 I'm excited to have you all join our session today on creative ways to use social annotation in your courses. I do know it takes everyone a minute or so to join the zoom webinar. So I will just wait another minute or so for all of our registrants to join and then I'll officially kick things off. Let's go ahead and kick things off. And then of course a okay if anyone joins us last minute. I'll officially introduce myself. I'm Becky George from the hypothesis success team. Joining you all from Chattanooga, Tennessee where it's starting to feel like fall. The leaves are starting to turn getting a little chilly. So quite a quite a sudden shift for us in the southeast here. Excited to be working with you all today. I am joined by several of my colleagues as well they've thrown some introductions in the chat. So the, the hypothesis success team is it's here to help support you. So any questions that you have feel free to throw those in the chat during today's session and we'd all be happy to help answer those. I'm also going to go ahead and put a link to the slide deck in the chat so that you have that. Just so you know outside of today's session, I will follow up and share a recording to the session as well as the slide deck again so don't worry about having to access those resources. No need to memorize anything we talk about you'll have those resources to come back to outside of today's session. And if you haven't already thrown an introduction in the chat we'd love to hear from you. As you know, hopefully you're in the right place and you're hoping to be in the session on creative ways to social annotation in your courses. That will be the focus, the primary focus of today's session, but I am going to just start off by doing a brief introduction of the tool. I know we have a range of folks joining us today. Some of you who are brand new to hypothesis maybe a limited background and some of you may be more experienced users. So I'm going to just start off by talking about what we sometimes refer to as our motto, and that hypothesis helps make reading more active more visible and more social. More active in the sense that you and your students have a place to anchor your thoughts and ideas. As we know it's easy to be a distracted reader, especially when looking at digital text. So hypothesis give you and your students a place to write their thoughts and actively engage with the text hypothesis is also a great school for making reading more visible, more visible to the reader themselves while they're reading but also more visible to you the instructor as well. I'm sure we've all been in a course meeting whether that was virtual or in person where you ask a question about texts that perhaps students were supposed to read in preparation of the course meeting, and you get those blank fares, awkward silence. Did they not do the reading, do they not understand the reading, what questions do they have nobody's willing to raise their hand right I think we've all been in that situation before. So this gives you and your students some insight and gives you insight into students thoughts and understandings that you otherwise wouldn't have. And then particularly near and dear to our hearts that hypothesis is that it's a social annotation tool. So those thoughts of questions those light bulb moments that students are have having in the text are no longer just visible to themselves as if they were annotating a paper copy of the text. So you and your students can create a collaborative learning environment on top of the text with it being a social annotation tool. It may seem a bit premature for these resources but I did want to just let you know that these are here for you to come back to some great resources both for you as well as for your students. So this first one here on etiquette for students is great tips for students, less about using the tool and more about how to create meaningful annotations. Second one goes through the different annotation type. Multimedia can be a great way to have your students, give your students choice and how they're responding to the text. So we have every first year on adding images videos and links here annotations. We actually do also host a workshop specifically on using multimedia and annotations. So I'll just put a link to all of our partner workshops that are coming up this fall in the chat. So if you are interested in learning about multimedia or other topics that we offer this fall you can take a look at those sessions and we'd love to have you join us at another upcoming session. We're slowly but surely collating resources from our partners that are using hypothesis really all over the world so you can take a look at some great resources that have been shared. From some of your colleagues and then you can take a look at some examples of classroom use if you're still in that stage of getting started with using the tool and not sure exactly what you want your annotation assignments to look like. So some great resources for you to come back to these are all active links so the slide deck will be your go to place. So as I mentioned today's workshop primarily is focused on creative ways to use social annotation in your courses. So we won't be going into the step by step of how to create a hypothesis enabled reading in your course. If that's the journey. That's where you're at in your journey of using hypothesis. Our team would be happy to help support you in getting started. I have linked here all of our LMS specific resources. So you have those to come back to our teams also happy to meet with you if you're like hey I'm using Moodle. I don't know how to get started. We can share some resources with you and our team would be happy to work with you to get started on that. I am going to just put our success email address in the chat it's also in the slide deck. If you have that to come back to as well just out of curiosity. There's some some names and faces I suppose that I know in today's session, but I don't know all of your institutions. So I'm going to just throw a little poll at you today to learn a little bit about who we have joined us what LMS so a poll is coming your way of what LMS you use at your institution. And of course is if other is your if other is your answer you're welcome to throw in the chat what LMS your school uses. It looks like almost everyone has had a chance to answer got it Katie Katie's using both bright space and canvas thanks for sharing that Katie in the chat. I'll just throw the results up here in case you're curious we have no blackboard users in here. We have a canvas bright B to L bright space model and a good mix. So that's always nice to see. So we'll be talking about some active learning strategies. Some discussion protocols a variety of different strategies that you can use with hypothesis by no means or is this an exhaustive list. And by no means are these strategies that can just be used with hypothesis, so I may share some ideas that you're like oh I've already used that before didn't think to use it with hypothesis. So these are just strategies that can be used on in a social annotation format so hopefully will give you some ideas for how to get started or how to expand your use of hypothesis in your courses. I always say, you know, I'm going to share a lot of ideas. Don't feel overwhelmed by it choose one that stands out to you and walk away from today's session and give that a go with your students see how it goes. Try it with another course see how that goes. So, hopefully, you won't be too overwhelmed with the ideas that are shared. So we'll kick things off now I know we have a few new users but I am just curious I'm actually send another poll your way. And it's well I just want to know how you've used hypothesis if you've used it before. Or if you haven't used hypothesis how are you hoping to use it. So sending that poll your way now. I know not everyone has used hypothesis. But if you have used it, you can answer accordingly and then of course if you're hoping to use it, you want to share a little bit about how you're hoping to use it. And if there's any context you want to throw in the chat that you think would be useful for our team to hear about or your peers in today's session feel free to throw that in the chat as well. So it means that this also an exhaustive list of ways you know that really can be endless the ways that we've seen instructors use the tool and I'm sure there's ways that hypothesis is being used for social execution that we haven't even yet heard of. So of course if you have a neat idea or something that's worked really well for your students and your course readings feel free to throw that in the chat I'm sure everyone in today's session would appreciate hearing not but it does look like three out of five of you did say I forgot in reading. That's great. Yeah, great context. So let's jump right in and start talking about those some discussion protocols and active learning strategies that you can use with the tool. You could be very explicit about having your students ask specific types of questions in the tech. So you could perhaps students are responsible for asking one type of each question. So they may be asking each student needs to ask a level one question that's particularly tech space. They also have to ask the level two question and a level three question throughout the test. You could have your students tag their annotations is anyone using tags in their annotations if you're a user. I can go ahead and throw a resource in the chat about using tags so you have that if you're not yet using it. We have a quick tutorial that you can take a look at and also share with your students so tags can be a great way to categorize or organize your annotations. So our identity are identifying three types of questions that they have, they may be tagging their annotations with those types of questions. So then it's easier for you as an instructor or even for students to filter through the questions and see, oh, here are all the level one questions here are all my level two questions coming up. You can make comparisons between those questions or even have a student facilitator. They can work through and brings up those those various questions or summarizes some of those questions and I and uses those in a class discussion. Or the next step for your students could be to go back in and try to answer each other's questions. So the first step in their initial read is to ask all of their questions. The second step could be for students to go back in and try to come to answer each other's questions. And I'm going to go through some other active learning strategies as well. Note that the description for each of these is in the notes of the slide deck. So if you're like me and trying to frantically write these down, don't worry about that you have a place that describes them in the slide deck. So no need to memorize any of these and some of these maybe ones you're familiar with, but never thought to use them with social annotation. So you could do a bright hair share, perhaps you even spend a few minutes in class, you have students write out their own individual annotations. Then pair students up, have them discuss their annotations they could even go back and edit their annotations to expand their thinking based on what their peers shared with them. And then those become full ideas. So by sharing annotations that could either be just visible to everyone in the course by posting their annotations, or it could become the guiding statements for what's to come next in the class discussion to point out various annotations that need to be shared on what the entire course verbally versus just having those annotations always live on top of the text. So I think annotations of a large assignment have it be quite an exhaustive experience, a time consuming one, or you could just make it a quick experience like a one minute annotation. Give students a minute, or a little bit more if you choose and have students write a brief summary of the text or identify the most important or critical components of the text they're key takeaways. So just give them a few a minute or so to reflect and identify those in their annotations doesn't have to be you know they're they're perfect summary or perfect description of the text but give you a quick snapshot of how students are responding to the text. Jigsaw may be one that you've heard it before. But the jigsaw method is where your students are divided up into several groups. Each group is responsible for a unique reading. So each group is responsible for a unique reading, they become experts on that reading. So group one could become experts annotate together on their text group two and so on. And then the reason why it's called a big thought is the students then all come back together and they pull the pieces together from each other. So the experts on article a can share their expertise with the group the annotated article be and so on so you could come up with some sort of collaborative learning environment where students may not be expected to read every single article, you assign them, but there's some pure teaching and learning happening with the jigsaw method. The next one, sometimes called final word, sometimes called save the last word it'll make sense ones I explain it. Students are working in groups on and one student selects a quote from the tech and an appease it. They don't say why they selected it though. Then the students in their group take turns responding to that initial annotation explaining why they think the students selected that quote. The reason it's called save the last word is that original student closes the discussion with a reflection in a way almost confirming or denying if their peers were on the right track of why they think they selected that quote. For ease could be quite a quite a lot of different things. It could be students are discussing so they're creating for annotations. One of those is where they're discussing an assumption. One of those is where they're identifying parts of the text that they agree with. One of those could be a part of the text that they argue with. And one of those could be a part of part of the text that they aspire to. But of course you could choose to customize those a's and change them to really fit the needs of your course. Three to one could also be quite a different a few different things, but I've commonly seen it. Three things that students have learned so they're maybe identifying creating three annotations of parts of the text that are new to them. Two parts of the text that have confirmed what they already knew and one question that they still have. So in total they'd be creating six annotations that they can even tag their annotations with learned confirmed and question. It's easy then to identify. Oh, here's here's where students have questions about the text. This is maybe an area that quite a few students already knew about this topic. Three to one could also be a few other things it could be their identifying three differences in the text similarities one question if you're having to make comparisons, or even three of the most important ideas to supporting details. One question so you have lots of different options there and I'm sure you'll, you can even come up with your own. So then sit is as it's written here students would create three annotations, one where they're identifying something that's surprising for them in the text, one that particular interesting one that's troubling. This is also a great use case for tags as well. And just a reminder as you're in today's session if you do have any questions. Feel free you can throw those in the chat today would be happy to help tackle those. Let's be really explicit about the kinds of connections that students are making with the text. So here's some examples, perhaps you're requiring students, making text to self connections text to text, text the world and text the media connections, they could tag their annotations with those as well. Laura there's actually a great resource and I'd be happy to stick around at the end of the session and show you what it looks like to create a tag in an annotation. I believe if you take a look at the tutorials well that's when right before your question, there should be. I want to say it's a gift of of creating tags that you can take a look at that but I'd also be happy to stick around towards the end of the session and show you what it looks like to add tags to innovations. Great question. These sorts of connections can also be a great way to have students add supplemental resources to their annotations have them use multimedia in their annotations if they're making connections to another text. Perhaps they're linking to that text, or if they're connecting to a real world example, they're linking to where they've learned about or learn more about that example. As well so. Great way to force students to make those various types of connections. So help them better understand the text. The next several sites talk about visible thinking strategies or routines. This comes from Harvard project zeros visible thinking routines. I'll put a link to that in the chat. They have quite an exhaustive list of thinking routine. So I'm sure if none of these quite work for your course on you'll find some others that work and make sense for the types of reading you're doing with students, but I did just pull up you out that work well with annotations. So this compass points one I've frequently recommended that when using annotations with the syllabus. So if you have your students annotate your syllabus or your course outline. This compass point thinking routine can be a great activity, where students are identifying and creating for annotations. One thing that they need to know more about in your course. One thing that excites them about your course. That could be maybe a suggestion, or even something that surprises them about your course. And then the w is a worry that they have. Of course you could do this with an article that's relevant to them, or one that's perhaps particularly controversial somewhere where you want to create that community with students. And then have them share their personal opinion, but be explicit about how they're sharing their opinion, or what areas they may be sharing on. This next one may seem a little bit elementary but sometimes students may need that support, depending on the level of your students how familiar they are having conversations on top of tech, having reflecting on their thinking as well. So having them create one final annotation where they select the part of the text that changed their thinking. And then they can identify what they used to think. And now because of the reading, they now think something different so giving them a space to reflect on how they're thinking has changed. Headline can be a bit of a fun one as a way to have students reflect and synthesize what they identify as the headline of the text. I imagine frequently the text that you're giving students have a title, a headline of some kind. But have students come up with it, but that's their final annotation could be having students identify what the headline is what are those key takeaways what are those months knows. And what would they could even be creative and how they're coming up with that. So as if they were changing the newspaper article, what would they want to identify as the headline. Color symbol and image can be a great way another great way to have students incorporate multimedia into their annotations. The students could either choose a color symbol or image or perhaps students are required to do all three. They identify and add a color a symbol and an image the best represents the essence of the text. And then of course they'd be explaining why they selected that color symbol and image. You can give students roles various roles in their annotations. You could switch up those roles on particular readings they may have one role, different groups may have specific roles or paths as well. Here are just some ideas. You, I imagine students are frequently responding to annotations from their own perspective they're writing in their own voice. So why not have students impersonate take on the role, the character of someone else have them practice that skill of thinking from someone else's perspective writing from someone else's perspective. So here's some examples you can have students be the voice of a historical figure, a scholar, a famous person, someone who's a critic of the topic. Someone who might have a controversial opinion and again having them practice that skill of thinking of others perspective and how they may read the article from their own voice, rather than you know the student voice that they're typically responding from. I mentioned you can use unique roles in groups, so you could choose to alternate these roles, or have certain groups focus on certain tasks that you could have a group that really just focuses on asking questions throughout the text. You could have someone that's in there pushing the thinking of the group, helping expand the thinking. And that you know the devil's advocate as they say in there, you could have one group or one students who is responsible for adding multimedia to extend the thinking have that reading come to life, add those supplemental resources. And then you could have, you know, student or a group really be responsible for making those connections between what's coming up in annotations and the text or even other other forms of connections as well. Obviously, some other roles you could consider is a spokesperson checker of a selector or a quarter in a meeting that my colleague and I had with an instructor yesterday we talked about maybe having an historian role. Someone's role is really just about making a historical connection, a researcher role. So the ideas are kind of endless there, but coming up with roles that align with what you're hoping students to take on in there in the text. These are a bit of a fun one. So annotating like social media doesn't mean your students are using social media, but they're annotating as if it's social media. Students aren't actually creating a tweet on Twitter, they're creating an annotation that's like a tweet. They may be more familiar with social media reality is they're going to use probably social media in the real world, they may even use social media in a professional scenario in the future. So why not have them practice writing from a different in a different format, one that makes like them one that they may be more accustomed to or maybe even one that they need to practice. So with fitting an annotation like that tweet, you're limiting the characters. You could even have students add tags like hashtags with Twitter. If you're having, you know, a conversation, a Twitter, a Twitter thread, what would be coming up, how would they respond to each other. What would their tweets look like. Next one, I'm not super familiar with. But you could have students create from videos of themselves responding to the text or answering the description prompt in the text. My understanding is TikTok videos are limited to 15 to 60 seconds. So they get a quick snapshot of them responding, you could use a tool like flip screen or another where students are filming themselves, and then just adding that shareable link to their annotation. They could create a annotation that's like an Instagram post. So they could imagine that they're a character and author. What would they post in their Instagram post. It can include an image a caption and then a hashtag or in this case a tag as well. peer to peer feedback can also be a use a way to use hypothesis. I do want to preface this by saying that the way hypothesis works as an external tool in your LMS means that only you as an instructor are able to create hypothesis enabled readings in your course. So if students are submitting their own work to you, you would still have to be the one that's set up as a hypothesis enabled reading. That's one thing to keep in mind. I've seen peer to peer feedback practice on exemplars or even non examples as well. So maybe you have another format for how students give peer to peer feedback. In your course, maybe your LMS has something specific that you use, but perhaps you're practicing feedback with an exemplar or a sample assignment, if you of course have permission to share that. What did the students do really well. What area do they need to improve on. I even worked with an instructor who had students give him feedback on on his dissertation. So again away for them to practice in real life on a relevant topic and material. You could be explicit about giving students a protocol for giving feedback. So here's just one example, the tag feedback protocol. So students would be creating three annotations. One where they tell them something positive what, you know, what did they connect with what really wowed them. One annotation that's a question to dig a little bit deeper into what the student met in their writing. And then the last annotation would be giving students suggestion. Or you could keep it super simple and three annotations. What went well, what didn't go well, what would you change. So what recommendation would you have for students. And they can even tag their annotations with these symbols as well. So then it's easy for students to identify. Oh, here's the area where this this writing. I have some positives that came out of this. This might be an area where I need to improve on and so on. And I just have some fun ones to leave with you today. So just some ideas some of these have already come up a little, a little bit, but have students keep track of something silly, like a particular word. How many times and the author uses it. While that may seem silly initially it can be a great way to start a conversation about word choice. Why that word was used. Why is that relevant in this text. Students can come up with a secret code for annotating. There is a way to add emojis to annotations so students could you and students could come up with a code for emojis as a way to respond to each other or have different meanings in their annotations. Encouraging students to add those supplemental resources, add videos further expand their thinking or images that help represent the themes or the concepts that are coming up in a text. You could turn it into a scavenger hunt as well where students are identifying specific elements of this text as just a way to make it a little more fun for them. I know I've done a ton of talking on my end. I'm just over that 30 minute mark so hopefully you're okay sticking around with me today. But I'd be curious to hear from you. And if you want to just throw it in the chat today. Think about the readings you assign your students maybe the easiest reading you assign your students the most challenging reading you assign your students. What could that annotation assignment look like what directions might you give them what guidelines, is there a specific strategy that you're like oh this would really work. So I'll give you a little bit of think time. I know I am putting you on the spot, but as you think of it if you want to go ahead and share that in the chat today. And while I'm giving you some think time I did. I'm going to just talk a little bit more on Collins question came up in the chat about using hypothesis with groups. I'm also going to put a resource that we have about using hypothesis with small groups that touches on all of our different elements is. We also have a workshop that focuses specifically on using hypothesis with small groups. So the resources in the chat now. So if you do have canvas or blackboard as your LMS know that we do work with canvas group sets and blackboard group sets. So know that you have the option. Long term we're hoping to work with all of our LMS is and their group sets, but currently only canvas groups and blackboard groups is available. So if you're using the other LMS is the kind Moodle DQL and so on. You do have to create PDFs with unique fingerprints. If you want to split students up into smaller reading group. Another idea would be to use tags. So if you have students, perhaps if you have a longer text, you could split students up in a group. They're all annotating the same document together, but different groups either have different roles. So focus on different sections of the text. So perhaps group one is focused on pages one and two. So, rather than having 15 students annotate pages one and two, you may only have three. So divide up the text that way is one way to do it. So that obviously works for both smaller courses and some of those larger classes as well. So maybe probably small groups makes the most sense when you have shorter pieces of text. So if you have a short column of one page document that students are reading, you have a larger class. It may make sense in that in sense to split your students up into smaller reading groups, so that it doesn't become annotation overload as Colin as Colin referred to it in the chat. I'm curious to hear if anyone has any ideas or if one particular strategy stood out to you as one that you're willing or maybe excited to give a go with in your course. And if not, no pressure today. If you do decide to try out one of these strategies would love to hear how it goes. If you need any of support, our teams here to support you with that as well. I just want to wrap up today's conversation with that talking about support what support is available for you and your colleagues using hypothesis this academic year. So know first off that you're not alone. If you have incredible vision you may be able to spot your school's logo on the page, although I can't promise that every single logo of the schools we work with is listed here but quite a few of them are. They're not alone. There's quite a variety of schools, disciplines, using the tool really across the world. And you're not alone in the support as well. So we're so glad that you joined today's session, but this doesn't have to be the end of our conversation about hypothesis about using hypothesis specifically in your courses. In terms of technical support, we have our knowledge base you can link out to all of our health center articles there. If you are your students ever run into any technical issues, please don't hesitate to reach out. I do just encourage you to reach out via your school email address, we then know, okay we know what LMS you're on we also because you're partnered with us we do also put you in the front of our line. So you'll be first to hear from us. And then in terms of pedagogical and implementation support we have some guides for using hypothesis. You're always welcome to set up a one on one with our success team to dig further into how you might use it in your course. We're also happy to always offer these sorts of sessions for your institution for your department for your colleagues. So if you think they'd be interested in learning more feel free to reach out. I do encourage you to check out our liquid margins show it's a podcast style video show we host about once a month on pedagogical approaches for using this school so you can take a look at past episodes for some inspiration and resources. And then I did already talk about our upcoming partner workshop so we'd love to see you and or your colleagues on any of our upcoming sessions. And then I will just go ahead and leave our email address here. I know my team and I are happy to stick around and answer any questions you have. But I can only imagine how incredibly busy you are this fall. So if you do need to hop off, feel free to do so and enjoy the rest of your week.