feedback about it really or never train them in how to do it and never help them do it and Collaboration makes it possible to see how students are reading To make what I think is largely an invisible space, you know, how our students read we see how they write, right? We get evidence of that but we really see how they read and this kind of technology makes it possible to see that Space and I think opens up above, you know, vast area for for teaching and and and for the learning sciences as well This is Linda Parsons at Ohio State. She's an education professor, so we should listen to her Their hypothesis annotations give me a window to their thoughts and understandings that I couldn't access otherwise I wouldn't get this depth of interaction in a standard discussion forum and it's true that I think Hypothesis can be seen both as additive too, but sometimes replacing the discussion form in a sense of really grounding the conversation in a text and really allowing any number of discussions to blossom specifically from a text whether they're teacher driven or student driven and Finally hypothesis makes reading social and this is a quote from Shannon Griffiths a student of Robin de Rosa Shout out to Robin at Plymouth State University in New Hampshire And this is from a while a while back, but I hold on to this quote with with dear life Hypothesis is my literary Facebook when I'm reading I sometimes wonder does anyone actually understand this am I crazy with this brilliant tool? I know I'm not alone and this goes back to that idea of community, right? And it's certainly something I would have loved to have as a student myself in graduate school when I was encountering You know Derrida or somebody like that for the first time and being like, you know WTF I have no idea what's going on here And I'd like to know that my classmates also were having that experience and I'd like to have been able to work with them To get through that of course I did do the work to get through that and that sort of individual effort is valuable But to to share the responsibility, you know, there's plenty in Derrida You know writing to to share and have everybody sort of work on their own to elucidate a passage And then share each other's elucidations to get through the to get through more of it together So of course hypothesis makes reading social. This is that you know leveraging of the Of the sort of network culture that we live in Normally annotations have been largely private. They still can be online But we also have this ability to share our first encounters with the text to share the ways that we're thinking through a text with our classmates and instructors can be there to to see that And to intervene whether to course correct if a student is confused Or to inspire if a student has found some thread that's that's worth investigating elsewhere Now I guess I have one more section before I turn it over to the experts just to give you a picture Some of you may know about hypothesis I'd be curious if the chat is telling us a little bit about who's new and who who is known about hypothesis for a while But when our tool is activated on top of a digital document It's quite simply you highlight text and you can create an annotation that annotation can be private only me Or it can be public shared to the world or it can be shared to a specific private group that you create or you're a part of You can reply to any annotation and this is really key for those that I'm going to turn around and bring this into a course I think depending on on how you plan to use an annotation in your course The reply feature and encouraging replies in students is a key piece right because if it is about discussion for you if it is about the discursive connection between students then You really want to highlight replies and maybe build it into your assignment so that you have those nice threaded discussions Around a specific piece of text. That's one of the most powerful things. I've seen in my use of hypothesis with students for sure I mean you can also share annotations. You can't actually share annotations that are private inside of a LMS implementation But public annotations can be shared and then linked to in powerful ways on the web. I mentioned annotating in groups and Then you can search your notes, of course, I don't have like a nice scholarly bookshelf behind me I should I need to reorient my COVID Video conferencing environment to have that nice, you know expert bookshelf behind me like you see on the on PBS when they interview a professor But all those books have highlights in them maybe sticky notes But I have to go and sort of haptically figure out. Well, where is that passage in the Gatsby? I know that I marked it up But I still have to find it and that haptic pieces is important and valuable But one of the cool things about digital annotation is that all your notes are digitized all the annotations are digitized All the original content is digitized so you can search through your your archive of annotations and then leverage them in powerful ways Um, you know beyond the moment of encountering the text Again, I've embedded some resources here throughout that might be useful to folks if you're going to turn around and try to implement hypothesis in my classroom Okay, I guess I have one more section I need to look ahead to where I'm turning it over to the experts, but it's going to happen soon. Um, for those that are Are thinking about turning around and implementing hypothesis The bottom line is get in touch with us support at hypothesis or Jeremy Dean at hypothesis Lots of ways to reach out. I'll highlight them later. You can make meetings with us their resources online We'll have other we have office hours now to help teachers get up and running But there are basically three ways to activate hypothesis on top of the text I think the easiest from the student and teacher perspective is the lms integration Some of you may be faculty to school and don't have the power to add hypothesis to your lms We can work with you on that if your admins are are open to the idea We have all the documentation in place and we can make it easy on our end to get up and running within lms It's an easy integration But this step may require you to talk to a local campus lms Admin to get up and running But it will in the end be the easiest way for students to get up and running because they won't be creating accounts They won't be signing in. They won't be figuring out how to turn on this powerful You know annotation layer on top of the text. It'll all be done for them in the lms They'll open a pdf and there's this annotation sidebar as you can see In the image. So this is the easiest way if we can do it We do have browser extensions that allow you to add a Sort of tool to your to your browser and then turn annotation on as you visit different documents that you want to annotate I imagine some of you might not know what a browser extension is And so that's why this is a little bit of a harder lift for you You may know what a browser extension is, but you're not interested in getting 50 Undergrads through a zoom hangout to learn what a browser extension is and add it to the various different Browsers that they might be working on that are at different stages of being updated, right? So but this is possible if you don't have access to the lms app To get browser get a browser extension and add it to your browser and leave the students through that We do have tutorials around how to do that So this is the best option for what we call in the wild use outside the the walled garden of the lms is the wild usage and and this is the best option there chrome and bookmark and and fire flocks are the optimal browsers there Um, and then finally we do have something it's not showing up. That's too bad Um, we do have a paste a link option. My image isn't showing up here We'll get it into the deck But we do have a if you go to via via dot hypothesis with the eye dot before the is It's a google like interface where you can enter a url and it will share a new url with With uh hypothesis added It'll only work for public web pages, but it is a quick and easy way I could go grab an article from cnn right now drop it in the chat You would be able to open it up and immediately be able to uh to annotate it If you have an account More on all that stuff later. I guess I have more sections. I keep It's not saying I'm going to go to the experts But I'm going to move through this very quickly and then pass it on to the to the experts and then we'll have a conversation Hypothesis in the classroom This is five ways and I'm going to move through it quickly. It's in the deck and we're going to hear from from Amanda cat and mike Soon to hear about how they've used it at their institutions, but Five ways that I've been thinking about hypothesis in this era where a lot of folks who are new to online teaching are are figuring out how to do it one Instead I've always thought of this as a sort of secondary benefit of hypothesis because I'm you know the English professor close reading, right? That's the that's the number one thing But I remember hearing from a ut professor many years ago who was using our tool in a history classroom And she said oh, she was doing primary source reading So obviously very valuable to have an annotation tool But she said really the thing that was cool about it was the community The way that it built community in my classroom the way that it bonded the students together And they were able to work together to build knowledge and collaborate Because they they transfer that to classroom behavior. They transfer that to other group Activities that weren't annotation based, but they had learned through hypothesis to work together in that way as a powerful thing And then in this era when we're not getting together face to face. I think that's all the more important For those that are new and still a little scared despite the meditation at the beginning and all my assurances Um, you can just enable hypothesis on your texts and see what students do You're turning on a valuable, you know space You're opening the margin on digital text that where it's not really possible to write anymore And you're creating a social space for them to interact. They may be asking each other questions depending on the level that you're teaching This is a way to You know easily add hypothesis without too much preparation on your part Another thing to do and this happens a lot at earlier levels of education is to just To annotate yourself to be a guide through the texts that are now online I was thinking this is something that really a lot of us at least in the humanity spend our classes doing And I saw a professor of the classics think at Xavier University. I saw her in a group in our in our sort of data feed She was just one one active user in the group, but hundreds of annotations Like what is this person doing? I saw what what what the the course was a classics course And it was clear to me that you know, this is what you know, I imagine a greek professor does when they're in class They go through a text very line word by word and talk about conjugations I never took latin or anything like that But they're talking about very specific pieces of text and that's something that you do in class And you can't now and this is something, you know, we can do now Asynchronously with with hypothesis is add annotations to a text for our students I think I've covered the idea that this can replace or not replace But this can bring a seminar kind of style conversation to To your online class you may meet in zoom As part of your what your new life online teaching But this is an asynchronous way to work through the text and have something to base that face to face zoom conversation on And then finally for those that teach lecture courses I think it would be really interesting to add a pdf of your Of your lecture notes or a slide deck that's got optical characters in it and allow students to annotate there And then you can see where they're they might be confused in your lectures And intervene and have your teaching assistants help students do the text All right Guest educators are experts. I'm going to turn it over to them now. I think we're going to start with Amanda Thank you guys so much for being here Sorry to go on for so long The floor is yours Hi, I'm Amanda LaCastro. Can everyone hear me? Present other panelists great Okay, so I'm from Stevenson University in Baltimore, Maryland. It is a small University that is very career driven And we really do focus on small class sizes and face-to-face learning. So this transition to teaching online has been difficult for our students I've actually been using hypothesis since 2016 I gave my first presentation on hypothesis at the society for textual studies in 2016 So my students have been using this for a long time and I'm hoping to share kind of some of What works for me in my class? I'm going to attempt now to share my screen with you So Give me a minute and let's see if this works All right, everyone nod if you can see these slides. Okay Wonderful Okay um Okay, so First and foremost, I don't like to pick a tool and then design an assignment around it I like to think about my learning objectives and then find a tool that meets those learning objectives So what is one of the foundational learning objectives that I want my students to be able to do? Whether it be a 100 level composition course or a 400 level Media history or literature course I want them to be able to read deeply and closely what Jeremy was calling active reading But do it in a way where they're learning from each other where they're hearing from collaboration of Difference which is a term from Kathy Davidson meaning that the more experiences and the more diversity you bring to a conversation or problem the more The more depth you're going to get to your solutions. So I want students to be learning from each other in a way that Allows their conversations to exist without my explicit Facilitation or even interjection And while we can have it through group work in the face-to-face classroom I find that a lot of students engage in this better in an online space where they have the Asynchronous time to think through their thoughts to think through their contributions and then also take that time in responding to each other So that's what brought me to social annotation Is this how do I get students to read deeply and actively with each other without me? Because we know that we're not going to cover all of the texts we assign in the classroom space If I assign three articles or three poems or three short stories I'm not going to be able to go through every single line of all of those texts in the classroom space So I want to to be able to see where students were struggling And I wanted to be able to see if students were reading right the big question like our students doing the reading Um in a real way So I experimented with a lot of different tools and ended up with hypothesis for a lot of reasons. I'll discuss in a minute I am actually a scholar of media history. I study book history and For me, it's really important to historicize social annotation for my students and actually for other faculty members Who are interested in using? annotation software We are all familiar with annotating a book like Jeremy said, but what we might not know is that in the history of annotation Most marginalia were actually meant for a public audience Not for that kind of internal audience that we assume people are annotating for now in the 21st century And one way I demonstrate this is through the book traces project So book traces is a project out of uva that is collecting marginalia on pre 1923 texts specifically looking at how 19th century readers annotated texts and this Website that you're seeing book traces.org is a huge archive of all of these texts that people have found in the Circulating stacks at universities all over the world Students can actually go into libraries use a very simple mobile application to find annotations in copies of 19th century texts and then they digitize them Write data Notes about them and upload them to this site Um, I believe that book traces is actually up to almost 6000 examples of this So now when you can't have students physically go to your library and look for examples of annotations They can just go to the site right here and pull up all of these historical examples of Readers across time and across the world using marginalia to talk to each other Not only are these examples full of people speaking to their lovers or their friends or their family members or their communities through the margins They're also annotating multimodally. So you'll find examples of drawings of pressed flowers of lots of hair Of swatches of fabric all sorts of interesting multimodal annotations They give a history and provenance to the kind of work that i'm then shifting to The digital space In my classroom So students understand that they're entering this kind of long tail of social annotation That it's not just this new fangled tool that i'm kind of thrusting upon them That reading was always a social practice and those annotations were always meant to be shared You can see that my students actually pick this up really easily from this quote from a student here This uh sophomore ryan roesch is talking about how the notes he found on the book traces Website actually reminded him of email Right of emails back and forth between people And that he really understood that it was very much like a historical example of modern communication Got back to kathy davidson One of the reasons i think this tool is so important right now Is what kathy davidson talks about in terms of productive multi-tasking We are all multi-tasking at this moment, right? I have a two-year-old running around in the background of my house I'm sure all of you have some other distractions happening in your world right now And my students absolutely certainly do and have expressed that clearly They're also very distracted now that all of their work has moved online We have notifications and pop-ups and websites and chats and all of the other things dashing across our screens So to think about how to use multi-tasking and distraction Productively to actually use that to learn this text is a really wonderful example of that And that's what I try to do by showing them how they can annotate text online To kind of use the idea of a pop-up or a distraction or a conversation to learn more about the text Text rather than taking them away from the text So i'm going to show you a couple of examples now This first one is from a 100 level first year writing class So these are first year students that you're seeing actively learning here And yes, I do have their permission to share this with you Um, so this is an article about reading on screens versus reading on paper So very meta activity here and you can see that on the margins My students are not only annotating almost line by line if not word for word on this document But they're also responding to each other and they're using multimodal elements to respond So to set up this assignment. I just take the website Put it into hypothesis either using the standalone site or using the lms plugin, which my university just adopted And I give students very very very basic instructions I ask them at the beginning to do three annotations and One reply and then as we move through the course I update on t2 Five annotations and two replies and eight annotations and three replies as a minimum They almost always do far more than the minimums that I've expressed But it's just to ease that anxiety of knowing the requirements And then I give them a list of kinds of annotations that they might do one is looking up references With citations and links. The other is defining terms One is providing opinions with evidence Another one is to Link to other resources or to connect to other resources from our class or another class And finally to ask questions So they have those guidelines, but otherwise they're free to do kind of whatever they want And you can tell those are very open-ended guidelines This particular example I wanted to show because you can see that my students are linking videos and images and all sorts of other resources from each other And you can see that they're really having very robust conversations Lots of replies agreeing and disagreeing with each other using direct quotes from the text As kind of the launch point of those conversations This next example Is actually from an upper level course an upper level course that happens to be on digital publishing So how I was thinking about how do we talk about digital publishing in the future of digital publishing? What's really interesting about this is that Because it is an upper level course I've moved away from the private space that you saw in the first year example where they're They were only annotating for each other within that class to the public sphere So when I do this for upper level students who have already had experience in a private space Is I then choose an article I know has annotations from the general public and I kind of unleash them to Engage with the public outside of our classroom You can see in the annotations here that students are really having a Like a debate about one of the definitions in one of the That one student posted they're having a really in depth debate here over A term that's being used and if you look at that very last annotation by Lynette Bagley You can see that she is bringing in Material from her theory and criticism course that other english course. She's mentioning She's bringing in the theory and criticism from another english class that is not taught by me Right and and sharing it with her fellow students, which as an educator Let's ask me what we want to happen Right, like that's the synergy and synthesis that we crave in a class where students are making those connections across different classes they're taking This is an example of how I use social annotation for An individual assignment. So this is a rhetorical analysis assignment I have students students perform a rhetorical analysis of a text using hypothesis in This example here the student is identifying Genre audience Author context etc in essayistic form using the annotations And as you can see from Elena Steg's annotations there on the right She's actually bringing in a lot of quotes from the other texts. We've read in this class So we read Joanna Drucker's graphesis and you she's you see she's quoting it right there About hypertext and how about this is a version of hypertext Again, exactly the kind of work we want to see from students is those making connections across texts So one thing that I have found is that hypothesis is really good to use in conjunction with other tools That you have already using or may be already familiar with Studies have shown and I have all these studies linked actually In the blog post that's shared at the end and The these studies have actually showed that hypothesis because students can engage line by line with the text have showed a considerable considerably more grounded Conversations about the text whereas the blackboard discussion posts tends to extrapolate right tends to generalize about a text and is less specific Um Then of the hypothesis tool so what I've done to bridge that gap is actually use both I will start students by annotating a text in hypothesis And then as a follow-up assign them a provocation on a discussion board post Where they're finding just one scene or one small chunk of that text to then synthesize and Ask the question about to ground further conversation That kind of step by step process ends with a multimodal essay on the text Which capitalizes on all of those skills they've learned in a higher stakes version One thing that this really really really has shown me that I didn't expect Kind of an unexpected benefit of this process is that when students don't highlight a section of a text when a section of a text Has no annotations on it. That is what I teach That's where I use my face-to-face time to explain Let's see why no one annotated the section of the text. Were you perhaps confused or intimidated by this section of the text? Why did no one choose to write their provocation on the section of the text? And that's where I get to use my face-to-face time for your zoom time, right more effectively So i'm just going to point you to the book chapter where I explain this in a lot greater depth I'm happy to send you a pre publication version if you can't get a copy And of course you can always email me or ask me questions on twitter. Thank you so much Great, I think let's hear from cat king next from diablo valley college Uh, just a brief introduction. I'm cat king. I'm an instructional technologist at diablo valley college A community college in california Um, I've been joking that if I look a little wild eyed It's because we are on the semester system and so right in the middle of the semester Uh, we suddenly had to create a plan and move all of our face-to-face and hybrid classes into a fully online format And um, I'm sure you can imagine it was a big lift and it is an ongoing lift and um, I thought I'd talk a little bit today about you know Where I see hypothesis fitting in for all of us in this moment Um, how I use hypothesis as an english instructor in my own classes and sort of why Why I'm interested in it in general too um One of the trends I've noticed as we all tried to kind of wrap our head around this sudden shift to remote learning is that I think in a desire to keep some normalcy for our students a lot of instructors have Wanted to kind of mimic the kind of Synchronous meetings they're used to having with students So what I mean by that is like if I taught a class that was a tuesday thursday class That met from 10 to 11 15 a.m My instinct was to say, okay, I've got this remote thing I'm going to get trained on zoom and then I'm just going to teach my classes Via video conference on tuesdays and thursdays from 11 to 11 15 um There's one kind of way I want people to pause and think about that and that is we are now in like a totally different world um For example, if I was a student and signed up for that tuesday thursday 10 o'clock class in the beginning of the spring I knew that, you know, I could commit to showing up to class on tuesdays and thursdays at 10 o'clock um Things have the ground has sort of been swept out from under us Right now. I have my two children at home Ages six and eight and so i'm working with their teachers to try to You know homeschool my children while The k-12 schools are closed and our students often have Children of their own or younger brothers and sisters that are suddenly in the house and People are sharing computers and spaces and things are Very cozy I have students who are Nurses or work in grocery stores that have suddenly seen their Their hours that were double for really good reasons. Um, I have other students who Have suddenly been laid off and are food insecure, right? And so for for many compelling reasons there um We may have students in our classes that Suddenly that tuesday thursday from 10 to 11 15 time slot isn't kind of Isn't such a sure thing and the danger of you know hosting all of our classes via zoom is that We can begin to leave students out of the conversation um, so then one of the things i'm attracted to about hypothesis in this moment is um Kind of as is bringing some equity to this situation if I assign a reading to my students um, I could assign a reading on Tuesday and ask students to read it and annotate it You know by thursday or you know, I could give them a couple a couple of days in which case now Like for me a lot of my work is happening from 10 p.m. To 1 a.m. When my when my kids are in bed, right? And so students are able to still engage and be an active part of the conversation without um You know being penalized for this kind of crazy new world. We're in where suddenly are all of our schedules are in flux um and so Now, you know, we can Provide some sort of asynchronous and remote some support to students and give our students the opportunity to connect with each other um Without being tied so specifically by by time frames um Equity is a big reason. I was interested in hypothesis in the first place Even before this I was leading a pilot of hypothesis at diablo valley college And I teach at los lucidos college too and we've been exploring the idea of a of a pilot there um We have integrated hypothesis within canvas, which is our learning management system And so I'd be happy to kind of speak to that later. But um Uh, I guess one of the reasons I was really interested in doing this pilot before COVID-19 is um because I have this personal connection to A dyslexia so dyslexia runs rampant in my family And I think it's an under talked about issue in education. Um You know just to kind of Briefly give like the 22nd, you know presentation or not dyslexia is a a neuro biological You know brain based difference that makes Reading a really legitimate and time consuming struggle um It's the most common learning disability it um the Estimates suggest so um, this is from The Yale Center for dyslexia and creativity It is the most common of all neurocognitive disorders affecting up to 20 of the population So if like me you may have skipped some math classes in favor of the humanities We're talking, you know, maybe one in five of our students dealing with dyslexia It's often diagnosed my background is in k-12 and to sound a little bit cynical here for a minute It isn't necessarily in K-12 school's best Interest to diagnose a student with dyslexia because if a student has a formal diagnosis A school is then obligated to provide appropriate support and that costs money and so What happens is a lot of students with dyslexia never get a formal diagnosis They don't necessarily know that they have dyslexia And they show up in our community college classrooms With you know the sense of imposter syndrome. They Perhaps feel like they're they're dumb. They don't get it. They they worry a bit about being there um, and then the problem Is that especially as we make this shift to online A lot of our classes become very heavy text based and Reading is really this thing that takes place in isolation, right? So if I'm teaching and I send my students home with a reading They go home with that book and by themselves have to kind of figure it out um If you sent me home with a book in french, right and said read this read this book in in french I could sit there and and you know work at it and try to figure it out But pretty soon i'm going to get frustrated and i'm going to give up because I I just not that skilled in french, right and so um So one of the things that I think is really powerful about hypothesis Is it allows us to send students Home with a sort of social support system um instructors me as instructors can pre annotate a text for students So I could say hey, I know people are going to struggle with this concept and I'm going to go in ahead of time So when a student is at home reading something they are going to kind of see my little pop up there, right and And a great thing about an uh hypothesis is annotations do not have to be text based So you don't necessarily have to Just layer on additional reading, right? I can choose to annotate via image via, you know, a youtube video or a ted talk video Audio I can link out to a podcast that Explained some concept that I know is difficult and so um I can also write really leverage my classroom community. So In any given class, we're going to have strong readers Great now my strongest readers are going to be really modeling powerful reading strategies for my You know emerging readers or my students who struggle with reading right because now I can kind of see oh um, you know Jenny said this thing about this part of the text that Really explained it for me in a in a you know easier way so um, but also, you know Our students with dyslexia or some kind of reading disabilities It's it's not a sign of low intelligence, right? Um, these are some of our strongest critical thinkers um Aaron Brockovich is dyslexic Walt Disney uh child Schwab You know, there's there's Albert Einstein, right? So it's not necessarily like our students who aren't strong readers can't be adding things to the conversation And now you're giving um, you know other students the chance to model They're really powerful critical thinking skills or their ability to see things a little bit differently and so really Using the social digital annotation Gives all of our students the chance to kind of shine and do their thing, right? Everybody can build off of each other and so um Uh, just a couple of quick tips because I know a lot of us are really thinking like practical in this moment So some things that we've noticed from our pilot and you know colleagues that are using this tool in the classroom right now is Um, be specific When you're rolling out digital annotation and so for me Um, that meant like if I wanted my students to annotate a text I might be really specific about quantity, right? So add Three annotations because otherwise you might have one student who adds One annotation and another who like adds 470 right so kind of setting some expectations there I talked to my students when I introduced the Um concept of annotation about like well, what do your teachers mean when they tell you to annotate something? Because sometimes students think oh, you just want me to highlight the crap out of something Um and studies show that you know, just simple highlighting is not as effective and so You know, you can give students some Um, you know some some tips there, right like hey, why didn't you Ask the author or ask a classmate or ask the instructor question or go in and reply to someone else's um question you could ask students to Hey tag the thesis in this essay or you know tag a theme and really track themes that way and um It gives the instructor a quick snapshot to see like where students getting things or where they're getting Lost um, you can ask students to make comparisons, right? Can you hyperlink out to Something going on in the world right now or another class reading? um, and you can ask students to make you know connections a lot of Students are Willing to share some really personal connections to readings and that becomes this powerful sort of bonding moment in the classroom um So i'm happy to talk to people about um our process of getting that pilot run up Together and you know other materials that we've You know crowd source through that but I do want to make sure we have time to hear from michael today Who's gonna uh, you know share some of his unique perspective with us? So i'm gonna stop my share now and pass over the mic Thanks cat All right mic you're on all right. Thank you. Um, i'm mike gousford from dartmouth college in new hampshire and I'm i'm gonna do something i haven't previewed with jeremy. So we'll see how this goes I'm gonna talk about a different annotation tool as part of my journey with annotation um, so I will share my screen here Uh And I think successfully so you now see an edX course. Is that right? Panelists. Yeah, great. Um, so a few years ago. I worked on a mook An edX platform on 19th century american literature It included seven authors. I think uh, and particularly exploring their connection to our college So all of them had were connected in some way And it was a really long reading list. Um, we we probably uh, did a lot of things that you're told not to do in mooks So we really wanted to think about how uh students would be Interacting with text in an online context And uh, so we used lacuna stories at the time. It was a project out of stanford Great tool It even has some things that I think hypothesis is thinking about having like analytics and threading together Annotations It it worked really well because we're working with 19th century text. So we had all public domain copies of everything and One of the things that was really revealing is that students interacted with the content in different ways So we saw people who were very, um, active in the discussion boards. We were also trying another tool there We saw some people who submitted all the assignments And then we saw people who were avid annotators. They showed up not in the discussions or and they didn't do the assignments But they were just annotating So that's that's one that's kind of the first stop on my annotation train Uh, and I asked Nate to put a link in the chat for you This should be an archive mode. You should still be able to sign up for it And in uh at x and there's also some other if you wanted to see Some examples of assignments related to annotation. I'll say the the tool no longer works. So If you're looking for a live working lacuna stories, sorry The next I wanted to talk about and this is hypothesis Um was a MOOC on uh using the Milton reading room and some of you may be aware of the Milton reading room project at Dartmouth. I think it's um, you're 20 years old now It's a digital text and so the the MOOC was just a portal into that space and we added the layer of Of hypothesis over it And so over the last 20 years, it's been annotated um by students and uh And and others, but we wanted to sort of put a social layer over that and that works pretty well At the time we put it on the site. I think if we were doing again, we would use the lti in In edX so, um I've been talking to a friend who works in another industry and they're uh Experiencing a lot of change and shifts and so he said they They start every Monday by talking about the truth of the moment So I'm just going to talk about the truth of the moment. And this is probably small t truth. Um, but Thinking about hypothesis from an institutional perspective we were In the good good situation of being in an active pilot with hypothesis So I'll say a lot of security review and testing had happened and we had a few uh eager pilot participants But we've gotten a lot more interest in the last couple of days We are a quarter institution or we're on the quarter system. So our spring quarter will start next monday liberal arts institution and we've had A big response from people from all different disciplines so, um Thankfully, jeremy was willing to sort of respond to my crazy pitch of like, let's just get a workshop together We made the call of like, let's uh make it as familiar as possible to what Students will be seeing so faculty can experience that So we put together a canvas site installed hypothesis and then also invited one, um Uh one of the pilot members to talk about uh, how he had used Excuse me how he had used hypothesis with his students And that's been really successful people are kind of often running. Um, we'll see next week when we launch Uh the spring term But I I wanted to offer, you know, if anyone is in the situation where they need to have those conversations or Uh a security review with your it department We'd be happy to share that those materials if it will save you some time So, uh, I think I you know, jeremy unless you have any questions for me I'll uh leave it there Great. Thank you all, uh snap of the fingers to for your presentations today and for your long time Work with hypothesis Really appreciate everything that you guys have done uh in collaboration with us and especially today really valuable different Points of view that I think are going to inform folks Um who are listening in uh, both, you know veterans and and uh rookies to the collaborative annotation space So thank you. Amanda. Thank you cat. Thank you. Mike. Um, we are coming up upon the hour um I think Amanda cat and mike's information is somewhere in this deck and we can tweet it out I'm going to sort of tweet in just a second about this They're their resources for you obviously and Amanda's published widely cat's ideas about how this can be used And especially the california community colleges have been a real inspiration for me and we've seen tremendous growth in that movement Um, and as as mike mentioned, I think he's a great resource for the institutional as his cat Uh institutional partnership and we are available to help your institution get up and running Uh, I hope you are seeing a slide here. I'm going to cut my presentation short So we're finished on the hour. Um, but I just wanted to Point to some places to keep the conversation going We're currently hosting office hours if you were inspired today You want to take the step forward whether it's a pedagogical question I saw people had questions about what do I do with my institution? We can work with you We can work with your lms admin to get up and running as quickly as as as possible So come to our office hours. We also have lots of self-service guides in our help documents That you can go and check out both for getting started in the wild as it were Or in the lms Some of you may have the ability to install in an lms at university and you'll be able to get started maybe without us um And then finally you can set up one-to-one meetings with us To talk about any of this. So Thank you everybody for joining today. Thank you to the panelists, especially. Thank you to Nate angel my colleague for For his help. I'm putting this together And hang in there. We're here for you if hypothesis can help if I can help if collaboration can help You and your students and your Instructors and colleagues, uh, please don't hesitate to reach out. That's what we're 100 focused on Thanks, everybody