 So, hi, I'm Nate Angel from Hypothesis and I'm really glad to have you all here from the Moodle Moot US 2020. We talk about this being an annotated session. And the reason that we do that is Hypothesis really participates in a broad community of other educators and folks who are focused on social annotation and its power. And these logos are probably far too small to see here, but you can see the kind of wide variety of institutions that are getting involved in this and a lot of these are actually Moodle institutions as well as institutions that use other kinds of LMSs. If you didn't already know this, Hypothesis itself as an organization has a lot in common with Moodle in the sense that our entire code base is open source. We are very focused on following open standards. We help develop the open standards for web annotation. And we've had a kind of a long history of participating in the world as a kind of organization that has a lot more in common with Moodle than some of the other players in the ed tech space. We have a relatively small team. A bunch of them are actually here today. You'll see Jeremy is here. Michael's here, Franny's here and I'm here. There's a bunch of other people back at home doing other kinds of work, but I just like you to be able to see the faces of the folks behind the scenes. And so what we're going to just try to do today is I'm going to hand the mic off to Jeremy in just a second for this getting on the page, getting on the same page section. And he's really going to kind of make sure that we're all understand what we're talking about when it comes to social annotation and how that works in teaching and learning. And then we'll move to notes from the field where we'll be hearing from annotated community members at Moodle schools like Joseph Kennedy from Concordia College in Minnesota and Ben Tupper and Rebecca Todd Peters from Elon University in North Carolina. And then finally, my colleague, Michael Roberts will be talking about hypothesis directly in Moodle. So that's more like the kind of hands on stuff. And then if you want to stick around, we're going to try to finish all that up in half an hour. But if you want to stick around afterward, I'm actually will lead anybody who wants to through a kind of, you know, we'll annotate our document ourselves. So if you're interested in doing that. So without further ado, I'd like to hand the mic over to Jeremy if he's ready. Thanks, Nate, and excited to be here. I'm a huge fan of Moodle. There's some functionality that we find important to our functionality of our tool and cloud annotation that and as how it's been designed that is only available in Moodle because of the sort of philosophy with which it was designed which I believe which I mentioned quite a bit when I talked to Moodle schools and actually which Joseph Kennedy was one of the people that was instrumental and kind of teaching me about the ways of Moodle and how hypothesis can can work inside of it. So go ahead to next slide, Nate. I'm an English professor by training, and I used to hand out this poem at the beginning of every semester to try to inspire my students to write in the margins of their books. We've all seized the white perimeter as our own and reached for a pen form to show we did not just lays in an armchair training pages, we pressed a thought into the wayside planted an impression along the verge. Now there's nothing particularly radical about this idea of annotation it's been around for centuries as the next slide shows. People have been writing in books since at least the invention of the book if not before. And as as reading starts to move more and more online. We use the ability to write in the margins of our readings. And this is a critical practice that obviously scholars and students have known about for ages, but becomes even more important online because, you know, research has shown that students are not as engaged when they read online and not as they're not retaining as much. So part of what hypothesis is doing is bringing annotation into the 21st century, allowing students and teachers and scholars and everyday citizens to annotate on top of digital readings. And so the next slide shows are, but let's skip this one. Now the next slide shows our vision for for annotation and hypothesis that any website article ebook document a piece of multimedia and a multiple layers of annotation that traditional layer of private marginal notes. Outside of moodle we disabled this particular layer inside of moodle for privacy readings but reasons but people are annotating with hypothesis across the web as part of everyday engagement with, you know, the internet, as well as part of professional interaction posts for example uses hypothesis to annotate primary source documents from the news. But most important for the purposes of those in education are private reading and annotating groups that you can create with hypothesis and in the context of LMS like in moodle. Those private reading groups are sort of automatically generated for you via LTI. So in hypothesis is active on top of a text you can select text to annotate and you can reply to existing annotations. So this is meant to be a discursive you know conversational practice, and you're annotating together in private groups, as I mentioned, three top level takeaways before I pass it on to some practitioners. Three top level takeaways that I've learned in eight years of working in cloud of annotation that from students and teachers. The first is that is that annotation makes reading active. Again, this is that nothing new aspect of annotation it's why people have annotated in books for centuries. The interesting thing that this slide points out that I'll just reference is the idea of the different ways that that students especially can be active or engage with readings and in here in this example that screenshot here, you can see students annotating with memes on top of a poem so multimedia the ability I know basically as Nate has told me before every annotation is a little website that the student can design from the ground up with text and images and video hyperlinks. There's a lot of power in the digital space in terms of annotation a lot of ways to be different ways to be active. The next takeaway is that annotation makes reading visible and I think this is especially new. Because I think in my career teaching, you know, before I discovered something like cloud of annotation reading was really an invisible process to me, you know, typically in an English class and I think in a lot of courses in higher ed you're, you're going to see the effect of a lot of work that a student does the essay, for example, in an English class that their writing is very visible their writing is the product on which you're sort of evaluating a bunch of other work that includes reading and annotating and how you, you know, how you process that and how you harvest that for for for critical writing so I think it's a very powerful idea that annotation makes reading visible for one you can actually know that they did the reading but you can also see how they're engaging with the text and guide them in their engagement towards certain learning outcomes. And then finally, annotation makes reading social and this is the one that students really latch on to the fact that as this quote says they don't feel alone anymore in the reading. I imagine anybody who's got a bachelor's or master's degree or advanced degree or really anybody who's been in the classroom probably reading a difficult text has felt lonely, and maybe sometimes a bit of an imposter and not knowing if you should be there. And I think that making it social realizing that others struggle with meaning and that working together is a powerful way to create meeting is a really powerful aspect of collaboration. So that Jeremy, I hope that gave everybody a kind of, at least an introduction to how to, how we think about annotation. And now I wanted to actually introduce Joseph Kennedy, who was really kind enough to join us here on this on this little workshop in order to talk about how hypothesis and social annotation are happening at his school. I wonder if you would start out by kind of just explaining your role, let us know kind of what what you do day to day. You said you're pretty busy up there right now so don't you don't need to dwell on it if you don't want to, and then give us an idea of, you know, how hypothesis sort of got introduced at Concordia. I'm currently the instructional designer for Concordia College in Moorhead, Minnesota on the border with North Dakota. Concordia is an approximately 2000 FTE residential, private liberal arts college on the evangelical Lutheran church of America. For all the context that I can get there. I myself am a national board certified math teacher at seven through 12 level. I'm also a speech coach, and the combination of the two means I believe very firmly in making arguments in a whole variety of ways from a very Aristotelian sense of bifurcated logic all the way to wrap battles and interpretation of poetry. But I do believe that no matter how you're reading literature and how you're using evidence, you need a way to be able to evaluate it. When it comes to writing or creating work, every other step of the way seem to already have a tool associated with it. We have all sorts of tools where students can brainstorm together we have all sorts of ways for students to share their sources with each other, but we have ways for students to grab things together to write things together to edit and critique each other's work. But there really wasn't a good tool out there to actually assess source quality so that's what intrigued me about hypothesis. One of the professors at the college but not the system I attention a couple years ago as the only instructional designer I have the ability to force some issues with the college and say we should spend money on a piece of technology or another one. And so we took this on to do an evaluation. And, by the way, it just occurred to me that when you talk about it makes reading social hypothesis is like the Netflix Party for reading. Our faculty here have been using it in several different ways. The most prevalent use on our college is very much what what my first thought was and that is, how do we evaluate the credibility, the reliability, the diversity, the trustworthiness of primary sources and opinion pieces. But one of our professors has been using it to help students evaluate local history, making it a lot more relevant. We have a couple professors who have the students as they're teaching them how to be wiki editors. They use hypothesis for sort of the rough draft. So instead of having the students go in and edit wiki entries directly, they have them use the hypothesis overlay so they can talk about what makes a good edit to a wiki. They use hypothesis, both what I would call pre and post so faculty members will use hypothesis where they just throw a source out there and they're like go comment. And then they let students just make all sorts of comments with very little direction and then they coalesce that into what did you find useful about your classmates comments. They use that to help the students draft a list of good ways to annotate. And then they also use it the other way where they take a list of what makes good annotation and they asked the students to apply that list. We have a professor who wanted to use hypothesis for more of literary criticism poetry deconstruction in particular hasn't been able to make that happen yet. The faculty just have a lot going on with the hybrid teaching model that has become the norm. So that's a real quick overview. I can share some things students have said I can answer questions directly if you have need of either of those. And I'd like to invite any of our guests or you know the other attendees to chime in. You can either unmute or or ask and chat and love to have you get involved in the conversation. So you really did list a lot of really interesting use cases Joseph. Excuse me. And I was particularly I was kind of attracted to this one about using it as using annotation as a scaffolding for taking that further step of perhaps going on to edit wiki entries. Because it really seems like a great way to kind of scaffold students moving toward kind of working discursively in public the way an edit on a wiki might do. And so it's sort of like a kind of set of training wheels in a sense, maybe to kind of take steps toward that more public rather than you know the kind of disposable assignments that a lot of a lot of classes would have us do. Is there a lot of that kind of kind of open pedagogical work happening at your school. There is. It's one of the few institutions I've seen where the mission statement is still relevant today hasn't changed in 40 years and focuses on students making a positive impact in the world. And so we, there are, you're required to do things like this in order to graduate you have to have major engagements with the world outside. And so there are lots of activities like this to show students where they can have an impact, perhaps in a small but meaningful way without having to spend three semesters creating a research project. If you're passionate about the character lightning lad from DC Comics the Legion of superheroes, and you want to correct a wiki entry about him. But that is that is that is contributing positively maybe only 100,000 people in the whole world care. But you're making something those 100,000 people care about a little more accurate or adding a small insight that they might not have otherwise had. And I think Ryan had a question. Yeah, Ryan, did you actually do you want to come on Mike and Yeah, I was just going to ask that or I guess comment that one of the goals that we have when I'm or that I have I should say when talking with faculty and a lot of faculty that I work with is, you know, we want to destigmatize the formative work around interpreting texts and it strikes me that this that this could really be intentionally deployed you know to public to have students do formative work in public so you know it's okay if you're wrong it's okay if you're you know not exactly on to begin with because this is a this is a collaborative thing this is we're having a discussion this is the place where you're you're in fact supposed to be wrong a few times to help build to build understanding so yeah that's that's kind of where I was thinking in terms of the back and forth, but it strikes me that that's a cultural shift rather than a technological shift right in any case hypothesis is a great tool for it but we really need to aggressively pursue that goal with our students as a cultural outcome as well so I kind of wanted to just chime in on that. I think that makes real sense I mean the tool itself can't produce all the results we want right it has to be baked into pedagogy and and the mission. But the tool can point the teacher in the right direction. That was actually one of the selling points for our faculty Ryan about the embedding the hypothesis tool in Moodle is it is relatively easy to convince a group of students in your class that the class is a safe space. And I say relatively easy because that's not always easy, but compared to convincing them the whole world will allow them to make mistakes that is, and nobody outside of the people enrolled in the Moodle course can see that imitation. I'll stop sharing my screen and introduce our guests that we have with us today. And I really want to thank Ben Tupper from Elon University for coming Ben works as an instructional designer there at Elon and is obviously deeply embedded in their work with Moodle and then Ben is also like graciously invited one of faculty members, Dr. Rebecca Todd Peters from Elon as well and so we have both a instructional designer and faculty member here to talk about how they use social annotation and hypothesis at Elon University North Carolina. So without further ado, Ben I'd like to start with you and just have you introduce yourself and then tell us a little bit about how hypothesis got started at Elon. Yeah, so thanks Nate. Again, my name is Ben Tupper. I'm an instructional technologist here at Elon University, relatively new to working with Elon. I just started at the beginning of this year but before that I was at the University of Michigan. Also doing doing similar type of work so I'm just going to share my screen here because it gives I'm just got a little bit of a roadmap for kind of how we got started with using hypothesis. So we started our pilot with hypothesis in the summer of this year, where really we were, we were looking for a tool that we could provide to faculty and students that would kind of help with this social annotation. This is something that we had, we had wanted to do before at Elon and yeah thought hypothesis would be a good tool to kind of fit that needs so we started this summer, kind of slowly rolling it out. We ran a few different professional development as we got ready to teach in this kind of pandemic world that we find ourselves in and thought that again hypothesis would be a great addition to what we were already providing in Moodle. So, you know, we got hooked up with the hypothesis crew and we went through the hypothesis led training. We did a webinar for faculty were interested in it started providing some sandbox courses within Moodle for faculty, so they could kind of play around with hypothesis in a low stakes environment and start testing out some of the different features and how it integrates into Moodle and how it could integrate into their workflow. And right now we're at that stage where, again, we're putting together those focus groups we're really starting to work with faculty and students to see how their experience has been with hypothesis here at Elon. And so, like just quickly just get into a little bit of the numbers here and what I love from from a Moodle admin side I love the hypothesis dashboard where we can go in we can really dig into the numbers to see how, how hypothesis is being used by our faculty and our students so what we're just doing the full integration with Moodle and the beginning of the fall semester we've had over 19,000 annotations used. It's currently being used, you know, in greater or lesser degree across 42 different courses with 32 different faculty members here. You know, over 300 assignments have been created using hypothesis and we have nearly 1000 students who have been engaged with hypothesis so you know I think that's a that's a pretty good start to our to our pilot here with hypothesis. You know, some of the faculty use and of course Dr. Peters wheel to speak to this much better than I can. But this was just a screenshot that another one of our kind of hypothesis power user faculty, as I'm calling some of the more heavy users of hypothesis are using using this tool within their course so things like small group work, you know, checking for understanding as a formative assessment tool, a way to orient readers to the readings. You know, myself, I'm currently working on my PhD as well and I wish I would have had hypothesis when I started this because learning how to read academic articles was definitely a skill that took me took me a while and something I'm still working on I feel like this is a great tool to do that. And you know other faculty I've heard from have said this is kind of replacing that read this post a thought replied others type of forum activity within moodle. So yeah so we're kind of just at the beginning of our hypothesis journey, integrating it into moodle, but that's just a kind of quick overview of how it's integrating into moodle for us and where we are in this process. Yeah, that's great. Ben I'm glad that you've finding value in that dashboard that's like kind of new experiment we're working on to try to figure out how to surface some of the activity that happens and obviously you guys have a lot of rich stuff going on. Like to, I'd like to bring Dr Peters into the conversation Dr Todd Peter sorry. Um, and, first of all, could you help us understand what your discipline is, and then maybe talk a little bit about how you're using hypothesis and social annotation and courses. Sure. So I'm a social ethicist and I am situated in a religious studies department so I am using hypothesis in an environmental ethics class. And I am teaching fully online, only about less than 10% of our faculty are teaching fully online this semester. I did some of the faculty development work this summer it became really clear to me I was not teaching in the spring so I this was my first experience teaching online this fall as I was setting up those classes and trying to figure out how I wanted to reach my learning objectives with my students. You know, several things became clear one was that we have 100 minute classes 100 minutes of all of us online together was going to kill all of us and so we had to think about ways of breaking that up and ways of making that for students to have small group interaction where they could really build relationships because again, the isolation of this pandemic is one of the things that are all of us but young people in particular are really struggling with so I set up. There are 32 students in this environmental ethics class, I set up permanent small groups of four people. And I did a lot of research about sort of how what sort of best practices and small group work and etc and they said you know four people is optimal. I did a lot of research on, you know, how to put those together to make sure that they were going to work but those groups are my hypothesis groups they use hypothesis daily in class so. There are two elements to it now there's a lot of setup work on my part, which isn't, it doesn't actually take a long time, once you know what you're doing, loading it into noodle I have eight groups. So it's just messy. For every class period I can actually show you this if this would be helpful. For every period. You can see I'll go to my noodle. I feel like we're showing off any student privacy stuff. Oh, no, I think it's fine but you can see here, this is my class environmental ethics. There's one of you know these little entries for every day of the class and so I'll go down and you can see so this was, yeah, this was Tuesday. And they tell them what the readings are but then in order to access the readings, they have eight groups so they can own the only one that's visible to them as their group. So they can go to their group, and then do the annotations with their team. And then I also if you all are doing moodle you should know these things that there's a moodle book which I learned about in the lovely training that I got. In the last page of every moodle book for each class period, it tells them what they're supposed to read and then what I give them some kind of guidance for their annotation so this one was the one third Tuesday for today's reading so pay particular attention to the idea of what is modernity etc. And then this is what one group look like in terms of the annotations for this class period for today. And you can, you know, I can look at each of the individual students and see what they did, but you know, each of the students. I mean, so I would I would say that the good thing is, they're doing that beforehand on their own. Whoever does it first is probably sort of having the most difficulty, although I did tell them when they do their own annotations to turn everybody else's off so they aren't actually being guided by those their first time through and then to, to turn them back on and read through. And sometimes I in those assignments I'll say, you know, think about these issues or annotate this or respond to one or two other students to get conversation going. So I just try to vary that so it's not the same thing they're doing every time. But you know they already are going to have a reading every class period. So this is an easy way for me when I'm not in a classroom with them to be able to just do a quick look through to see if they're not if they're reading but how they're reading and what they're understanding and what kind of things I don't do it before class so it doesn't help you know what I need to talk about in class that day, but I do review it after class and then I can follow up if I if I see their problems, but they're the whole thing like loading all those eight pages and getting all that set up it takes 10 to 15 class periods. So it's not, it's not a huge burden. You have to, well, Michael will tell you all the things you have to do you have to go through all these steps to get it all set up because you have to have a different document for each of those groups, otherwise, they all populate and they're experimenting in the sandbox with it one of the things that became really clear to me for what I wanted from it was that too many people were going to create too much stuff in the document for students to do the kind of in depth critical analysis that I wanted them to do with the reading. And so for people in a group works really well. It's not too big, you know if somebody doesn't do it one day, there's always at least two or three people who've done their annotations. And then that sets them up for our in class time in that 100 minutes we spend at least 45 minutes of it in small groups, where they are talking about the readings and they can use their annotations they've already been really deeply engaged with the text so it gives them a lot of fodder for those conversations and it's been really helpful in in in helping to provide something for them to work with and to talk through in that in that small group work. So that's, that's an overview and anything else particular I'm happy to respond. That's really, really great. I'm really very hands on and I'll just say in anticipation that you're kind of a pioneer, Rebecca in the sense that in the small group environment you point out that it's a little bit messy to set up. One of the things that we're working on now and hypothesis is to be able to tie directly into group structures in funding management systems like Moodle, so that you don't have to go through that process of creating different documents and so forth for each group. So there's a future that may make your life easier. We're hoping I noticed that heart in the chat here has asked if you had any issues with with grading their in the group context. Yes. So that's a great question. So, so some of the limitations one is the time loading it. Another is the gradebook. Oh my God the Moodle gradebook is just a disaster because each one of these shows up and it shows up for all the group so I don't even know what the students gradebook looks like but it's just a nightmare. Somebody was asking me about that just earlier today. But that needs to be fixed. But the other thing that's really been an issue is I can't give them feedback on how they're doing with their annotations, unless it's okay that everybody sees that. So everybody in their group sees my feedback and so I have had to be really careful about giving feedback that's sort of neutral to the whole group with the hopes that the students who it is relevant to will pick up on that. It hasn't been a big enough issue that I felt like I needed to, you know, write personal notes to anybody, but it also means that when I'm grading them, I've had to keep a separate sort of record of like if somebody doesn't get a 10 why didn't they get a 10 so I have to keep sort of a note on the side in case that the student follows up and says well what do I need to do to improve my annotations then I can then I can go back and look and see if that student has several things that have been sort of a theme or what kind of feedback nobody's done that yet. I knew in the long run it would be faster to do that than if a student contacted me to try to then go back through the students annotations and remember what the issues were that the student was having. And one of the things that it did actually point out to me doing that was oftentimes groups of students are having the same problem with the same annotated assignment. And it's been it's been useful, but having the capacity to give individual feedback that would be invisible to the other group members would be really helpful. Yeah, that's that's really good feedback Rebecca thanks for that. And I just have actually a kind of a future, you know looking for things like I think that feedback is great. Now, Rebecca is having to do kind of a work around in order to make small groups work in hypothesis. And that is actually something we're working on making inherent in the product so instead of having to make a different copies of a PDF and do some changes to make sure that the annotations don't transfer one to another, we're actually going to be doing small groups of features in Moodle so that you can just assign something once and then with whatever way we make it compatible Moodle Moodle groups students will only you know students will then go and be separated into different groups and so that that is the goal that we're going to be you know, working on and making happen it's tough to estimate the amount of time but it's going to get there so and one thing that we we realize of course there's a way that you can make a tool as we have that works in almost any LMS to a certain degree, but once you start wanting to tie tie in more intimately to the grade book and the file system and things like that, then each LMS has its own. And this Tolstoy would say its own and happiness is. And so we're working on them one at a time, as we try to do and Moodle is such a popular LMS for us that of course it's rises to the top. So you know I'm just conscious a little bit of the time and I know some people may have to go like Rebecca and Ben you may need to go. And so I wanted to make sure we got our conversation with you. And then we go that's fine. Michael is still, if he has time, going to do a demonstration quick technical demonstration of how to get hypothesis up and running and Moodle. But before we do that was there anything else, Rebecca or Ben that you wanted to share about what's happening in Elon. I just want to say it's fantastic tool that it has really, really made a difference for me this semester in teaching. So yeah, thank you. And as we've had really nice feedback from from faculty and from students so we're looking forward to keeping this as a part of our LMS moving forward. That's great here wow good feedback from students that doesn't happen every day right. I really appreciate both coming here and of course I invite you to stick around although Ben you probably already know this stuff because you've done it yourself and Rebecca you probably don't care because all you wanted to do is to be up and running and Moodle so you can use it and teaching. But that said we do want to make sure that we capture it for anybody who's still here and for the recording. So I really want to thank you both for coming and feel free to stick around or take off if you need to go get back to work. Thank you. Thank you both. And so, Michael, I'm wondering if you might now have enough time to kind of walk us through some of the technical details of getting hypothesis up and running in Moodle. Absolutely, I'd be happy to do it. I want to do a walkthrough of installing the hypothesis elements that in Moodle if you are a Moodle admin making it available kind of Moodle wide in your instance. I want to do a quick kind of also demo if you're an instructor how you can get it working there if your admin hasn't installed it in your school. And then I also want to do a quick walkthrough of how to then create a hypothesis enabled reading in Moodle once it's installed in one of these ways. So those are the three things that I'm going to go through. So the first one we're just going to talk about installing the elements out for Moodle across an installation and your first stop is this help article. It's got some links in it you need and also just walks through what I'm going to talk about step by step so do go ahead and find this on the hypothesis website. And our first step here is to actually click on this link. I'm just going to bring you to this web form that you'll fill out and once you fill this web form out. I'm going to make sure that yes I do have have the privileges to install external apps my elements. When she wants you fill us out you're going to get an automated email from us that contains a lot of details that you need to know about hypothesis kind of and our piloting approach in general. But the most important part is that it's also going to send you a link to this page. This is where you're going to generate the hypothesis keen secret that you need to install us into Moodle and as a Moodle user you're just going to fill in your your LMS domain. If your school has what's called a vanity domain or vanity URL, just make sure that you type in the domain that appears after you log in. For our Moodle site, for example, for us, that would be this hypothesis university moodle cloud calm. That's that's what I would put into the LMS domain give us your email address ignore the optional fields because they are for canvas and click generate credentials. And when you do that we're going to generate you a hypothesis key and hypothesis secret. Hold on to those because you're going to need them for the next steps. Once you've once you've got past step one and you've got your LMS dome. So you got your hypothesis in secret, then we're going to move on to these other steps and I'm going to walk through it here in our instance. So, after that point as a Moodle I'm logged in as a Moodle administrator right now so I have the site administration button. I'm going to click on site administration. I'm going to go to the plugins tab. And I'm going to look for external tools. And I'm going to click on manage tools. And then I'm going to configure a tool manually and you can see we already have a lot of installs here you should only end up with one but we're testing but let's just walk through this configure tool manually tool name. Let's call it hypothesis. The tool URL this is in our help article but I'll copy paste it here. Sorry, LMS that hypothesis that is slash LTI underscore launches. And then you see there's a place to add a consumer key, and then a shared secret and that's going to be what you generated in our generator. And then just a couple more settings and you're done we're going to go to privacy. And I'm going to make sure that share launchers name with tool is set to always we can leave the others as a delegate teacher. The thing you might want to consider is lots of times you you can choose how what you want your default launch container to be, but lots of instructors seem to prefer the new window so you can set that up as a default it just gives hypothesis a little more screen real estate to work with when we open up in a new window instead of opening up in the in the embed in Moodle. That's it you're going to you're going to save changes, and you'll be done hypothesis will be available for your instructors as as a tool. I'm going to log in as a professor real quick. So now I'm in here as an instructor. And let's start by saying that someone has not installed hypothesis for me and so we're going to, we're going to do the same thing. You are going to go to our health article they're going to give you a link to a web form you're going to fill it out. You're going to get an email back and that email is going to drive you to this same page, and you're going to give us the elements domain just like I discussed after I log in I can see my here. I want to be careful. I don't need to grab this little last bit of the address. All I need is this hypothesis university dot Moodle cloud calm. Obviously it should match whatever your domain is don't just type in ours. In fact, if the domain is incorrect, your credentials won't work so do be careful with that part with any typos. After you've entered the domain and your email click generate credentials you will get a hypothesis key and secret back save that because you will need it. So now let's go into my class this is going to look a little weird because we already have hypothesis installed but we're going to do it. We're going to do it anyway we're going to turn editing on. And we're going to add a new activity or resource. We're going to select external tool. And now we're going instead of choosing a tool from preconfigured tools again, we're opportunity we don't have hypothesis installed yet you're going to press the plus button. Now let's just add a preconfigured tool. Now it's rather similar to what your admin would do. You're going to give it a name hypothesis. The, the URL is in the health article. It is done again. And then for privacy share launchers name with tool set that to always. And then our directions we do have force SSL turned on. I'm not actually 100% sure about that now that I'm looking at it in the moment but I'm pretty sure but I'm pretty sure you should turn it on. You can try both ways or you can write to support at hypothesis.is and say your presentation was awful. I hated clicking that button. I want you done all that you're going to click save changes and now you've added a new tool and now you can go ahead and and use hypothesis in Moodle. So that is how you add us if you're an instructor and your school has not for the last thing I want to show you all I just want to show you whether or not you've added us yourself or if your school has added us I want to show you how to create how to create a hypothesis enabled reading so I have editing on your Moodle user I'm sure you know that if it's not on you got to turn it on. We're going to add a new activity or resource. I'm going to select external tool I've started this one but you can also find it in the all menu. Let's give our activity a name. You've either clicked on the plus button add a hypothesis as a tool or you're going to select it from your list of preconfigured tools. You should really only have it in there once or needed in there once we have multiple versions of it because we're, we're also doing a testing. You don't at this point you don't need to add anything to the tool URL you did that when you were creating the tool. You might want to if you you might want to enable grading and so right now I have this pre check except grades from tool your instance might have this not checked. If you don't want to be grading hypothesis you can leave this unchecked if you want our grading bar to appear for you so you can give students grades and push those grades back to your Moodle gradebook then just make sure you check this off. The grade values must be points at this time. I think that's actually a limitation of the integration and not us but either way we can't allow anything but points at this time. And you might want to make sure know everything else here looks good. Okay. And at this point I'm going to save and display the very first time I open up a new reading. I get this page and so it's asking me to either create an assignment out of the URL of a webpage or a PDF. If you go this route. Please note that it has to be a publicly available webpage or a PDF. If you have a PDF in Dropbox or something behind a username and password say a library resources site it's not going to work through this. It needs to be something that is something that is publicly available if you do have a PDF you want to use that needs to be kept private. You might consider putting in Google Drive and then using our Google Drive integration. This will let you link up to a to a Google Drive account. And then and then from there you can select whatever PDF you want. I'm going to add a URL real quick only because I don't know the particulars of showing you our organizations Google Drive. Oh man. Sorry. I want to, I want to pick a news article but they're all. You can guess. How to eat on healthy how to eat healthy on a budget. All right, so I'm going to, I'm going to copy paste my URL in. And what you're going to see is my cat, but also, you're going to see that we've pulled in the webpage at this URL we've added the hypothesis sidebar at this point you already go. The instructor and students can highlight words. The choice to either annotate or highlight annotations can be made private just to you, or they can be made public to the whole group. I select the annotate. I'm going to write my annotation and in order for to save the hypothesis I need to click on the post button and here's where I can post to the whole class for 101 or I can make this private and post it to only me. I can also highlight. I'm going to choose my highlighting function. And now that highlight will appear for me highlights are always private. They're always set to only me. You can't make highlights public. If you have more questions about creating an assignment or getting us installed or how to use hypothesis you can reach out to support at hypothesis.is and we'll we'll get you help. That was a great Michael. Hey, and thanks. And I know that, you know, people saw there that the only possibilities for assigning a reading or either a public web page or PDF, or file like a PDF in Google Drive. And some of those may not be options for folks. And I just want to let people know that one of the things that we're working on as we mentioned earlier is the ability to point to files that might be available in the Moodle file system. And then Michael also mentioned library resources and so it's a slightly more complicated world but what we're really doing there is developing partnerships with all the different folks that provide digital reading environments that might be served through the library context or in a textbook distribution environment. So kind of like textbook publishers and the different e-readers and so forth. And so our goal there is to be able to make hypothesis available in those other reading environments as well on top of, you know, more complicated e-text and so forth. And so there's a future where you can use hypothesis on a greater variety of different kind of text. Yeah, and Ben asked if integrating with OneDrive is on the horizon. We definitely know that there are schools that use Microsoft storage as opposed to Google storage. And so, you know, OneDrive is definitely something that we're thinking about. We haven't, we don't have concrete steps yet to address it, but it's definitely a consideration for us. So would that be, would that be a game changer at Elon? Yeah, I don't know a game changer. I mean, obviously you saw from Dr. Peters that folks are finding ways around that. We're in an interesting situation at Elon where we used to be a Google based school and students right now are still using G Suite email addresses. So that's the only, we're running into kind of a divide there where students can use their Google Drive and create things in Google Drive, but then faculty and staff have all been moved over to Outlook. And so we're slowly in that process of bringing students over. So there's kind of a barrier that's been put up now that now faculty can request a G Suite account, but it's just an extra step that they have to go through. But I like that you address, Nate, I was going to ask actually, you know, using library resources, or you know, getting access to academic journals that are behind a proxy at a library. Excuse me, would be incredibly helpful. And that would be a great feature to have. I'm glad to hear that y'all are working on that. And it's in, so like in the library context for journal or stuff, it might be something like a journal provided by something like EBSCO or JSTOR or some other kind of like journal provider like that. Would that be true at Elon? Yeah, so yeah, exactly. I was thinking like JSTOR or Springer or something like that where we can access it with our login credentials, you know, or by using a proxy for off campus. Right. But yeah, that'd be helpful. And it's unfortunately, there's a lot of complexity there because basically we have to find a way to get the hypothesis sidebar embedded into the context of whatever E-reader JSTOR or Springer or whoever uses. And so it's not as easy as just putting it on top of a PDF or a web page like we see now. So that's why it's going to take, we basically have to make an integration kind of partnership technically and a business level with each one of those providers. And so we're talking to them all. We're actually in conversation now with a couple. So we'll be trying to knock them off one by one, especially with the big providers first. Yeah. How about just another quick question on a similar topic using like textbook publishers and e-textbooks and things like that? Yeah, it's really the same issue there. So like each, you know, like Pearson or Cengage or whoever has their own sort of digital reading environment, right? And so what we're doing is we're talking with them about how to get the hypothesis sidebar embedded in there in a way that also recognizes the, you know, rostering and authentication that's coming through Moodle or the learning management system so that, you know, you can then also have like the private course group and all those things. So it's a more difficult technical problem to solve than one might hope, or at least that we hoped, but it's definitely something that we recognize because we really see that, you know, there's kind of, there's sort of three big areas of content that people might want to annotate. There's the open web, right? Like web pages out in the world. There's PDFs and of course those could be stored in different places like we've already talked about. And then there's really e-text and the e-text is obviously probably the lion's share of material that people would like to annotate, but each e-text is, again, not to dwell on Tolstoy too much, but each e-text is served by its own difference, not necessarily unhappy reading environment. So that's what we need to iterate with. Thank you for that update. Appreciate it. Yeah, sure. And, you know, we have to do this kind of, well, once we're embedded in a platform like JSTOR, let's say, or Cengage, that will probably be available. I'm crossing my fingers across all LMSs, so Moodle included. So it's a little bit different than, like, Moodle specific file storage and grade book things that are really just a part of being more deeply embedded in Moodle itself. So we could have a big win where we're like, we're embedded down in JSTOR and it works for everybody. Yay. That's our hope. That's our hope. Yeah, the devil's always in the details on the technical thing. Are there any other questions that you had? I mean, you've got Michael here on the phone, so always a good time to run and eat. He grimaces like, oh, here it comes. The big question. Not off the top of my head. No, you know, just starting to get these focus groups kind of rolling and I'm sure we'll have more questions that that come through from faculty who aren't, you know, in the power user segment like Dr. Peters is, you know, they are our top top annotator right now at the university. So, yeah, and then it'll be nice. You know, hopefully we'll bring this into the spring and be able to do some more professional development with with our faculty, you know, over the over the break over the holiday break and get it kind of rolling into more courses. So I'm sure there'll be a number of questions that will start coming from me down the line. Well, Michael has the benefit now of having a co-conspirator to help him answer those questions. You might meet Matt Drucker who just joined our team. Michael un-mutes and then he mutes again because I already said what he was going to say. Go ahead. I could also just add that now I'm just going to go on vacation and let Matt do the job so that's the goal. I will be doing all the work. That's great. So this is your last chance to see Michael before he disappears. I have one quick question. When you point to a, you are a publicly available URL like you went to an NPR site. So if you point it to something like the New York Times or the Wall Street Journal that is behind kind of like a semi paywall, you know, where you can see a lot of the article, but not other. And if we don't have an institutional, you know, agreement with them, like, I know we have one with the times where students and faculty and staff can get a free New York Times subscription, but something like the Wall Street Journal where we don't where we might see a lot of our business or comm students or faculty wanting to point to those articles that, you know, might give you one or like three free reads. And I don't know. I've never, I've never tried that. So I don't know how that behaves with hypothesis. Yeah, it's a really good question. And it's a little tricky. I'll start by saying, I know you're just saying like, you're moving away from Google, or have moved away from Google, but at least for right now my preferred method of helping folks to use pages like that is to just tell them like a PDF, post it somewhere, like drive and serve it up through hypothesis because Well, there's some known issues and then there's some issues that websites. Again, the short answer is kind of websites might block how we serve like how we choose to serve up pages and make them work unreliably or not at all. So websites are fine, but when they're trying to lock down their content and they don't want other people serving it up for them, you know, is one thing so when you are serving up a URL through hypothesis we are running that through what's called a proxy server, which you might know people watching this recording might not so essentially it's just our server in fact I don't even know if I know what I'm talking about but I, you know, I do that confidence without knowing that got me this job so essentially our server standing in between you and the content you want we're loading that content, then we're inserting hypothesis into it and serving up the result to you. Some websites detect and you can use proxy service for lots of reasons we use it to display hypothesis other people might use it to let you say get around a country's restrictions on what websites, you can and can't view. Other people use proxy servers to make you think you're going to your bank but really they're in between and they want to get into your bank as well. So, some websites just shut down proxy servers set shut down proxy servers trying to connect because they don't know why you're doing it. Other sites just might limit the functionality. In the case of New York Times, it usually works, but sometimes they will, they don't always necessarily see the end user they see us as trying to connect to the article so that three free quickly becomes overwhelmed, because they just see hypothesis trying to connect with the same article over and over again. In addition, and because we're being a good guy with our proxy server, our proxy server does not allow cookies. This is because we don't want you sending information through a cookie to that site and we're intercepting it on the way so we're just shutting down cookies all together. But that means that sites lots of sites even if they're not blocking proxies, if they want you to log in use cookies to do so and since we're shutting them down you're going to start to have log in problems. So, it's kind of the boring technical answer but again to go back to the short date is nodding because it definitely was but to go back to the short short version. We just want to make sure that people public sites and that's the best way to make sure they have a consistent experience. Thanks Michael, it's really helpful. I know it wasn't boring at all is actually sort of exciting and kind of seem like an international intrigue and politics hacking like all the, all the, it was like a James Bond movie of an answer. Thank you for that Michael. You're welcome. Yeah, the open. I mean this is one of the things that is different about hypothesis from some of the other social annotation platforms right where they, they other annotation programs usually have you upload the content into their environment right where they can have more control over it. So hypothesis has this other philosophy of sort of bringing hypothesis do the content. And when you're bringing it to the Wild West of the open web. There can be some complexity to it, as in the different reading environments we mentioned as well. So, yeah, that's why the answer is so complicated. Sorry for that. Hopefully there's a work around there but yeah, making a PDF of anything and then annotating that PDF is one, one way around it. So one other piece of advice I know I was giving advice at the top and said, you know, save the page and serve it up as a PDF. If you're unfamiliar with hypothesis. Again, this is more for the benefit of other folks than you've been but you can embed videos and pictures into annotation so sometimes folks want to serve a web article that also has a video embedded in it. You can be embedding that, you know, that video, usually into an annotation as well and there's the possibility in the future that you're going to be able to embed other types of media as well. And so as hypothesis grows in that functionality, you know, it should become more and more possible to go the PDF route but the most part with you're getting in your 10s article, you just want the article itself and and predicting it's the best way to go. Yeah, and there are actually we already have a couple of other possibilities for embedding right we can embed videos in annotations and then also is it flip grid, flip grid. So flip grid can be embedded. We talked about voice thread people are interested in having voice thread embeds and annotations. Obviously you can also include equations and links that are already there you can write in any character in an annotation. And then another one that's we've long been kind of trying to make happen is on h5p, which if you're familiar with that then I bet you are it's a an open source tool that enables you to make it like small interactive widgets that could be little things like formative assessments or other kinds of like educational kind of widgets. And so, people have done some experimental work already embedding h5p into annotations which is amazing, because then you can like an instructor could highlight a piece of text, and use that as and then drop it in h5p interactive into the annotation related to that text and it can become like a little exercise, just around that little piece of text, and all they've had to do is is really annotated to get it there. So we're a couple steps away from making that all work because h5p is a little more complicated than like a video, but our goal is to try to have things like that embeddable in the annotations as well. That's very cool. Thank you. So if you know Steel Wagstaff who used to be at University of Wisconsin-Madison in a role similar to you, and is now working for press books, WordPress based sort of textbook platform, book platform. Steel's done a lot of really great work on integrating h5p and hypothesis in mostly in a canvas environment but no reason why it couldn't work in a middle environment as well. That's great. I'm in a similar boat. I'm gone from canvas at U of M to Moodle down here, so learning a new language here in Moodle this year. You picked a fun time to move. You're like, hey, I think I'm going to change jobs and then pandemic hits. Boom. Yeah, new cross country and a new job in a pandemic. Right, and then you're suddenly the person in charge of getting everyone online. Do you have, how big of a team do you have there at Elon? Well, in our training and development team, two is one, two, three, four of us in training and development, which is a part of our teaching and learning technologies, which includes a few different other nodes. But yeah, so we've got a lot of work this year. Understatement, right? Well, everybody has. Well, I really appreciate your being here and actually this post conversation too. I think generated a lot of really interesting information. Thank you for coming Ben and being so engaged. Yeah, thanks for, thanks for having myself and Dr. Peter's here. It was really nice to talk to you all and meet and meet you.