 Welcome to Liquid Margins. I'm Frannie. I'm going to be your host and I'm going to run through a few slides about the show. And then I'm going to turn it over to my colleague Erin Barker. She's going to be moderating today's session. And this is successfully implementing social annotation at your school. Today, we have some wonderful guests. Like I said, we have Robin Foshe. She's a service manager, academic experience design and delivery at the University of Washington information technology. Eric Hagan, he's the Dean of online educational. I feel like there's a word missing from that, but maybe not. Maybe it's the Dean of online education and I mistyped it. So sorry about that. This is Sal's University. And then we have Mela Lewandowski. She's an instructional designer at the University of Wisconsin River Falls. And then our moderator today is Erin Barker, and she is our wonderful lead customer service specialist at hypothesis. I love working with Erin. She's so great. That's my plug for Erin. And thank you with that, I'm going to stop sharing and I'm going to turn it over to Erin. So Erin, I don't know if you want to share your screen or if you have stuff to share or you don't have to. And by the way, anyone, people on the panel, you could, you can share your screen if you do have the need to. So, Erin, you can handle that. Thank you. For me, I actually don't have a screen to share because I'm hoping we can run this as just a conversation about implementing social annotation and hypothesis in the different schools represented here. What are some kind of best practices for implementing a new tool such as hypothesis with your instructors and professors. And actually what are some things to avoid. I just want to kind of give a little bit more of an intro. I am the customer success specialist or the lead customer success specialist for hypothesis. And I have worked with each of these wonderful individuals here participating in our discussion today. And there's a reason they get chosen for liquid margins. It's because I put a little star next to their names for being fantastic to work with, and for being incredible implementers of hypothesis at their schools. So I'm actually going to start off. And those of you who are our attendees, if you want to walk yourself over to the chat and tell us where you are at at implementing hypothesis at your school. And I think that will give us some good background to address and give us some good questions, I think, and topics. So while you're doing that, I want our panelists, Eric, Mila and Robin to introduce themselves to you. And because we're on zoom and it's a bit like the Brady bunch. I'll just call one of you to get to start so hopefully you've thought deeply about this. Let's start with Robin and here's what I want you to answer Robin is tell us about your role, and your school, and how you ended up as the one with who you are implementing hypothesis at your school. That's good. So hi, I'm Robin Poche, my pronouns are they and she, and as Aaron and Freddie let you know I'm from the University of Washington so we're a big school. We have multiple campuses, lots of different needs when it comes to teaching learning and so the group that I'm with academic experience design and delivery is a team of researchers service owners service managers and we basically are constantly trying to check in with what needs are, how the tools that we are currently centrally supporting our building those needs, and how we can continue to improve experience and fill any gaps that are happening there right. So, even prior to pandemic, we have a really great research group. So, particularly my colleague Janice for me is here today, constantly reaching out to the campus to do research to see how well we're doing with all of those things we're keeping an eye on. So we knew that we had had some gaps, and also continuing need around discussion and engagement with students which I'm sure is not a foreign topic to anyone else is here in the room today. But we wanted to see how we could provide some more tools to make that work better and to give faculty more opportunities to engage with our students in different ways so we piloted three tools this last academic year. I had recently seen one of them, and I had recently joined the team but I had also had some experience. I co taught a class, the previous winter quarter right as we were getting up to pandemic, and we had my co instructor and I and we were looking at some tools and trying to figure out how we could show our students in that class who were going to be teachers very very soon. How to implement new technology so we kind of chose hypothesis at random, and had an overwhelmingly positive outcome with that with our students they were really excited by the tool really excited to use it with their students as they started to teach and it actually made us we didn't really expect that sort of overwhelming excitement and so having seen that with my students and then coming to the team and they're like oh we're piloting hypothesis would you want to take that up I was 100%. Let's see because I was really excited to see the other side of it like what it actually did with students what the outcomes were like and did it have a positive impact on learning outcomes so yeah that's how I kind of got involved with getting the pilot started or getting the pilot rolling and continuing it through this last year. I hope you don't mind me saying this but when we first started the University of Washington, it was going to be a very small pilot, and I believe that it organically grew. Absolutely. Yeah, it was, it was very like invite focused at the first quarter and then after the first quarter we kind of just open it right up and we're like all right. The farmers had a banner going on canvas that we were just kind of taking anyone who was interested. And we had, we had good interested I mean you know we always have that. All those frictions of do people have time to pilot, we're in the middle of pandemic there's a million things going on do people have bandwidth but we have, we had good reception with it. So that was positive. So why don't you talk about your role and how you ended up with the responsibility for piloting hypothesis at the sales. Sure, so in this role of dean of online education I'm responsible for our, I'm in the provost office and I'm responsible for our instructional technology instructional design and kind of classroom support team, as well as our adult education program. So, when I, and it's possible that when we started talking to hypothesis I might have been directly in charge of the instructional design and instructional tech team but yeah so we're always looking for ways to enhance our learning programs I think when we first were thinking about hypothesis it was a real simple objective it was just you know how can we live enough our online classes, we have, you know, several small, the sales university is a small Catholic university with a strong liberal arts tradition and we have traditional day students week as we call them and also part time adult undergraduate students and graduate students. So the adult students and graduate students pre pandemic we're taking online classes we're always looking for ways to liven them up. And as I saw in the chat, you know do things that involve human connection even though they're involving technology. So that was it, you know do something more exciting than boring discussion boards. So first the pandemic hit and pretty soon everybody was doing things in hybrid and online mode so hypothesis became, you know, a lot more attractive to a wider range and pretty much all our student groups at that point so we were glad we were doing some some things originally because it helped us when we had to transition to more tech based teaching. And, Eric I would imagine that you have more in person classes this fall. Yeah, even last fall we had a lot of. We still remained open and we had sort of socially distanced, essentially hybrid classes where the classrooms have lower capacities, but this year we're back to full capacity classrooms but I think, you know, one of the, I guess positives of the whole pandemic was because everyone up and down the line are, you know, 130 or so full time faculty members and, you know, a number more adjuncts all had to engage with technology to some extent so some of them found they were really great things that they can use to complement their class, even if it's a fully, you know, lecture based classroom type class so I think we're going to see more tech adoption and in every kind of class that we have not just online classes. And one of the things we haven't tried but I'm interested in the other panelists has I've never, I don't know that we've had anybody use hypothesis like in a live class it's usually been a homework assignment, but I'm curious if anybody's tried that. I think, and actually Eric in two weeks, is it two weeks for any I'm not sure we have a liquid margins on using hypothesis in a variety of class formats is that correct. Yeah, that's correct. The 27. Yeah, we'll be calling you Eric. All right, I gotta sign up. Mila, what about you, what's your role and how did you end up with the responsibility for implementing hypothesis. So I'm an instructional designer at the University of Wisconsin at River Falls and that's part of the larger UW system. And so how did I end up in part it was looking at other members of the University views in our system because it was a tool that I know that other people were interested in and then subsequently, or maybe independently faculty started to come forward and say, do we have this can we use this is something that, you know, we could add to our to the LTIs to within our canvas system. And as an instructional designer and I'm working with faculty for consultation and also for training and and and so on and so then that's kind of how I became integral to to from the beginning to the end of our piloting that we started this last beginning of this calendar year. And so we kind of worked with the faculty who had come forward for asking and then also I kind of pick some other folks who had been using other social annotation tools or kind of using or implementing it as a as a way of doing it in face to face. In groups so brought those people in and started a pilot program and got in touch with with y'all and and begin the piloting program. And as we continue through the last semester with people using it, kind of conservative folks in them at the beginning about like what their plan was and then midterm how's it going and then at the end how's it been. And now we're, we're ready to, we've added it to to our, to our system and everybody is going to begin using it and we're going to start some more classes for our faculty on campus this semester so yeah, that's kind of the steps. So now we're going to see every single student at UW River Falls or University of Wisconsin River Falls using it right now. Yes. I mean, across the curriculum to so the, you know, I've been working with faculty this summer, you know, and saying, hey, this is, we might have this coming so I'm really excited about, you know, the idea of people using it from everything from Shakespeare literature where they're actually going to engage with that old text and using it, which I think will be really interesting. And then also just kind of the folks that were in the piloting program like our animal science folks like we've had so just across the curriculum and seeing all the different applications and the potential of it. And I, and I think online and and there's like, like you were saying too is that there's in the, in the face to face mode to I think there's some opportunities to be live. And I should just put a plug for our success team that we have lots of ideas for how to implement it in a live classes so feel free to contact our success team, or your success specialist who can absolutely help you with that process. I do want to take a quick second and say make sure if you are typing in the chat to type to everyone, not just hosts and panelists. Because I think that will lead to a richer conversation and it is highly likely that someone else also has your question or might be able to answer your question. So please, please make sure when you type in the chat that you switch that little drop down I believe to type in the chat type to everyone yeah I was like whoa I got lost in that question. I already want to jump into clarify because it used to say all panelists and attendees zoom change that setting unbeknownst to me so I in my slide I said all panelists and attendees but it now it says everyone. So, thank you. Yeah. My question I think we should maybe get at some logistical pieces of implementing a pilot at hypothesis on my role on the success team and in working with schools. Oftentimes I work with contacts at schools or instructional designers whoever's running the pilot. What I know is, what are the exact steps I need to take to get this going at my school. So what I'd like to hear from the three of you is what are some specific steps you took to make the pilot successful at your school and if you want to boil it down to three steps that's great if you want to elaborate even more. That's fine to I'm actually going to go backwards and start with Mila on this one. I'm going to have a list of eight because I thought about this ahead of time, a little bit. So, I mean, you know, talking with kind of my support area because in my area, I mean I'm kind of between I'm in the provost here under the provost and our technologies team so it initially it was this meeting of my local team in the provost area to say, how do we do this practically, and then communications, you know, with the with the pilot group so I kind of that just kind of came with my responsibility to then to work with that piloting group, but initially meeting with the hypothesis success team for planning, and just the canvas logistics like because that's where we were going to be having people access it and use it and play with it as a tool within the other courses or sandboxes or whatever they were working in. You know, of course, determining who's going to be on part of the pilot was a big deal to to make sure that people are going to be in it and committed have the time. You know, are you sure this is something that that works for you at this time that's kind of thing being sensitive to the faculty, you know, and then scheduling those trainings with them meeting with them and then subsequently getting feedback from them. You know, in any kind of clarity that needed to get going on the on in working with the tool. And again, I think I mentioned earlier is kind of surveying them. Actually, I surveyed them on their existing knowledge before we even got started it's like, do you socially annotate, you know, how do you do that what other tools have you used previously if you have used other tools online, and then how that, you know, thinking about how that might translate in our training for them with hypothesis. And then after the training, of course, how did the training go, and so on, asking them those kinds of questions and serving that getting that in writing. So I created this table of kind of this, like I think about slinky going down the stairs, you know, it's like the question and then the subsequent follow up and what's next. So, and then adding more access to resources in a kind of a digital learning environment canvas as a resource for them and then their departments to kind of look at to say what what are they working on and, you know, and just idea development just letting people know that this is what we're doing. Even if they even members were not a part of the pilot, they could kind of visibility to it. And then having running this is how I teach session with people who finished with the pilot or got through some of the piloting so that they could demonstrate to the folks in their areas that this is a tool. This is how we're using it with the potential could be. Finally, at the end is just surveying how the tool and any recommendations from the faculty what what more do you need to know what more. You know, and so, yeah, so in those next steps. When you talk about determining who which specific faculty are going to be involved in the pilot. Are you finding those faculty yourself Mila, or did you were those faculty who came to you. Yeah, so it was a combination so one of the things is it was the people that had already, you know, approached and said, you know, can we get this. Then there were and the majority of the people were people that I kind of looked at from training sessions I had had that I'd worked at worked with for supporting them with teaching online. And so, if I saw them as a person who was kind of an early adopter or had been already doing social annotation either in live classes or using another tool, or kind of mentioned their group work. Any of those kinds of things were kind of cues for me to think about, you know, this is a pretty good candidate to be a part of the pilot. And those were the those were the folks that I've then reached out to and say, do you have bandwidth for this do you have the time for this to be a part of this and would you be interested and sent them subsequent, you know, information from hypothesis to say this is what this tool is is if you and, and this is what we're going to try to pilot. And, you know, out of all the folks that I reached out to the only person that there was only one person who couldn't and it was just time restriction. Everybody was really positive and I think it's, it's good to pick good, you know, people who are really kind of already on doing something that would relate to what hypothesis can augment as a as a teaching and learning tool so Robin, how about you. We have a lot of similarities to what I was talking about so you know communication, a big piece, reaching out initially to the people that we had had requests from previously that had interest that seemed like the needs that they had expressed either individually or could be well served by hypothesis. We had a really great email that went out to everyone who as they joined the pilot to let them know you know here's getting started information we pulled a lot of that from the excellent hypothesis resources to help them kind of understand how to get it set up in the course access it, get their first assignments set up and get going and also that they can reach out to me or to Aaron, as they were going through the quarter, if they needed any technical help. And then I think it was, you know, letting them know about resources we used a canvas course to provide resources and provide practice areas and continue to populate that throughout the year with the webinar recordings. So we're offering a webinar per quarter. Gathering feedback. So we were doing a survey with them every quarter to kind of ask, you know, how are things going. How hard is this to adopt or you're having any technical issues. Is this actually helping you achieve your learning goals and we had a number of aspects of you know how are they engaging with one another. Are they engaging with materials to really get some information on that. And then using that feedback to iterate on the materials that we're providing, because we saw some things over the over the year, like, oh, people are really understanding that sections and groups are different things and how do we deal with that right that's not an issue anymore but that was something we kind of dealt with this year and even things as simple as, hey are you remembering to check. Open this in a new tab because we started you know after the first quarter people were going oh I can't see it's too constrained right and you like you realize all these small things you're going to help people with as they're onboarding so. And reporting so we were creating reports each quarter. Based on that feedback so that we could really track and have an idea of how the, how the pilot was rolling along and if we were moving towards adoption of this tool so. So I think that's one of the pieces I think the kind of consistent ones just continuing to grow along with the users, and figure out how we could best give them the resources they needed to try to be as successful as possible, and give us feedback. So that we knew if this was totally wanted to. And I don't want to leave Eric out and keep within the time constraints. Eric, what are some specific steps you took it to sales. So first of all the, I think the integration with our lms which happens to be blackboard is pretty, pretty easy I think it's kind of a standard thing and only probably took a few minutes really. And since I'm supervising instructional technology team, you know wasn't any problem getting him to do that. And probably the next thing we did it was, you know, the instructional design and technology team and myself, especially several of us that teach classes we became familiar ourselves and you know when we had opportunity use the tool ourselves. So we were some of the early adopters but then we tried to find other, you know, well respected faculty fought leaders to become early adopters as well. And then, you know, we do regular training sessions and after having some initial training sessions from my hypothesis we generally like to lead them ourselves because you know people like to see the other people from our university leading the sessions but even better what we really try to do is get one of those faculty thought leaders to then demonstrate how they're using the tool and have them, you know, talk about it so technology adoption I'm sure every place maybe is has this in common is just difficult to do. There's nothing making people do it they have to sort of see and becoming interested in doing it. So seeing another faculty member do it is usually the thing that gets them curious rather than the tech person, you know, telling him how great it is. So that kind of works for us. So the other thing we do have a faculty community but you know an organization they call it within Blackboard where we keep a lot of documentation about hypothesis for people that want to go that. I feel like the three of you who are all our superstar implementers. I have some common themes here which is like, I think the first one that I have been thinking quite a bit about is this idea of finding specific faculty to pilot the tool. First, instead of this just general whoever would like to join can join, and maybe we're not necessarily sending private invitations to those faculty to join a pilot. And I like that idea and I'm actually on my end on the success side going to think more deeply about that and how I can encourage my contacts at different schools to do that. The other thing that I have definitely heard is the providing of resources and updating those resources and growing along with the faculty and students as well as they start to use the tool. And we do try to help with that on the hypothesis side, but I know that each of you also expanded that even further on your own side. And then the last one that I like is using the faculty thought leaders to promote or to assist with implementation with other faculty and Eric you unmuted so go ahead. I think I was thinking about I think one advantage that hypothesis has maybe compared to other tools is once people see it. They get it right away it's not really hard to figure out I mean I know there's a lot of magic that makes that happen, but you know you see attacks to see the annotations you see the, you know, engagement interaction and you know, they get it right away. And those tools are either so general they are hard to wrap their mind around, or so specific that there's like no wiggle room and you feel like you're stuck in a box so hypothesis seems to be in that sweet spot of, you know, powerful can use it different ways, but also intuitive at the same time as far as the basic idea of what it's for. We're recording this and we'll now put you as an advertisement. I'm just kidding. I just wanted to say something. Quite windy I'm going to show my window. Yeah, so it's, I echo that I think it's, it's, it's so amazing that that what what comes through with hypothesis in terms of use user ease is, is that it's just the pedagogical background of the teachers, I mean, I know that a lot of folks in hypothesis have teaching and that comes through in terms of the ease and the facilitation of understanding and the direction of using the tool integrating the tool applications to, to use and teaching and learning so that that was really. So I want to echo it Eric said on that it's that's really good another thing too I think that is a commonality. And maybe that we all share is that kind of getting that feedback along that process one of the things I never wanted my faculty to feel was that they were just hanging out there on their own in the plane and does somebody still care that I'm doing this. You know, and I think you know, having those regular surveys and getting that feedback, even if they didn't necessarily respond you know I'd say I'm here again and I'm asking these questions. I think that kind of that may have helped as well as in our process because it certainly gave me some feedback to think about, you know what seemed to be a priority at least for some of the folks as they were responding in the process of the pilot. I would say one thing that's the only thing that's not intuitive about it really isn't hypothesis it's really the interface with blackboard and I don't know how it works in canvas and bright space. It's like a two pass thing and you have to remember not to attach the article and you know I wish blackboards interface somehow was better that it could lead them through it because the ideal thing is something you just happened upon hypothesis in the menu, and it would just like guide you through the thing, whereas you do have to kind of know, have somebody show you how to do it once, and then it's very simple. I don't know if that makes sense and I don't know how it works in canvas and right space and so forth. I think I was a little bit worried at the beginning that so many of our LTI is show up in the, in the course menu that people would go where's hypothesis I don't see it right so the fact that we included that in our onboarding of like okay you have to go in and it's a selection in your in your assignments. But it really wasn't a problem it was one of those things that I was kind of like anticipating as a service minded thinker, but it really didn't have to be a problem at all and was people were, it was, we knock on wood have had a pretty good time with getting people on and getting started and it seems like thus far the support burden has been pretty low. This has been with a really small amount of people so I'm kind of hoping that continues through once we roll out University wide in autumn, but yeah it does seem like it's been really user friendly for both students and faculty so far. And I think with canvas I mean it with with our the way we have it is, you know folks can always bring hypothesis in through their assignments area and so it accessing it is like other LTI is that we have integrated, or not all but some many, like, that are pretty commonly used and so subsequently it makes it not such such an issue for faculty using canvas so. And Jeremy put a question in the chat some of you may know Jeremy, our VP of Education. So, and this is specifically for moving from a small pilot to larger implementation across your school. Right, so how do you move from piloting hypothesis when generally you have a smaller group. And as I know for sure we did at University Washington and also at River Falls. And then you move to a subscription to a much larger contract. So what are some of your processes or ideas and Eric you might have experience with this because you have moved from pilot to subscription. What are some of your ideas and processes for that. Anyone can answer. I mean that you know it's a big concern for us, I mean, sort of the, we do have a small amount of, I don't know, flexibility is right word but the fact that our tools aren't required, even our centrally supported ones. So everyone doesn't have to use a tool right so the idea is like we're rolling this out university wide but we're not expecting everyone at the campus, all three campuses to pick it up and immediately run with it. And I think that it's a big jump from where we were the pilot but it's also, you know, still not our full population, but we're kind of doing the same things that we saw work in the pilot right we're expanding our documentation, we're just putting that out on our main site instead of having it housed at a canvas course. We're going to reach out to faculty that participated in a pilot who have already generously shared examples of their use and ask for more examples because we can share those and we always know that there's a real desire for that from instructors to see whether peers have done with the tool. And we, you know, we're preparing our support staff, we're working with hypothesis on support and that way and I think that we're going to try to think about how we're providing training and resources. That's always, I think one of the biggest hurdles is how do we provide enough training, but doing it so that we're not expecting everyone to devote all their time to come to webinars right and actually we did a really cool thing in spring. The number of this was Aaron suggestion or Jeremy suggestion but we were in a real big time crunch because we only have a week between winter and spring, and that's you know finals, and then spring break that's grading, and then we're right back into the start of a new quarter so try to figure out when we would do a synchronous webinar was really a hurdle so it was suggested that we try an asynchronous workshop and do it in hypothesis magic right. So Aaron provided us with a really great article at a prompt. We put that up in the Canvas course and faculty just dove in there and ask questions and it was really low maintenance on our side I just jumped in every couple days to check in and mostly answer questions about logistics and technical issues where I could provide, you know, some, some experience that I've had with the tool so far, or links to documentation. And that really, really worked well because it allowed people to participate on, you know, at their pace on their time that they had to devote to actually trading up so I think that we'll look to do that a little bit more in in the coming year so that we can make it flexible for folks but that's really kind of the big thing it's just like expanding on the things that we already learned from the pilot scaling that up and just trying, trying to find ways to provide more resources that people can access at their own time and base. Taylor Eric you have experience with this so. Yeah, I. Sorry. So, what Robin said. And so I think, specifically, that's going to happen as we're getting ready for our next semester. Yeah, very soon for the academic year. We're actually running some more trainings much like the pilot. We're running trainings, but this time we're going to try to integrate like things that I know from the feedback that faculty are really interested in like, you know, how do I use this with groups and then subsequently those groups and the group assignments to make them part of the grading, you know, assessment, both well formative and summative assessments, but so there's so there's that and picking up the themes from the pilot and bringing them forward. Also more of the, you know, this is how I teach I'm hoping with some of my faculty which I need to talk to you about that. And then the other thing is integrating hypothesis more deeply into kind of our qualifications trainings for our faculty to teach online. So there's, so that'll definitely be a part of it. And then any of the department trainings that I do where I work with a specific department and say, okay, what are some of the things you want to focus on to augment what you're currently doing. Hypothesis will definitely be a part of that. I think I love that idea. Oh, sorry. I was gonna say we just, you know, continue to try to talk it up and to get those faculty members that are using it out there to assist us with, you know, sharing their experiences. One thing I wanted to mention before we run out of time that I got out of, you know, a hypothesis presentation, one of the initial ones that I think is a great starter is that idea of having faculty members annotate the syllabus. I tried that in my own class and I was really amazed at the results because I think most people's experience you, you have maybe that first or second class where you're kind of going through the syllabus. You know, I know there's different ways to perhaps do that better but a lot of times it's just kind of routine, and then you say anybody have any questions and you know crickets. If I annotate the syllabus, I got almost more questions than I could possibly answer. So, those questions were out there and of course it teaches them how to use hypothesis or familiarizes them with it. And, you know, you can kind of go from there so that's a great way to get a specific class up and running with hypothesis that practice of annotating the syllabus. Yeah, I love that idea. It's also something that I want to in fact here are looking at the syllabus. It also informs like what were my missing information that I could so that there won't be that annotation next time. The same thing with assignments, I think that's really a good one. Another thing too that I have as a resource here is in Canvas, there's a Canvas resource that I've developed perfectly much like what many schools put on the websites. But this one they go into Canvas specifically and I have pages set up for specific kinds of tool use pedagogical approach and so hypothesis is one of those pages that, you know, I add information to and will include, you know, liquid margins and some of the things that we were talking about today. I think, Mela, you were the one or Robin, one of the two about this is how I teach who referenced that one. Eric, you also referenced a similar concept just probably I think with a different name. The idea of using faculty to promote or to talk about how they use hypothesis in their own courses has been a good one and I'm on my end definitely pushing schools to do something similar as much as possible. And then integrating hypothesis into faculty PD sessions, just as a tool for them to use to begin with has also been very successful across a variety of schools, because if they can use it. Initially, then they can quickly see the value of a tool like hypothesis. I do want to say also on the annotating the syllabus piece. One thing that I often think about is if you give students the opportunity to annotate the syllabus you can also see where they feel anxiety. Or they feel worried about something that might occur in the class or part of the curriculum and I think what we may not change our syllabus it's important to note and to see that in our students. So, Jeremy had one question and then I'll end with one last question and he said how do you take instructors past the basics to the next level of social annotation and what does that next level look like. Do you guys need about 30 seconds of think time. I'll let whoever would like to answer that jump in and if you want to see a visual representation of the question it's in the chat. What comes to mind with that is taking them from the basics to to the next steps is to contextualize whatever you're working on with the students for them to their own lives or to current events. And then that can kind of be a springboard to think about how can this annotation how can the students maybe take on their owning an annotation. For example, if there's a particular issue that arises and then they think, you know, this the instructor could ask them to find a resource to for them to then create as their own annotation in a group. That relates to their, like I said, their lives are contextualized in some way. And that sends to take to take faculty to the next steps or take the class to the next step in using hypothesis and more diverse dynamic ways. So, for example, so there's so so for example, one of the faculty I worked with this summer we were talking about making Shakespeare come to life, taking that old text of Shakespeare and and having the students look at that and then think about what's what in the current events or what in their lives relates to that text and then then taking that finding a news piece and bringing that in and then having the students socially annotate on that. And then that's leading to, well, maybe I should turn that into groups. Well, how do I, how do I do that? How could I make groups be formed and using hypothesis and subsequent for creating and form and so on. Robin or Eric you want to win. Yeah, I was going to say that one great thing about hypothesis is I think it leads to more authentic dialogue around around text as opposed to, you know, kind of box checking behavior. I think that's always something that particularly in online classes but really any kind of assignment right you're trying to get people not to go through the motions but rather to think at a deeper level, and it helps with that so I think some of the things that I was talking about in terms of, you know, even simple things like having students bring in their own content even if it's, you know, in their annotations even if it's another link or even a meme or just anything where they had to kind of do something is great. And then, you know, maybe some of those other ideas like you know doing it within groups or having student led sort of annotations. I think those are all kind of next level activities where you kind of know you're getting there where you're getting beyond, you know, the discussion board paradigm not that you can't have good discussion boards as I saw somebody mentioned in the chat but to more, I don't know, deep and authentic uses of the tool. I mean, I think about this it's a conversation, we've actually been having a lot in the last few days of when we're trying to take these tools to the next level right when we've helped get them on to campus get them set up make sure they're running make sure making sure we're being responsive is it gives us a really great chance to collaborate with our partners on campus right so thinking about the UW libraries have been piling press books, and there's annotation in press books so how can you get students involved with actually creating content in the class that's generated as a group and then maybe creating that working with our center for teaching and learning and thinking about how they work with faculty and that they've are they've been doing a lot of di work this year. And how does that tie in with that could we be using this tool as a support for that could we be tying those goals into how people are annotating in their classes and what sort of environment that's creating for collaboration and engagement Yeah I think for us it's just we don't expect to be bringing faculty to that level alone we're looking to like faculty to partner with partner divisions on campus to really help us get to that next place and help everyone use the tool in a ways that's helping them achieve the goals that they're they're really looking to me. So I wish I had attended universities that all of you work at I did go to a very wonderful university but I feel like teaching and learning has certainly changed in the past few decades since I've graduated from undergrad. I'm going to give you a last question and then I'm going to give you some time to think about it and take a look at the chat and we'll come back to the last question so the last question is this what is one piece of advice just one Mila would give to a school who is just starting to implement hypothesis. So think about that. Everyone else who's attending today, this is your chance to again walk yourself over to the chat and get in your last questions for any of our experts here on this panel. So take yourself over to the chat get in your questions. And even if they're just general hypothesis questions will have our hypothesis team answer those as well. Erin if I can just jump in for a second I just want to make sure that you know we are we are at the closing out time I just want to make sure that if the panelists can stay for a bit more time that would be great. I would love that if you have to go totally understand same to the people who are attending today in the chat. Thank you. Alright, so you had your think time sort of one piece of advice you would give to a school who is just starting to implement hypothesis and Robin you get the first word this time. You're so mean, you know me I'd like to be verbose so um And I say, I think the thing that came to mind. The first thing that came to mind is understand, like know what your success metrics are right. And I think for us like really thinking about our surveys helped us do that like why were we bringing this in to look at what were we hoping this was going to help faculty with. I think it helps us understand what we wanted to ask about so that we can track that through the year but I think that, you know, it's the, the sharper you have that in focus of what you're really trying to compliment, you know how you're trying to complement other tools that exist. What you're trying to help faculty with. I think that helps you understand better how to help them, and how to on board the tool and also to think about what you're looking for in your decision to adopt or not at the end of the pilot so. I would say that again something that hypothesis itself models in its own training is trying to get people to do something. So, you know, we've certainly run training over time and various subjects where you know it's a webinar people go to the webinar they watch the webinar and then they forget about the webinar. So I think incorporating getting your hands dirty with it a little bit is good so like hypothesis does when you typically go through training that will have you actually annotate an article. And you know we try to take it to the next step, you know, as far as faculty and have them actually set up, you know hypothesis assignment in our learning management system. Done it once and you kind of get over that hump of how do you get this technology adopted so you know, learn by doing I guess not rocket science but something good that hypothesis models and we're trying to do more of that our university. Agreed I've been to many webinars in my life. I don't have to do anything. Last word. Okay, one thing. Hmm. So, I think after determining what the pilot members really are looking for after surveying them. Connecting hypothesis support materials in a customized way as much as possible so that they can. It's really so it's really targeted what what what support they need, and I don't mean like tech help alone, like all the great stuff that's out there that that speaks to kind of their desire and then consulting with them afterwards like helping them interpret if needed for application. That was fabulous, and I will say as the lead customer success specialist at hypothesis I now have four pages of notes for things that I learned in today's session. So thank you. And I'm going to turn it back over to Franny. So I am just again so pleased with this discussion today it's been really great it went by so quickly as these things often do. And thank you for staying over a little bit and thanks for everyone for attending today. Again, you will get a recording of this. And as will your colleagues who registered but could not attend today. So everyone who registered will get a copy of the recording and there's anything else you would like, such as the chat again, you can email me directly. And, um, yeah, thank you for being here today. And we'll see you next time on liquid margins.