 Hello and welcome to this instructor sponsored webinar on hypothesis and canvas. I'm Jeremy Dean the director of education at hypothesis We're going to be talking today about the hypothesis collaborative annotation tool and its integration through LTI into the canvas LMS a Big thank you to the partnership folks at Instructure for promoting this webinar. It looks like we've got quite a crowd The number keeps crawling up and I'm just I'm super excited that that folks are excited about annotation You can open this deck through the bitly link there at the bottom bitly hype in can There are some links in the slides that might be useful to you down the road Here's an agenda for our hour together this afternoon I'll be talking a bit broadly about hypothesis and annotation and education and then providing a demo of hypothesis and canvas And then most important will be hearing from around table of practitioners Educators who have been using hypothesis and canvas and they're teaching to hear about their experiences I'm going to try to keep my stuff short so we can really get to hearing their stories and conversation First a bit about hypothesis the organization I think it's fair to say that hypothesis is a unique technology company like Instructure canvas We have our origins in open though. We're here today to focus on a product offering. We've launched an education space We have an open source standard based browser extension It's free to use on the web and always will be it lacks some of the fun key functionality though That's necessary for using hypothesis successfully in the classroom Which is why we're focused on developing the hypothesis LMS app into an enterprise offering for educational institutions But that product is still powered by open source code and our company remains committed to open principles more broadly I want to give a shout out to the whole hypothesis team Give people a glimpse of the folks behind the tool where humans to This is a really amazing group of people truly dedicated to creating a transformative tool for education And for the web and doing so in a way that begins with the learner and focuses on teaching You may see my colleagues made angel and Caitlin. I'm a in the chat answering questions and sharing resources. Hi Caitlin. Hi Nate So my background is actually as an educator the PhD in English. I taught high school English I taught college English and composition And every term that I taught I always handed out this poem at the beginning Billy Collins is owed to annotation margin area From day one I made the point of encouraging students to write in their books and other readings Because I believe the annotation was the most critical practice that would influence their performance in most every aspect of my courses Class participation quiz taking test taking the paper writing everything There's perhaps nothing more essential to learning than reading and there's nothing more essential to reading than annotation as Billy Collins writes 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 We pressed a thought into the wayside painted an impression along the verge Scholars students and everyday readers have been annotating in books since at least the invention of the book itself Writing the margin makes us better readers more attentive more understanding more active more critical But as books and other assigned readings move online we lose the ability to practice this essential learning skill This is what annotation looks like today thanks to hypothesis Hypothesis brings back the margins to reading online, but it does much more Not only have we brought annotation to digital text We're leveraging some of the greatest affordances of the digital environment to bring annotation into the 21st century any website article ebook Can have multiple layers of annotation the traditional private notes of analog annotation, but also various social layers a layer of public commentary Private reading and annotating groups for my peers perhaps my colleagues in a department teaching the same text Private course groups for each of my classes. I might teach the same reading in several courses, but I'd have different layers for each one So what does it look like in the classroom? We've gotten amazing feedback from our instructor users over the years about why they find hypothesis to be so Transformative in their practice and here's just a brief distillation of that feedback I'm sure many of you who teach have wondered before whether your students have even done the reading that you've assigned You stare into their eyes when they when you meet in class and sort of trying to decipher whether the reading has actually been done Or they're faking it. Well, one of the often repeated testimonials from our professors These are not hypothesis is that collaborative annotation lets them know that students have done the reading There's a trace of their students presence in the text in annotation And this isn't just a matter of making sure that students do the reading It's about seeing how they've done the reading where students were confused where they were excited and Enabling teachers to be present for those moments and intervene with and inspire students more effectively Now again annotation has always been a vehicle for active reading that's nothing new But the need for this kind of deeper engagement has never been more origin as Reading moves online student studies have shown that students get easily distracted and less engaged or less engaged. They skim rather than read closely Annotation has been shown to counteract that trend reinstalling and invigorating critical reading practices for the digital age And as I think has become clear one of the new affordances of annotation online is that it's social We're not reading the text alone anymore. If we're confused we can ask for help from classmates and from instructors We can have conversations that help us more deeply engage and extend the course material I honestly can't say it better than this student who was inspired to blog about her experience with hypothesis in the classroom 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 So annotation close active reading these practices of improvement have positive effects on learning outcomes But hypothesis is valuable beyond understood importance of marginal note taking Students that are annotating together are collaborating deeply learning to work together to comprehend information and create knowledge in ways that can be applied beyond Reading the course material and all of this work that they're doing all this knowledge that they're creating is Collected in kind of dynamic portfolio that follows them from course to course and can be mined at different points in their academic careers and beyond But one of the things that makes me so proud to work at hypothesis is that we've built an awesome ed tech tool But what we're doing is much bigger than ed tech Not only can students carry their notes with them from course to course and beyond campus But they carry the practice of annotation with them into the real world They've learned to become engaged readers and thinkers knowledge producers collaborators. These skills are essential in everyday life for a healthy democratic society All right What does it look like in campus? Well, we launched our LMS app in December of last year and the response has been incredible Those of you that have been using hypothesis in their teaching for a while now Asking students to sign up for accounts Download the browser extension join a private group will quickly see how seamless the onboarding process has become through the canvas LMS Thanks to LTI students instructors can get straight to the important work of commenting on and discussing course readings in their margins So for those of you that are new to hypothesis, I'll briefly walk through the basics The hypothesis app in campus enables you to activate hypothesis annotation on select readings When hypothesis is active on a document, you can simply select text to create an annotation You can reply to existing annotations to start a discussion thread One way to think about collaborative annotation with hypothesis is as a replacement for the traditional discussion forum Moving those conversations back into the text up to the context onto the text and into the context of course material Any number of threaded conversations can begin with both instructor and student creative comments in the margins of a reading And all this is done with private groups connected to specific courses and rosters through LTI So these conversations are private and are in a safe space for students to share their ideas Now what's coming Well based on feedback from beta testers and early adopters We've identified four specific areas for development in their future first speed greater integration so its instructors can more easily assess student annotations Sectioning of course Ross of the course roster into smaller groups in order to annotate the same text separately For example, if you're teaching Shakespeare sonnets to an intro lit course survey intro lit course You can have two in students annotate in a 14 line poem Student annotation portfolios to better surface student annotations across courses and allows students to export their annotations for various purposes Like export set of annotations into some other document to begin the composition of say a paper and Learning analytics the data of annotation captured in the caliper format so that students instructors and administrators can leverage it to improve Teaching learning and broader connected concerns and higher learning higher education like success and retention and I am absolutely thrilled to be able to announce that We have released the speed greater integration this week in time for the fall semester thanks to a lot of hard work from especially the hypothesis designers and developers so Can the pause for real applause? I'm sure if there was a way to capture all the applause from the participants here who are all muted but Big thank you to the team at hypothesis for delivering this in time for the semester. This is again the number one Thing that the folks have asked for so let's go ahead and take a look. Have I successfully switched my view here to Thumbs up. Okay So here, of course, you're seeing something familiar. It's a canvas course shell. This is a literature for a four course you can see my week one readings there are on poetry and This is a hypothesis assignment It's Mary Oliver's poem wild geese It opens and it has the hypothesis sidebar pop out like that and the annotations are present So I can click on a single annotation and see that I can expand it in this case Students made a comment professor has replied and asked for clarification or development and the student has done that And students have also started their own threads in other places Hey Jeremy There's a couple requests to wonder if you could zoom in a little bit I don't know if you can do that What I'm going to do is actually tell this assignment to open in a new tab which might give it some more real estate So let me know if that solves the problem It's another step, but in some cases I especially highly recommend this for PDFs because then you Preserve some of the real estate that better yeah, there we go Okay, so we see the annotation sidebar pop out it can be closed Opened I can actually hide the annotations if I desire I can zoom in on a particular comment And this is hypothesis in the context of a document, but I may want to view These student annotations separately in speed grader and this instance is an assignment. I can do that. So I'll go to speed grader In the same poem will pop up But this time the sidebar is filtered by individual students in this case I'm grading model students work And here she has done great. They've created four annotations. I can expand this one. That's part of a deeper thread See what's going on there and I can grade the assignments. What do you guys think? I think this is definitely complete and I'm just very happy with her work here So I'm just gonna say great work out on a particular feedback And I've already graded some of the other work teachers pet has already gotten the completion grade and has a piece of feedback waiting for them and Class clown as the name would suggest has not done the earth power his or her assignment here And so no annotations appear. So this is all just sort of making it easier for me to see this conversation More specifically based on student contributions and assess them or just provide feedback on their annotations Let's go back to Front page we can also see PDFs open in the same way. So here's a PDF of Tony Morrison Excerpt from bluest Eye the bluest Eye you can see annotations can contain images You can edit annotations trash them or create replies so I could you know offer a response because model student and teachers pet have already been getting into what's going on in the Strange sort of deformation of the of the dick and Jane book that opens the bluest eye and again I can view this in speed grader And of course I can adjust the grading of this to be To be not graded to be past fail or incomplete complete or in this case this assignment because I thought it was a chapter of a book It might be more out of out of Fresh you to make sure that populates Might be out of 10 since it's a longer Longer text so here are teachers pets annotations, and I'm gonna give him a 7 out of 10 and then finally I just want to show you quickly how To create these the workflow for creating these either a module that's not graded or an assignment that is graded I want to add I'm gonna add a An item to the to the Tony Morrison week and go to external tool and Choose hypothesis and this is the stage at which I select a Text for annotation I can use a public URL like that Mary Oliver poem a PDF from my canvas files Or a PDF from Google Drive this third option is really not as often used with the canvas elements It's what we provide the other elements is but we have a deeper integration with canvas where we can work with the file Repository I can open up and see all the files that are in that file repository and I'll add the Jerome bump article on On Tony Morrison And I will tell this to load a new tab because it's a PDF And I want to have that real estate get rid of canvas just for the moment to have real estate for the PDF and for the annotation pane And there you go through and bump racism and appearance in the blue sky ready for annotation So that's hypothesis and canvas in a nutshell as it were. I'm sure there are questions I'm sure you are eager to test it yourself I'll be giving a link to install the app and justice in it in just a little bit. Let me jump back to my presentation here And just say a few things about the speed grader integration again The speed grader integration has been the number one feature request from instructor since we launched the LMS app For those who chose to a set for those who choose to assess student annotations. This is going to make the workflow a lot easier I'm really looking forward to the kinds of rubrics that teachers create for annotation assignments I think we're opening up a whole new area of learning for attention here It's less important to me that we can put a grade on it But that we can give this work better attention help students become better thinkers and writers and perhaps one of the most critical moments of learning Reading and keep in mind that in a hypothesis assignment doesn't need to be graded You can leverage the speed grader integration just to be able to offer private feedback to students on the process of reading Analyzing and discussing course content for example class clown may be doing some stuff I don't want to call them out publicly in an annotation The the private feedback of speed grader would allow me to help get a class clown back on the right track All right I'm gonna say just a brief word about the hypothesis pilot program that accompanies the LMS app launch And then we'll move on to our round table. So I think I'm doing good with time here Over the past six months since we launched the hypothesis LMS app We designed a pilot program that helps student schools explore the value of collaborative annotation and evaluate hypothesis tools and services for adoption by their institution We already have a number of schools have decided to pilot this fall. We're expecting many more to sign up in these last few weeks of summer The plurality of these are or canvas schools, but there are we do it is an LTI app. So it operates in other LMSs as well And I want to thank these institutions and folks running the pilots on their campuses They've been true partners in designing the program itself and have helped informed a lot of the important product decisions We've made over the last six months A key piece of the pilot is the idea that we want to collaborate with our partners in higher ed as peers Many of us at hypothesis or educators and scholars by training We want to work together with you to co-design pilots and make sense on the ground on your campus and support innovative uses of collaborative annotation In the classroom Of course, we provide the kind of high-touch customer support for technical issues as well as meant as I mentioned We have several staff members including engineers with backgrounds in education We're very familiar with the various learning management systems and how they integrate third-party apps So they are prepared to to help troubleshoot We've tried to organize the pilot as a community of practitioners interested in sharing and building on each other's experiences and That's the idea behind our annotate ed events, which some of you may be familiar with we host these on campuses But also co-located with major technology and professional conferences throughout the year and they're really a chance for the annotation In education community come together Talk about hypothesis and the product roadmap beta test features offer feedback on the roadmap just talk about new use cases and features for annotation share best practices for implementation and conduct research together on the efficacy of various applications of annotation in education So if all this is sounds exciting to you, I encourage you to move forward with getting a fall pilot at your school We've tried to make it so that hypothesis shoulders a lot of the necessary work in the pilot. It's meant to be lightweight And and keep the ask on schools minimal We really just want a cohort and for you to try to help us get work with teachers closely to explore annotation as a teaching tool We want to make it as easy as possible for you to start exploring the power of annotation for teaching and learning And so down there there's a link that you can begin with the installation process today and I'll surface that later but again this This debt can be downloaded through bit.ly by going to bit.ly Hype in CAN H-Y-P-I-N-C-I-N All right, you heard enough of me I think I really did keep that to 20 minutes I'm very proud of myself and we have a lot of time to hear from practitioners which is far more interesting I think far more compelling so let's not put too much pressure on you guys, but But I'm looking forward to this conversation So let's hear from some teachers have used hypothesis in their courses You can see their bios here. We have with us Julia Cantor from CU Denver Lorna Gonzalez from Cal State Channel Islands Megan Kennedy from Florida State and Spencer Greenhall from University, Kentucky and they've all appropriately waved so you know who's who I guess they have their names there, too And you have their bios here, so I'm not going to go off on the bios too much I'm going to let each of the panelists introduce themselves by sharing a quick overview of how they use annotation in their courses and just to be surprising I'm going to go and from my right to left starting with Megan Then Spencer then Lorna then Julia and then I'll switch the order up to keep you guys on your toes for the next prompt But so just you know start by telling us a little about how you've used hypothesis in your courses and Megan if you wouldn't mind starting Okay, sure. I Use hypothesis in a large online course. It's an asynchronous online course on literature and medicine There's currently usually when I teach it about 120 students Usually with a couple of TAs and I use hypothesis for what I call primary source workshops. So at the end of each unit I have the students look at a primary source text and we annotate the text together At the beginning of the course. It's the text that we've Looked at already and by the end of the course It's text that are new to them so they can take skills that they've learned during the semester and bring them to bear on a text that they haven't seen before And whether it's a short story an essay a poem Collection of poems and then at the end of the semester students choose two out of those annotations Taking into account my comments from their colleagues their peers class from the annotation software And they reflect on the revision process and I've been really happy with how it's worked Hi everyone, I'm Spencer green hall. I teach in the information communication technology and library science programs at the University of Kentucky my background is in educational technology, that's what my PhD is in and I was really fortunate while I was doing my graduate work to Teach in a really well-structured and very creative online program my masters of arts and educational technology and that It was great, you know, it tried to avoid Wrote online assignments and tried to really break the mold of What online teaching looked like and so when I was then done with my graduate studies and designing my own line line courses I really wanted to find a way to to bring some of that in and I'd heard about a hypothesis a lot over the past couple a Lot over the course of my graduate studies and so over the past year during my first year as faculty member here at UK I've been bringing it in as a way to add some extra interactivity and especially interactivity around texts in the class that I teach so Primarily what I do is I use I Use hypothesis as sort of a participation activity to help ensure that students are reading the text but also give them a chance to ask questions and and comment on the text and Have sort of you know a lot of online courses have discussion post style assignments But what I really appreciate about hypothesis is it moves that and contextualizes that within a text So that it's happening as you are reading and not as something that happens afterward And then also something that I found really helpful is to annotate the text myself before I even assign them to the students That way if I'm assigning a text that I think is valuable, but I don't entirely agree with everything I can be upfront about the students about where I push back against the text and then give them permission to do the same thing And then I can also call their attention to the parts of the text that I think are most important And where I hope they'll take the most ideas from as they move forward in the class Hello, I teach a course called literacy in the disciplines And it's also been called literacy across content areas. And so I have students from different disciplines Centralized in my course and one of the primary goals is to teach them the idea that different disciplines have different ways of thinking and doing and practicing and we do a lot of text analysis to sort of reveal some of those differences and The way that hypothesis has helped with that and collaborative annotation is I can have I've had students from Like history and English working on the same document like sojourner truth speech anti a woman and they're asking different the assignment is maybe to ask questions that are Typical to your discipline and and history focused students will ask particular types of questions like political and economic forces at play and then the English literature folks will ask Questions about literary devices and rhetorical devices and that sort of thing and the same has been true with my science and math Students who will be looking at a common text including a graph or a chart and asking Disciplinaries questions there So it's been neat for them to identify the boundaries of their own disciplines by collaboratively annotating the same Document and then just one other thing I'm also an instructional designer for teaching and learning innovations at cal state channel islands and we use collaborative annotation in our own work with each other because we're producing a lot of multimedia documents and web based documents and we're able to send each other drafts of our work and And provide annotations in context rather than just in note form maybe on a google doc elsewhere Cool, and I do want to just point out that lorna is part of the pilot at at csc channel islands So she represents our pilot Really the first pilot. I think that we signed was with csc channel which I was super proud of they do some innovative work there Sorry, julia No, that's fine. Um, hi Everyone i'm julia canter. Um, uh, I work at cu denver in the school of education and human development and The I taught a summer course on the culture of education policy and use hypothesis Throughout the course just to have students annotate the articles every week. Um, I didn't do every article every week I wanted to give them sort of some spaces to have articles on their own without the hypothesis annotation But then they would do one or two per week And various reasons why I started using hypothesis Mostly because I I really do not like the threaded discussion option To be honest and a lot of the in canvas and a lot of the lms's and I thought this was a really nice replacement In many ways. Um, I really want to keep community at the center of my classes And I feel like in a lot of online classes including my own in the past we can lose community really quickly And this this tends to bring students together You know bring them together every week Prior to having any sort of zoom discussions that that we would have together Um, the other reason why I use it is just performative assessment purposes It was really nice for my instructor my co-instructor and I To go in and look at what people were were thinking and and doing with the texts And then if we were to have a zoom discussion with them that week We'd say hey, let's go back to this one spot. You all were really wrestling with this or kind of start to You know analyze it a little bit more deeply So it's it's sort of a new platform for me to start using but the students really enjoyed it and I think Um, it's um, it really sort of set a new dimension for the course for me this this year Thanks, Julie. And you did you mention that you have participated in marginal syllabus? Yeah, I have So, yeah One of the things I love about hypothesis and I'm an annotation geek too. I annotate the newspaper every morning But uh, you know, Julie and Lorna mentioned that they've annotated, you know, it's part of professional practice It's not just sort of an activity to send to students, but it can it spans a lot of you know Areas of professional academic practice Um, great. I just want to I'm going to do a surprise quiz real quickly for you guys I mean we sent some questions ahead of time, but I just want to quickly check in So unmute yourselves for just a second and tell me about the the class size Of the course that you taught starting with Julia Um, I think I had 17 students this summer Lorna Um, I typically have between 20 and 30 students Spencer yours is a big class 20 to 25 Okay, and then megan yours was huge, right? Uh, my mine is huge the first time I taught it. It was 60, which is big And then the last couple of times it's been 120. I do have tas, but um, I like to monitor Um, I like to monitor what's going on myself. Anyway, so it's still It's it's still a lot to keep track of and you and I I notice in the chat somebody is asking about annotation groups and that is something The annotations can kind of stack up when it's a smaller piece, but I got around that by offering sort of three different options for annotation some weeks or Or just a longer text and then they kind of they just kind of naturally stretched out by interest So it worked out. Okay Great, and I think yeah, that's a that's a something that I mentioned in the coming features We're planning to address is being able to section things so that that hundred person shakespeare course could be Five groups of 20 on on a sonnet so that it doesn't get too noisy That might actually be too noisy 20 people on a 14 line poem But you know, you'd be able to slice it slice the group group up however you saw fit Um, so that's something that's coming but something that we have released as I said I was excited and I know megan with a number of you laura at least I've talked about the speed grader idea It's something that clearly was requested by users Let's go in the same order as we did before with megan first because I know You know, what are you looking forward in terms of speed grader and how you might leverage that? I know it just came out and you just saw that the demo but Why have you needed that kind of feature and what you know, what do you think you can use it for? Oh, um, I think for me it I'm really glad you did this Um For me, I offer the students the option of doing five out of the six annotations So one of the issues for me is that For and also as I just said in a particular unit I might offer them a choice of three different texts that they could they could choose Um, so that I pull up I pull up a hypothesis text and then it's not like all 120 students have annotated it I can't just run down and grade each one and transfer it over But I have to kind of do a complicated Search and then click over to canvas and do a search in the speed grader And it's just incredibly complicated seven step process Um, but now with the speed grader it's just going to be so much easier Um, because it I'll be able to just grade Right in the speed grader the students who have used that particular annotation option So I'm really looking forward to it Great. Let's go down the line again. Spencer, Lorna, Julie, in that order Do you have thoughts about the speed grader functionalities at this point? So, uh, I'm a little bit of an idealist and I like to think that I can create activities for my online students to do Without them being graded and that all of my students will just jump in headfirst and really participate And I've unfortunately found that that it isn't always the case In fact in one of the courses that I taught last spring Someone in the teacher course evaluations. I got at the end of the semester. One of my students Mentioned really appreciating the hypothesis integration But wishing that more of her classmates actually did it along with her and so that got me really thinking. Okay. I need a way of Encouraging people to do that and I don't like necessarily the carrot and stick approach to assessment that we do a lot of the times but sometimes it's just necessary and so I need a way to to be able to keep track of if my students are going to If they will be annotating and it's not going to be a huge part of their grade And I don't know that I'm that interested in how much they're writing and necessarily the quality of What they're doing might my focus on assessment in that course is just in other areas But I do want to carve out a part of the overall grade for the class to make sure that That there is participation in this community and that there are conversation going on So as much as I dislike carrot and stick assessments, that's that's just what it's going to be right you also mentioned though Anten along with students which in my experience is is it's inspiring students to to join the conversation They see that you're doing it and they really will Sometimes reciprocate And the other thing is I wonder If I'm echoing or if that's somebody else but the other thing I'm wondering is If just the feedback alone the fact that there's a private feedback channel So they know that a teacher is going to be able to Give them some feedback on what they did is another way to inspire them to to join absolutely. Thank you Lorna Yeah, so Before the speed grader the types of assignments that I would give with annotations were engagement activities And they were informal formative assessments. And so they were not really graded or they were just graded for completion And then when it came time to give students a grade They would actually submit a separate assignment in canvas, which was a copy of the text and then a list of their annotations or their questions and Sometimes I was teaching a style of questioning so they'd submit their questions on a separate document And so with this speed grader, I'm really excited because this will allow for a more authentic submission Assignment submission that I'll be able to see their annotations and their questions in context for this particular assignment And then there's another course I used to teach where I could see this being Incredibly useful because when students would do peer review I would ask that the feedback they gave each other Incorporated um certain language we were working on so in this case it was a multimedia writing course and They were learning about Principles of design and so in the feedback they were giving their colleagues on their in-progress Multimedia designs I'd want to see that they were using the language of design including contrast repetition that kind of thing And I would have a rubric for evaluating their feedback to each other and so I could see the speed grader as being a great opportunity to Attach a rubric to you know evaluate there or give them some feedback on the feedback They're giving their colleagues on that type of an assignment if that makes sense You're muted. Jeremy Thanks, one of the things I hope to put into practice once Once this is launched and we start to get some actual use of the of the tool is to to collect rubrics If if teachers are willing to to share them and have a kind of rubric bank for that purpose Um, we we already have been asked that question and I'd love to sort of develop that But I love that idea of the rubric being kind of disciplinary specific looking for certain ways of uh responding and then Valid in the student work there I mean the number of different kinds of things that we can suddenly focus in on here Different practices and skills that we're trying to encourage in our students. I think is I mean I'm Just so excited to be able to see this stuff And hear how teachers are going to zoom in there and work with students on cultivating certain skills. Sorry to interject Julia That's okay. No worries. Um, yeah, I think it's similar to what spencer and a little bit what you were saying, Jeremy I'm I'm trying to get away from grading as much as possible Um, but I do appreciate the sort of the privacy aspect of giving, you know Someone some feedback on their annotation and I'll probably just use like the complete and complete option in canvas And not give any points or grades. Um, I don't feel great about sort of Doing that with how students discuss or sort of meet a text I'm giving them a grade for that. Um, but I in the summer there were a couple folks where they They just weren't annotating each week or it was pretty light And so it would have been really nice to give them some pretty direct feedback in campus I love that spectrum of different ways. I might get used So the final prompt that we have is just, you know, what's next for your teaching and annotation? assignment ideas new features you want, but we just launched a big one Research you'd like to conduct something else. This is really take that question however you want This will be your final sort of open word and then we'll open the floor up to looks like there's been quite a lot of questions that hopefully you guys can answer And I guess we'll just keep going in the same order megan because I know you're You're the you're the expert here. You've been doing this for a long time I don't know if it's been tweeted out But megan has a great article on hypothesis in a journal of victorian literature. That's uh, I would recommend it reading it for Even if you're not a literary professor, but it's a great great piece on engagement and hypothesis But we're going to rely on you to start the thread again megan. Okay. Thank you The article is actually a little bit out of date now because you've been doing so much development to the program Which I really appreciate Because I I talked about the on ramp issue which a lot of that has been really eliminated with the lms option, which is great One of the things that I think would be super to see more of With hypothesis or really any annotation program, but hypothesis makes it so easy would be more use of this kind of work to with like journals like when a A journal puts out a new issue to open out, you know, maybe one of the articles in the issue for public annotation or if it's, you know, the 200th anniversary of Somebody's birth some author's birth put out, you know One of their novels and have kind of a worldwide annotation of that novel. I mean something kind of fun like that I think would be just a lot a lot of fun to do and people could Get their classes involved with it Which would be a great way of helping students feel like they're involved in something beyond just the walls of the classroom. So I love it. We'll make it happen Spencer So I I'm pretty new to Hypothesis. I'm on the other end of megan The other end than megan, but I So I do a fair amount of social media research I'm interested in Learning communities in places like twitter and especially the data they produce and what we can learn about meaning and about learning In those spaces because of it. And so as I've been listening to this webinar I'd be interested in starting to do something similar with An annotating community to see if it's possible. And I don't know whether it is or not. I'm Very new to this possible to to collect this data in a way that it would be interesting to talk about Um How communities form and how people interact with each other? I've been doing a lot of this work with platforms like twitter It hypothesis seems like a great next step to go in especially if it's something that I'm already Using in my teaching. So that's an area that I am interested in exploring That's great. That's something I'm super interested in Spencer. So let's follow up on that I mean, I hope that the you know, the The speed gainer integration is really just The first of what will be many ways that we allow students teachers and administrators to see what's going on with annotation What's what's happening? I mean social network theory applied to how students are annotating and responding I mean, you really can learn quite a bit from You know, the the archive of annotations, of course can make And we want to make that more visible and there's folks like rena clear and the crowd layers project that are doing that with our open API and there's lots of room to do to do more of it So I think that's a really cool project both inside the classroom and outside the classroom So we can take some of that twitter and now, you know Strategy and apply to annotation. That's awesome. Um, well, I continue to be interested in You know using annotations in the courses that I teach and I also mentioned that We in at teaching and learning innovations at california state university channel islands use hypothesis in the work that we do and A colleague and I were recently doing a little bit of research for some writing that we're doing and looking on different university websites at different texts and We used hypothesis to save our annotations and one thing I appreciate about that is In addition to the archive of annotations and sources of those kind You know websites have hyperlinks to other places and The hypothesis interface would follow me as I would click on a link and be redirected to a new page And so I could go back to the annotations and not have to worry that Oh, I had jumped to a new page or a new website and you know, was that going to be broken somehow So it was useful in our in that sort of research that we were doing as well And also as part of this pilot um I got to hear how other faculty um at our school were using hypothesis and One person used it in her course To have students annotate the learning objectives and instructions for an assignment. She had given So it was a great way for students to just Make sense of the assignment and ask questions um publicly, you know before Um embarking on that task and um And it was a different way of doing it than having them do the discussion for them And I always appreciate any opportunity to have students actually do something with the learning objectives when they're, you know housed on a module or Or an assignment page and and not just skim by them and move on Yeah, no, that's amazing and uh, this reminds me to remind everybody that although i'm, you know, very excited about the speed grader integration Hypothesis can be integrated into the lms without it being a formal assignment or a line in the grade book Right, you can add it to a module so you can upload a syllabus or you can upload wherever those learning objectives are And and that can be annotatable and it cannot be for a grade It can just be for the meta conversation that might inform You know co co curricular design with your students And feedback on things like your syllabus or clarification on things like your syllabus. So That's great Yeah, and I I mentioned this in the in the chat really early on in the webinar, but um this past summer I invited an author of one of the texts to join us in the annotation Um, she happened to be a professor at um, cu dember. So it was rather easy to kind of just get her under my canvas Um shell as like a collaborator or ta or something like that But it did add this extra layer of authenticity for my students As they discussed and as she kind of went back and forth with them throughout the week So, um, I just want to do that more invite more authors folks I don't even know and just kind of reach out to them and see if they will join us logistically I don't totally know how that will work if they're not in the same university system getting them into canvas Maybe Jeremy you can speak to that. Um, but that's something I'm really interested in keeping and starting to do more Yeah, well, let's make that the first question I think we're gonna Thank you guys so much for sharing your experiences and stories and for using the app and for Using the app for as long as you have megan because as you said the onboarding has become a lot easier, but it's really folks like you that push through the The difficulty of getting started with a big group of people in annotation that Kept me around kept us around in the education space and I think we're we're now very focused on making it a lot easier and building tools to make it More effective for your teaching. So to answer your question, julia It's pretty hard to get somebody added to a from outside an lms as a, you know, visitor in an lms Environment I I've gotten that privilege a number of times because I'm helping with integration So it is possible. It probably depends on the institution But it would be burdensome to do that. Of course, you can do that outside the lms with hypothesis Easily because you're everybody sort of owns their own account and And it would just be a matter of sharing a texas like in marginal syllabus. So But I love that idea. Uh, so I am gonna say it's time We've got about 12 minutes left here. Maybe 14 since we started a little bit late To open it up for questions. And so I'm hoping that my colleague Nate angel Has been monitoring the chat and can surface some of those questions because I have been ignoring it trying to focus on My presentation and my colleagues here Yeah Jeremy there's been a really vibrant discussion in chat and Caitlin and I and some other folks who have all been talking a lot there But I'd like to actually turn to a couple of questions that have come up both in the q&a tool and in chat So one is about accessibility And so there's a lot to say about it and I wonder Jeremy if you might take a first stab at just describing the current state of accessibility and hypothesis I've shared about the accessibility web page that we have in the chat Some people hit that and it will be in your follow-up email as well But then maybe the panelists also have things to remark on that Sure, I'll tell you a little bit about the state of things at hypothesis first That accessibility page that you were linked to Is a really wonderful resource and it's actually especially thanks to Caitlin and Nate that it's there We have an internal accessibility task force. That's been for the past year focused on accessibility We've published a vpat. We are not WCAG compliant yet But based on the vpat Caitlin and and arty some folks internally have created a really robust Road map that outlines what we need to do to become wcag double a compliant And then we've committed to becoming wcag double a compliant by january 1 So what and I just see now that I have a chat up and what are the least successful areas of the tool I mean my understanding is that a screen reader can If you're going in terms of screen reading you can get a screen reader to read a text and read the annotation pain I don't know. I don't think it's as efficient as it should be in terms of how The order of operations of how certain text is read out In the in the right order. So my understanding at least on the first levels that there's some it's not the most it's not the most Efficient experience to to have the read out of the text With annotations, but The other problem is the creation of annotation Being able to select text with keystrokes and things like that So we did have a presentation at our annual conference that pointed us in the right direction for that So again, we're very committed to tackling these these accessibility issue over the next four months And I am working with some folks actually at Ohio State and I need to get back to somebody at Um At another school that's that and I'm trying to put together a little working group of practitioners to think through what accommodations we can make to students um, make make make for students that that that uh, they can't access the tool in the straight, you know The straightforward way to try to create some ways that they can still participate and We'll see what we come up with but I'll I'll share that when it's ready Um, I don't know if the panelists have anything to say about accessibility or Nate who's knows a lot about accessibility wants to add even to that Didn't any of you panelists have any accessibility points or experience you wanted to share? No, sorry, we won't put you on the spot. Um So yeah, we have just so just to add another point there. We've been working extensively with um A great group at OCAD, uh in uh in canada Um On accessibility we've had a full accessibility review. It's been able to identify you know where where the weaknesses and and uh, Victories already are and so uh, as germy said the roadmap is is set up and we're really committed to finalizing it the most complicated part of of uh, Accessibility is actually in the creation of annotations as germy was talking about So that's um, that's kind of the last mile that we're really focused on You know, there's another whole topic area that um people have been really interested in germy And that's around the cost and so people are thinking about okay. How do I get started with this? um annotation at my institution with hypothesis and What's going to cost um and so you might also want to talk about the pilot program a little bit Sure, so the the web-based browser extension And hypothesis accounts to to leverage that tool are all free. It's all open source So it's going to be that way there's a way to use hypothesis in your daily life And a way to use it in your courses as megan knows Using that browser extension that that can be burdensome and and we've streamlined that process And we're adding specific features for the education space And that is going to be part of a paid tool So the lms tool is we do expect it to be a paid product Ultimately we have made it easy to install so you can install it and test it and vet it in the ways that schools need to vet it and even run it in a course for a semester for with less than 50 students for free, but we do expect students to Sorry, we do expect institutions to move into a formal pilot at some point And then roll it out more broadly to get the feedback from their users And the feedback to us about the efficacy of the tool and then after a pilot term We will negotiate licenses for For for with schools. I'm not going to talk about prices online here, but if you follow up we can have More detailed discussion about what happens after a pilot great so if people have More specific questions about that feel free to add them now Also, if you will I'll put this in the chat, but if you email us at education at hypothesis with any kind of questions You might have or just you can we shared links today that it can actually help you start the process And there there are links in the In the in the document In this in this well, you can go to hypothesis slash education and get this stuff But also this is a link to a brief about the pilot and what we provide And then this is a link to go ahead and install the app so You can see a little bit about what the pilot provides, although I guess I went through that in pretty pretty good detail Great, you know, there's um Folks have also been kind of um There's been a series of different kind of questions around Kind of what kind of documents can be annotated in canvas and so there's questions, you know about You know pdfs and you know, what's the google drive integration and our canvas canvas pages themselves annotatable And what about students submissions and what you know, how does it work in? In conjunction with the commenting feature and grade book or the speed grader and so forth And so I'm wondering if there's a quick way for you to either summarize and or kind of show off Maybe even setting up an assignment Yeah, I showed setting up an assignment earlier But I can bring it up real quickly again and show you the the options So that you have them in front of you and we can pause there, but this is what it looks like for Generating the assignment You can grab a public url Which could be a canvas page if it's a public canvas page, but not if it requires a login A pdf from the canvas files a note that pdfs need to be OCR'd, you know some some copies of books for example of just images And so the text would need to be recognizable on top of the pdf, which you know most copy machines and most Journal articles are today Or allow Or you can get it from google drive I don't know if there's a if you're I mean, this is really preference the last two If you want to keep some pdfs in google drive or keep your pdfs in the canvas files for the course That's that's your choice. You have both options here. I will say that through the google drive integration You can immediately upload something Um, so rather than grabbing a text and putting pdf and putting it into canvas files And then going to assignment and creating assignment you through the google drive workflow You could immediately just drag an article from a pdf from your from your drive So it's pdfs and webpages for now, but that's just the beginning We all know that annotation means a lot of different things and can be applied in a lot of different ways right peer review is annotation Student teacher feedback on a paper is annotation There are other types of texts that are shared readings that are not You know present here, but we're working with journal aggregators We're working with publishers to bring annotation in and hypothesis into the lms through those means And I we're in conversation with some of the lms companies about Where else annotation is useful? I believe it's useful, you know, my my sort of jam is it where Is the in Inline discussion of shared readings, but we could use hypothesis on top of Student papers for teacher feedback in a one-to-one group, right? That's a private group between student teacher We could use hypothesis for peer review We could use hypothesis in these other contexts, and I think you know the vision there is then you'd have All your notes and feedback and discussions in a single tool to harvest in different ways, which I think is incredibly powerful Idea for for education moving forward Great, you know, there's one other I mean, there's a lot of other different questions burbling around But there's one other one that several folks have kind of come up with And that's if you could talk for a minute about the differences between hypothesis and perusal Sure. Well, I think these models They're different business models for sure And but they you know, I think perusal does a lot of the same You know spiritual work that we're talking about bringing people together on text having the social reading experience My understanding of their business model is it's mostly, you know students are purchasing texts through their Textbook store or through their bookstore our model for Distribution is more for schools to decide that they want to bring collaborative annotation to course documents More broadly, of course reading is more broadly not just particular textbooks that are that are purchased and You know, the schools would would largely shoulder that that that cost rather than the students I think Another difference is that hypothesis robustly anchors to The the text of origin rather than to rather than ingesting text into a platform for annotation Hypothesis is really attaching itself to a pdf fingerprint in the case of a pdf or a url In case of a website and in that sense the annotation is really really attached there in a more permanent archival way Then something that's happening in an ed tech platform and depending on the longevity of that ed tech platform or the student's access to it can disappear So we know that spencer's and it's going to sound scary, but we know that spencer's annotated this information, you know information science Article, we know his user account has and we can attach it to that article And if you open that article in other contexts, we could we could reattach it and it's not really dependent on even if he switched from university, kentucky to You know some other university that had blackboard instead of canvas that same pdf would you know and annotations would would persist How's that first start That was good. Thank you. And I realized so we just we just came up on the hour here. And so we should probably give anyone who Wants to take off a chance to do that Including any panelists we've taken up a lot of your time and we know you have other things to do So if you need to to take off we wanted first to thank you very much for Joining us here in this webinar and being part of the community around hypothesis. Thank you And to thank everyone who attended We can stick around for a few minutes if people still want to continue to chat and discussion But we certainly want to give folks a chance to leave if they need to get on with their days And this is going to be recorded And if you registered you'll get a copy of the recording and So you can share it with colleagues Or if you're dropped off, I guess you can watch it later But I guess if you dropped off then you wouldn't hear me saying that so That's right. How about just like one any last words from the campus from our panelists? Just I've talked so much you can just say goodbye, but you know Any tips for teachers Using annotation in the classroom about Uh Yeah, any advice Yeah, I am I don't really have a tip. I just wanted to say I have seen Some much better writing from my students. I have it's a large class about a third of the students are Not uh about a third of the students are English students about English lit students about a third are from the sciences and a third are across the university So a lot of the students are not In the classroom because they want a major in reading and writing But um, I really have noticed a great increase in the quality of their Critical reading and writing since I started using hypothesis because it Encourages them to dig down into a specific moment in the text and then to take into account The critical conversation which they can see happening around them And I asked them to talk about it in there when they revised their annotations. So It's just been really helpful for me. Um, which is one reason why I I keep using it So appreciate that and I just want to underline the point like it's not just about the reading Right the it affects the writing it affects a lot of other parts of the course and I think that's that's absolutely critical Julia you said you didn't want to really zero in on What happens when a student meets a text? Maybe that's a moment to be more informal and in process But those more those more product-oriented assignments are going to be informed by That process and enhanced by that process. So you may measure it or see it later on. So that's a really important point Spencer my philosophy with any tool that you're trying out in the classroom is to just dive in and tinker with it and That has been my experience over the past year as I've just been diving in and tinkering with hypothesis And I haven't broken anything yet. So Don't don't worry. I guess about whether or not you're doing best practice Whether or not you're meeting the full potential of it But I think that the best way to really try this out is just to try it out And then build on what you've done each semester until You get to somewhere that you're you're really happy with as a testament to that. I just want to say that Spencer You know install the tool last semester and used it quite robustly one of the top And I you know one of the most productive groups of annotators in the semester in the spring semester and I never talked to him Never never had a conversation until now So he went in there and tinkered and had success But I do encourage you to also be in touch because I think we can collaborate and do really cool things more closely To be clear, Jeremy was very helpful about reaching out and trying to talk to me I was not very good about following my email. So I owe him an apology. I you've made up for it by being here So I really appreciate it. Thanks Lorna, do you have any last words? Just that I'm excited to continue to use it and hear how other people are using it and and I agree with Spencer about Trying it out first my my favorite use of it really has been for my own work with my colleagues And I could see a lot of applications for that and then and then it makes the work I'm doing with my colleagues annotating text serves as a model that I can show students As I um, you know, I'm Showing them how to use annotations in the in academia and and then also Annotating with them to model the tool before they're having to use it I guess would be a tip, but um, yeah, so thank you. Thank you, Lorna Yeah, my tip is similar to what Lorna just said. It's just um having to sort of explicitly model Using the tool but also model how to annotate in critical ways I sort of skipped over that for those first few weeks of my course and I found that not a lot of my students know how to really do that very well So just me hopping in there doing that putting out the features on the tool like hey You can put a visual in you can link to other things like just modeling that process was was really key for them And then they start to pick it up So that makes me think of modeling the different types of approach with different types of annotation that might happen Or the different types of disciplinary practice that are necessary to cultivate and you could have different annotation assignments That focus on in each one. I could talk about this stuff all day I really appreciate your time today megan spencer Lorna and julia nate Caitlyn thanks for running things on the chat in the q&a And everybody for the overwhelming turnout and an interest in hypothesis reach out to us Education at hypothesis or use the the deck to go ahead and jump in and start playing around Thanks everybody