 Yeah, so greetings everyone. It looks like the entries have slowed down a little bit. So we'll go ahead and get started. We have a lot to a lot to do today. This is a pretty exciting version of the workshop because we've got two different kinds of activities going on in it. So, I'm really looking forward to all the folks that we have gathered here today. And the folks at OLC, I really want to thank for working with us to put this workshop on social annotation on as we kick off OLC Innovate 2021 here. So once again, I'll reintroduce myself. I'm Nate Angel. I lead marketing and communications that hypothesis. I'm joined here by some other hypothesis colleagues who will be popping in and out of both the presentation and the chat as we move along and then a whole bunch of educators and folks from the annotated community that will be playing different roles as we move through the move through the presentation today. I just like to mention for folks who aren't familiar with it annotated is a community of educators and other interested folks who are especially focused on the role that social annotation can play in teaching and learning. So there's a whole bunch of institutions that are kind of participants in the annotated community, and some of them are gathered here today to participate in this workshop and kind of leave you through some things and share their experiences. And we'll get to borrow them later. I'll just point out that this slide deck is available is available for all. You can get to it directly through this link that I'm about to share. And the slide deck has a lot of links and resources in it. So you'll be able to get it and and use it as we as we move along through the presentation as well and has links to things like all the members of the annotated community. And then I just wanted to give a little bit of a warning that one of the things that we're going to be doing today is actively annotating on some documents. And so if you don't already have a hypothesis account. So we're going to go to our getting started page which for any will put a link to in the chat in just a second. And sometime during the course of what we're doing today and get yourself an account so you're all set up to annotate later on. So this slide kind of links to a document that covers sort of. Oops, I didn't mean to advance that that covers sort of like the mechanics of doing that work. And so it's something that you can read yourself or share out with other folks might be participating. But I just wanted to give you a little bit of warning we'll come back to that right before we start the actual annotation activity. So we're going to talk a little bit about our agenda today we got three parts, my colleague Jeremy Dean is going to start things off by kind of making sure that we all understand what we're talking about when we talk about social annotation and teaching and learning. Then we're going to move to our special guest from Metropolitan State University Denver, who are going to lead us through a hands on annotation activity around the concept of instructor presence. So for the final part of the show we're going to have a special episode of our liquid margin show with a couple of guests who are going to be focused in on social annotation in science, which is a field that's really starting to kick off now. So, that's the kind of action packed agenda we've got for the full day, and want to keep us moving so that we have enough time to do the really juicy parts. So, my colleague Jeremy is here now and I'd like to pass the baton over to him. He's going to spend just a few minutes, helping everyone understand what hypothesis is on what social annotation is and how it's used in teaching and learning. Do you want me to advance the slides for you Jeremy. That'd be great, or actually maybe if I take over then it'll double as refreshing them because I think I need a couple of that work. Okay, sure. Yeah, let me stop my share. So I'm super psyched to be here. Absolutely the number one conference I miss going to in this age of the pandemic is OLC. So I'm glad that we're still working together OLC friends and Nate and his team have put together a great program for everybody today. And hopefully, I don't know if it'll be the fall of the spring but it's I'm hoping to connect with some of you guys face to face in the near future. I'm an English professor by training. I've been working in social annotation for about eight years now. But I'm an English professor by training and I taught a high school English as well. And I got in the habit very early on in my teaching career of handing out a poem by Billy Collins on day one of every year or term to try to inspire my students to annotate. Because I knew it annotation been so critical for my own success as a student as an educator and as a scholar. And I believe it would be key to their success in in my class. And so just alongside the syllabus side hand this poem out attached to the syllabus. That's how critical I thought the practice was for their success. We all sees the white perimeter as our own and reach for a pen if only to show we did not just lays in an armchair, turning pages, we pressed a thought into the wayside planted an oppression along the verge. In terms of getting on the same page you know when I met with students face to face in the class, I felt like it was easy to get them on the same page we get the book out, we'd have great conversations our fingers would be on certain pages they'd be scribbling notes in the margins. And I felt quite literally on the same page. And when I first discovered social annotation the thing that excited me was being able to extend that sort of being on the same page. Annotation is nothing new. It's been around it's an age old, you know, learning technique if you will, an age old learning technology students scholars educators have been writing the margins of the book since probably before the invention of the book. But as more and more content moves online and reading moves online, we lose the ability to practice this, you know, age old practice of annotation and part of what hypothesis is doing is trying to kind of resurrect the margin if you will, for student note taking. But there's a lot more that we can do when we take annotation online than just take notes or scribble notes to ourselves although that's, you know, important part of the practice. I love this quote from Jennifer Howard in the Chronicle of higher education actually about eight years ago, talking about social reading and social annotation. Online a book can be a gathering place a shared space where readers record their reactions and conversations. And again in terms of extending the vibrancy of a face to face classroom, thinking about you know creating spaces online that are authentic for us and our students to engage with the reader and without course content. I think the margin again is the place to do that. This is our vision at hypothesis for social annotation that any website article ebook document or piece of multimedia can have multiple layers of annotation can still have that private layer of marginal notes that you see towards the bottom there. It can also be a public layer I think today will be working in a public layer on top of of a document when we when we annotate together. And then there are private circumscribed group layers as well you can have a group of your colleagues to cook to read together the latest publication in your field, or a group for all your courses so your students can read and annotate together, learn from each other in the margins as they work through course material. There are three top level takeaways that I want to share from students and instructors that I've worked with over the past eight years and social annotation. The first one is that nothing new piece of annotation but it is new in the sense that a lot of times when we read online we don't have a place to take notes, or to have conversations. Hypothesis makes reading actively and this is what annotation is always done. I want students to learn the profits and pleasures of careful engaged reading to cultivate this kind of reading and learning I've tried a lot of previous annotation tools but hypothesis finally delivers on the promise of digital annotation. One of the neat things about the screenshot here is the way in which social and digital annotation expand the ways that students can be active in a text on a text, the ways that they can show that they've done the reading, the ways that they can use in this particular example you see students annotating with images, the assignment call for students to attach an image to a particular piece of text within the poem. And so they all went and found different images from different sources online and express themselves through that multimodal pathway, which I think is a very powerful way to sort of extend the different types of ways then different types of learners that can engage and be successful in a course. And this one I think is is pretty radically new at least it is for me in terms of my own teaching history that hypothesis or social annotation makes reading visible. When I handed out that Billy Collins poem on day one, I would say you know go forth and annotate and then I would grade four weeks later some summative assignment like an essay. And I didn't see my students reading I didn't see their annotations I didn't see a lot of the most of the work frankly that they did before they handed in a five page essay that was the product of a lot of microprocesses that go into the formative processes that go into that final summative work. And one of the most powerful things about social annotation is making those processes visible, knowing that our students have done the reading, also knowing where they were confused, where they were excited, and being able to nurture a particular line of inquiry that a student hooks into on a theme and being able to address those earlier formative moments to help our students develop the skills that they then would you know put on display in a final product like an essay Linda Parsons at Ohio State says about hypothesis or about social annotation. My students annotations give me a window to their thoughts and understandings that I couldn't access otherwise I wouldn't get this depth of interaction in a threaded discussion. And then finally hypothesis makes reading or social annotation makes reading of course, social. And again and again every time that we pull students on their, you know, use of hypothesis in the classroom and what excited them. It's the social piece that they that they latch on to. They've been able to see their other students comments and learn from their from colleagues, and share their own ideas. And this was powerfully put by a student of Robin DeRose and many years ago, at Plymouth State who wrote a blog about her experience in Robin's class, Shannon Griffiths writes hypothesis is my literary Facebook. When I'm reading I sometimes wonder, does anyone actually understand this. Am I crazy with this brilliant tool. I know, I'm not alone. I certainly have this experience in grad school of feeling alone inside of texts. I think it's a healthy thing to be alone and to grapple with difficult text, but learning is social. And so it's also important that eventually you have other people to connect with and make meaning with around text. I'm going to close by just sharing five takeaways, you know, as people in this session may think about annotating with with courses or with colleagues. The first is just a reminder that this isn't just about the sort of, you know, reading and writing and literacy development that it is just a much about community as it is about annotation and many of the instructors that give us feedback about why they found the course so powerful. They talk about this development of collaborative skills that they see their students are are working on as they as they annotate socially with each other as part of the course and how those skills and collaboration transfer to completely other aspects of a course other other aspects of other kinds of group work that might be done in a course. One really neat thing and and rainy who's on on the horn today knows a lot about this is students annotating ancillary objects that are part of a course like their syllabi like the syllabi syllabus for a course or lecture notes or even a PDF of a slide deck of of a lecture. This is a great way to in a low stakes way often get students using the tool gets students interacting around the course. Again, you know, in the context of the pandemic some of these moments where you might have a conversation about the syllabus or about a reading assignment about a essay assignment aren't happening when when we can't meet face to face. Again, turning this tool on opens the margins back up so you can just turn the sound for personal note taking and see what kind of social ways students will leverage the margins for for their learning and connecting with with their colleagues. Many of our instructors will go through and pre annotate a text for students, possibly with model annotations of what they want students to be be doing themselves with annotations, sometimes as sign posts or guide posts for students as they go through to help text to help them get through a text and also sometimes just dropping in, you know, discussion questions, kind of taking the discussion forum. That's often found in a lot of learning management systems and, you know, having a sort of more authentic and horizontal way for students to ask questions in the or for teachers to ask questions and students and teachers instructors to collaborate around discussion of those questions. You know, really the bread and butter of what hypothesis is for is for asynchronous seminar style discussion. Again, you know, for me the thing I always loved about teaching was that meeting with students in the classroom and having a conversation that's what gave me the energy. Not extending that space beyond the physical confines of a classroom, continuing discussion online continuing the interaction with peers online through the margins of a text. And with that, I think I will kick it back to Nate. Yeah, and you can stop sharing your slides because again they need to be refreshed. All right, let me get the right page up here. Sure again thanks for that Jeremy. I hope I know we've got a lot of veterans here who are very practice with social annotation but we also probably have some new folks and it's good to make sure that everybody kind of understands the general ground of, of what we're talking about. So now we're going to actually move to a more hands on activity with some guests from the annotated community, often the Metropolitan State University in Denver, my home states. And I'll just remind folks again that you will need to participate along with us we're going to do some social annotation, you will need a hypothesis account to do that. If you could put the getting started link back in the chat again for anybody who doesn't already have a hypothesis account you're going to need that to get started. And so now I wanted to actually introduce the folks that we're going to be talking with today. We've got three educators all from Metropolitan State University Denver like I said. And so if you folks would come on camera. I'd like to introduce you and just ask a little bit of background about what brought you here today and the topic that we're focused on around instructor presence. And so, so Rebecca Cottrell and Oberman and Meredith Jeffers all come from MSU, Rebecca and and from the Department of Social Work and Meredith from Department of Modern Languages, and they're all practitioners using social annotation in their work, as well as folks who talk broadly about kind of learning design and learning affordances and they've been doing a lot of interesting work with a whole team of other colleagues on the concept of instructor presence. And so I wanted to just kick things off. First by inviting and up to unmute and come on stage and tell us a little bit about what brought you all here today, and your personal connection to social annotation around the idea of instructor presence. Thanks Nate in the hypothesis community. It's great to be here and it's fun to be here as well as Meredith and Becky. We started off as a faculty learning community at MSU Denver and it's almost three years ago this is our third year and it's kind of continued informally past that initial year that we were slated to do more of a formal faculty learning community and what happened was that Becky was finding that there was a lot of training around design, but not around online instructor presence and what that meant and how it's manifested in our classes. And so a group of us got together. There's the three of us, a couple other social workers a math professor, our AVP for online learning, all got together and talked about online learning presence. And one thing that came up as one of those tools we were talking about what tools increase our presence. And one of those tools that we discussed and played with was hypothesis. And the thing that we thought that a lot of the examples that Jeremy was giving before around that student piece, but it also allows faculty to be faculty to be present in the class. And so not only our students heard and seen in hypothesis, but faculty are felt heard and seen through hypothesis and so that's kind of the long round about how we got here today and what we really value about using that tool. Great. That's that's good context for me and for all our guests here today. And Becky, I thought it might be good also to hear from you about your kind of your personal involvement that's a little bit different than hands if I'm not mistaken. Absolutely, so I was also part of the flc that we joined in together, but at the time I was teaching in the modern languages department I was a Spanish instructor and since then I've graduated with my PhD curriculum and instructions so Thank you. So I'm taking on that role as online and hybrid curriculum development and support in the social work department so I am not currently in teacher, but I support a lot of folks who use tools to engage with their students so that's one of the conversations that I have a lot. And again hypothesis is one that they come back to again and again they like to be able to annotate things together. That's what you'd hear and so I guess you've actually shifted from from modern languages over to social work. Moving, moving that practice, but your colleague your former colleague from foreign languages Meredith is here today who has kind of a different connection to social annotation Meredith you want to tell us a little bit about what brought you here today. She's still our colleague there's no former. That's true. Yes. I actually think Jeremy touched on a lot of the primary uses that I have a hypothesis in different sections. One of the reasons I got really into it is was before COVID I was tasked with building and maintaining and sharing quite a bit of asynchronous online courses that were also with an eye toward making them open educational resources and so hypothesis has become the perfect way to come at it from both angles which I think is what Becky and and we're getting at one to see what students are working on and how they're working through a text and where they're getting hung up on a particular translation or term or concept or theoretical lens but also as a way for me to direct their attention or check in and let them know I'm present and still they're seeing what they're doing, rather than just having, you know, a grade in a column so I recently learned actually from from Nate and Franny that there may be a way to tie flip grid to hypothesis so those two worlds can combine them I will be the happiest faculty member in the world, that would be great. Yeah, so one thing when good things come together right. Yeah, so we've, there's been an augmentation to hypothesis recently that enables you to just post flip grid URL into an annotation, much like you would a YouTube URL and it will automatically embed that flip grid in an annotation. So that should, should, I actually haven't tried it myself so I'm that's the only reason I'm saying it was some hesitation but as I understand it that's all up and working. So I would love to hear if anybody has tried that here in the audience on feel free to let us know in the chat and be great. So without further ado, I've asked these folks from MSU to lead us through an actual annotation experience sort of like Kevin was saying in the chat like let's use social annotation for professional development like these guys have as a community right that's not only something to bring to students in, you know, the regular classroom but also something that we can use as educators to read together and connect with each other. And so they've selected a couple of specific texts. I'm going to go back to sharing my screen again. And we're going to start off with just a kind of like warm up exercise as I understand it. So I'm going to go down to poem by Langston Hughes and then move on to something that's actually more focused on this topic of instructor presence itself. And we're going to annotate together in that and so did you guys elect a spokesperson to kind of talk a little bit to kind of situate these readings for us or maybe you all have something to say about it. I'll start just real quickly and so with the theme for English be by Langston Hughes. There wasn't online education when when when he was writing this poem. However, it really talks about online instructor presence and student presence in our online courses, and how to humanize those environments. And so I encourage you to use your lens when you're looking at and there are already annotations in here. So it's been publicly annotated before I think there's some 2020 references in there and so forth. But when you get in there think about your students and how they are seen felt and heard and then also think about how you are seen felt and heard in that online environment. And so that's that first one do you want me to wait Nate for the second one. Well you could maybe just give us a little foreshadowing of what you're thinking that we might what we might do in the second reading as well. But we can focus on the poem first but if you want to just like introduce the second one. Yeah, and the second one is an OER resource that is it's a, it was run as a MOOC a long time ago but it's humanizing online teaching and learning. In its chapter three let's talk effectively communicating with our online students by Sandra Mitchell holder. And this is more of a practical reading and so I encourage you in this one to share your ideas share what you're doing in these classes share maybe what's a struggle for you. To communicate where does your online presence show up your voice with your students and so the reason I'm kind of catering to that online instructor presence is that's a presentation that we're giving as our faculty learning community at OLC. And so it's just kind of honing in on how to use this tool and these readings around presence. Great. And so I've pasted the link to the Langston Hughes reading there in the chat. And then here's also a link to the second reading that will that will go to in a second. I've got the reading up here on my screen. Would, would you prefer and to share it on yours. And I'll just, I've just been sort of fiddling with it a little bit as we get started here to show what the hypothesis controls look like. And so, as you can see, as Jeremy was pointing out, when you bring hypothesis social annotation to a reading you're bringing it to the reading where the reading lives. And in this case it's a poem posted on the poetry foundations website right. The links that we provided our special links that bring up the poem in with the hypothesis annotation sidebar kind of added to it. And so you can see it's kind of subtle, but in the upper right hand corner is this control that opens and closes the hypothesis sidebar. And a lot of people don't realize this but you can resize the sidebar by grabbing the Chevron that opens and closes it, and you can make it wider or skinnier. Another thing that people might not know is that you can click on this eyeball to both remove and show the highlights from the annotations. So if you'd like to have that clean reading experience without having all the highlights get in your way you can flip the eyeball off and it will hide the annotations. And then you can see, as Ann was mentioning that, you know, this was a poem that was annotated by other people, students, educators, different kinds of folks already in advance of what we were doing today. And so there's already a series of public annotations on the document itself. And so the mechanics of actually annotating for people who don't know it are relatively simple in the sense that you highlight something, some words on the page right. And when you have hypothesis enabled that brings up this little selection tool, which you can decide whether you just want to make a private highlight for yourself, or whether you want to make an annotation on that text and the annotation can be public, private to yourself, or, as often happens in the classroom, shared in the context of a private group, whether that's inside the LMS or outside the LMS. And so we're going to be annotating in public today. And so I'll stop talking about the mechanics of annotating and and hand them back to you and in case you wanted to guide folks around this document. And one other thing I saw in the chat was people were asking about size of group. And so this is a really small poem for a really large group of people and so there'll be a lot of, there's precious real estate right and so feel for I mean you can kind of shut those down look, go back and forth. And so really when we're doing this with students we can do many different things but I think if we can just start Nate I think that would be great and really. And thinking about how you're showing up in your class how your students are being seen and heard as you read this poem. Sure, so let's, I'll actually be quiet and let folks read and absorb the poem. And let's start annotating it together. We'll be back for about, you know, five minutes, and we'll come back let's let's say we'll come back at 840. And after we've spent some time annotating on the poem. Sorry I said I was going to be quiet and here I am already talking to you and that's one thing to note is as new annotations appear on the page, you'll see a little red indicator. On the top of the hypothesis sidebar little arrow pointing down that will turn red. And that's letting you know that there are new annotations and if you click on that arrow, it will bring the new annotations into your reading context. So I had just done it to my page. So I refreshed it with new annotations that people have made already. And one of the things that we noticed with a short work right, we've got, you know, 70 people looking at this one short poem right now, and it's become like a dense web of yellow as so many people have highlighted this short text to make annotations. And so this is one of the things that happens right is the density of the document versus the number of people who are who are sort of reading it together can be can be an interesting balance let's put it that way. That is one of the things that annotating in private groups like for classes can help ameliorate right because each private groups annotations only appear to the members of that group. And so you don't end up with this kind of dense public set of annotations. So that's why we will be recording that we are recording this session and we will be distributing it afterward. Sorry, so folks from MSU and Meredith Becky did you want to say more about what we've been doing here on the poem or what we've been seeing. Yeah, and so just pointing out some different people's comments so and I'm going to be referring to your little handle so excuse me I don't know your full names but Gundar was talking about history so bringing in past context in their own history and placement in the poem. Jeffers was asking questions of others trying to get clarification just on where was Langston from where did he go to school where was he studying an image was shared to give that context and concreteness. But now talked about physical space about being disembodied and how this poem brings it in and so all these different avenues are just ways of learning and seeing that poem come in. Also talking about identity so in social work we're talking a lot about social justice how our identity how me as a white woman impacts how I'm teaching students in hypothesis and social annotation allows students to engage in some pretty difficult conversations with the text being the main focus. So it can kind of take away some of that initial bite as you're building trust with students and as they're engaging. So I'm going to point out some of those comments that were made that really got to that point of those different instructor presence. Becky or Meredith. I had also noticed a comment by a gunner about sharing a personal experience and then you said, it reminds me that as much as we open up our vulnerabilities we create space for connection for deeper understanding and for extensions. So I think that the collective work in education will do. And I just think that captures both the essence of this poem for me, and what we're doing in an online space I think sometimes it's harder to connect online. And I love this. So I love that we can use that to do some metacognition, as well as interpreting the text that we're reading. If I had a group of 80 students, which would probably never happen in my discipline, but I have had groups between, you know, 35 and 40 students and so to avoid this kind of situation. We've all now experienced like you're scrolling through 100 different comments and everything is now highlighted. So it's hard to see what students are really looking at. I would typically add to the instructions, you know, either assigning students groups and say if you see someone from your group posted first you need to reply to them to have a mini thread focusing on something, or I would go in and scaffold like pre select some things if I wanted to guide the discussion, or you could say, if something's already been highlighted please don't put a separate annotation please respond to that person. So there's ways to structure this so that you don't end up with the entire text highlighted which may defeat the purpose but from another angle this is a shorter poem, and Langston Hughes is a brilliant writer and thinker. So it is entirely possible that every single word except the and said would need to be highlighted in this to really get all the juice out of it. But there are different strategies and I found, I know that me is keeping up with the chat but I found a lot of good resources. And I started looking at the liquid margins podcast to so if you have a discipline specific question or lesson plan that you're trying to think through there are fantastic resources at the website for hypothesis to help structure this. Yeah, and I know Nancy's been talking a lot about more student resources and yeah there are some simpler ones that link I shared Nancy was to like every single guide that exists. So, some of those are much more simple. So, um, can you put a link to the hypothesis one on one webinar recording for that Marissa asked for into the chapter. So I just wanted to point out to a couple of other affordances in the in the tool itself here. And so you may have been watching as I navigate on the page. I was talking about maybe, you know, wanting to see to sort or view annotations by date. And so this little tool at the top of the arrows, you can actually sort by newest or oldest or by document location so they're in the order of the document itself. And there's also the search feature right. So if I just wanted to see annotations by someone who had March in their username. I can search that and so I can sort of do some filtering in the tool itself to reduce the number of annotations and kind of the cognitive load of it. So those are a couple of other tools in in the tool itself and I'll just point out one other thing and that's that the annotations themselves, which, and here's this link that we've been using to get to it. So this, this link that you can copy and share with other folks leads to this entire poem and the annotations embedded on it right so that's a very handy thing. Every annotation, each individual annotation is an addressable addressable document as well and so that same icon on each annotation provides a link that you can share with someone to link to not only the document but that specific annotation kind of highlighted in the document. So that's another, another great affordance in there. And then someone that asked about the difference between page notes and annotations. And I mean, I think, you know, maybe the folks at MSU have some ideas on this too, but page notes are sort of notes about the document as a whole, if you will, whereas annotations are about some specific texts that you've anchored in the document itself. Do you guys have any, have you seen any uses of page notes or, or think about them in a different way. That's how I typically explain them to my classes. Great. Well, so we spent some time on this film actually there's now. What is there there's over a ad annotations on it, plus some page notes. So great stuff. So we shift over to the second document that you guys had brought to our attention that this one focuses most directly on instructor presence and I'll bring that up on the screen if someone from your side there wants to kind of introduce it a little bit more and talk about it. Why did you pick this document. So this one again it's part of humanizing online teaching and learning it's an OER and so just thinking about when I share documents with my students oftentimes I'll share different sources different resources so kind of a multi layers of learning so an open educational resource by Sandra Mitchell folder. It has really practical ideas and so for this one I'd love to hear what you all are doing designing teaching with your ideas like not only what does it bring up as you're reading it but what are you doing in these areas for instance when they talk about how we're encouraging communication they don't list hypothesis is one of those ideas down there so add let's add our ideas to this and maybe try replying to people to so practice that skill and see how that feels as far as creating conversations with others. So trying out some of those other hypothesis tools that we can use but really again it's how are you being heard by your students how are you communicating in the words. In the lack of words in the space in the margins again how are you being perceived through your communication to students so that's how it relates back to that online instructor presence. Meredith or Becky. I was just going to highlight what Meredith had said about the poem is that now that we have a longer reading, let's invite you that if something is already highlighted to focus on replying to that section rather than adding a new highlight. So that way we can get some conversation going. I noticed that every annotation becomes an opportunity for a threaded discussion right. So you can reply to any annotation, or any reply to an invitation and started threaded discussion right on top of it. And I'll, I shared the link to the second document and you'll notice that and has kind of seeded the document with some annotations already that can kind of serve as prompts. And again I'm going to refresh this little red icon here to bring in any more new annotations. Also, I thought it might be interesting. Would one of you like to say something about the remarkable collection that this chapter appears in, because I think the collection as a whole is a rather remarkable document. You might know it better than I do. There's some I mean you'll recognize the name so on the within press books in the contents if you click on contents on that left side, it will open up the full. They just did it there the full table of contents that you have and so these a lot of these folks names are going to recognize some of them might even be part of this group here because I know they're part of the hypothesis community for sure. But this idea again of humanizing online education and so what is it to bring the human into that and how do we do that most effectively. And so there's everything from voice and video to social learning designing. And so just a lot of great meat so if you have folks that are new to online education or moving from kind of maybe some really traditional ways of doing online education to a more interactive way I would really encourage folks to read it it's digestible it's easy to read. And again, you can share it. And it has a I think CC by, and maybe that you give accordance to but yeah. Yeah and it's, it's a collection was edited by Whitney Kilgore is that right and then with many different authors on different sections I, I see this one that we're focused on by Sandra Mitchell holder. I saw one by Helen DeWard names I recognize for sure from the community. So at least down there I think number nine. Yeah. If you're not familiar with press books it's a great tool for book publishing basically, especially book publishing that in an open environment. It doesn't require openness but it is specially tooled to enable that kind of publishing and actually has hypothesis built into it. So just to in these books. There's a bunch of different ways to actually access it you can read it online. And then they also have the ability to. Usually they have it hooked up so you can grab PDF versions and EPUB versions and I'm not finding it in this particular book. Yeah it's a CC by license though. All right I'm going to start to be quiet now again and let's spend another five minutes. Five minutes annotating together on this documents. I see a couple people are wondering about how to see the whole document and annotations and I guess I'm not quite understanding it so that the hypothesis sidebar gives you access to the annotations right and when you have it open. You can see the document and annotation side by side and for instance if you click on an annotation that should scroll the document to that the area that's where that annotation is anchored. If you're trying to see like every single word on the page and all the annotations at the same time that would that would be. That would be just like too much information to show on a screen I think so I'm not quite sure what people are struggling with when they're talking about seeing the annotations in the document together. If you want to explain more in the chat what what what you're struggling with that would be helpful. I'm going to give folks just a couple of our minutes to annotate. And then we need to wrap up this section of the workshop and say goodbye to our good friends from that ball and say Denver who are welcome to stick around for the second half of the show. I see a lot of questions in the in the chat about various kind of, you know, specific points about using hypothesis. We won't have time to get to all of them here in the show today, but we put resources into some of the other ways that you can get information about more specific things about hypothesis including our one on one webinars and our help section. Hey Julia okay great yeah so the links to all these documents are in the slides. But here's a link to the document that we're working on right now that I'm showing on my screen. And I will just point out to that there's sort of two ways to access hypothesis. One is how we're doing it now with a free account and annotating on the public web, whether that's a public or or private or group annotation. And then it's also possible to embed hypothesis in or integrated into a learning management system like. That's on Metro ball and state just moved from Blackboard to canvas. So you guys probably have experience using it in both Blackboard and canvas. But it works and can be embedded in all sort of standards compliant LMS is all the big LMS is basically. And that's a little bit different environment in the LMS because people don't students for example don't need to go create separate accounts. They're logged in automatically single sign on to their LMS. And then every annotation every document that's annotated in the LMS is annotated in the context of a private group for that class roster right. So there's not this kind of public private group flexibility inside the LMS it's got some guardrails on it to kind of bring the annotations just around that kind of public group of the of the class environment. So if you don't have hypothesis in your LMS at your school and you'd like to have it. That's that's a conversation that we can get into. But obviously, everyone is free to start using the free public annotation capabilities where you can also create a private group and annotate with your class although you will be asking students to go get get hypothesis accounts and so forth. We're reaching the end of our the first half of our show here, or, and I really want to thank the folks from Metro State for for coming. This is really rich text and one of the great things about annotation is it can be a completely asynchronous activity to we've done it in a synchronous form now which is actually in a way sort of more complicated to try to get everybody to do the same thing at the same time and read together like we tried today, but this can is an ongoing document will all be able to annotate it you'll get notified of the email if someone replies to one of your annotations. So this can be a continuing and ongoing conversation. As we move forward and we'll be talking about this more on social as well. We did record this. And we've got another hour of the workshop ahead of us that will introduce in just a second. But so you'll be getting as an attendee you'll be getting an email that will include a link to both recording and the slides and which includes links to the documents that we've been annotated and everything so that you can revisit all this at a later time if you want as well. So I'd like to sign off then by thanking and Becky and Meredith did you have any closing words folks as we move to the next chapter here. Great to be here and just one thing is that all these stay the annotation stay like Nate said so I'll have students go back if they're writing papers later or like if you have ideas that you thought were interested you can come back two months from now and your brain actually clears, and you can like look at it so I just wanted to mention that that students can go back in and reread things that their colleagues say digest ideas. So I appreciate that time, timelessness of it but thank you all. Thank you so much and Becky, did you want to say anything as parting gift. Yeah, just a reminder that there are so many different ways that you can use hypothesis I'm thinking this morning of our colleague Wendy Gallagher who runs the translation program in MSU Denver. She's in her advanced translation classes and she says that it is 1000 times better than a discussion board, because students can really dig in and talk about the nuances of translating a specific text, and help each other and communicate so that diversity is one of the strengths of hypothesis and the ways you can use it effectively in your classes. That's such a great point yeah the flexibility is really key. You can use it for almost anything. Chris, did you have a parting thought. Thank you again for having us. I think my parting thought is just even looking at the screen right now on zoom having hypothesis and having the highlights right here that are public to your group. It's so much more powerful than a discussion board or a student is writing the quote but it's out of context like something about seeing it alongside the thought is very empowering for students and also, I think really helps with retaining the conversation and getting to a deeper analysis so I hope everybody is able to play with this moving forward. Great well thank you guys all so much for coming I really appreciate it. Feel free to stick around we're going to have a really interesting and exciting second half of the workshop here. Now that we've had that hand on experience which I found really rewarding. So, without further ado, I would like to make a transition now to introduce another good friend and colleague. That's part of the community here I keep ducking down to look at something on a little tiny screen down below. But I'd like to welcome Ramey Collier, who also happens to be in Colorado it seems like we have a real Colorado showing in the house today. Ramey is acting this year as the inaugural scholar in residence of hypothesis. He is a an educator focused on teacher education at the University of Colorado Denver, which happens to be right on the same campus with the Metropolitan State folks so they're their neighbors practically on and I know they're preparing for a big snowstorm. So they're probably anxious about all that. But Ramey is going to be moderating the next segment of the show which focuses on social annotation and science. And so I will kick it over to Ramey and let him take away and introduce the next part of the show. Well, greetings Nate thank you and what a what an engaging first half of our presentation today at OLC I just want to kind of informally recognize so many friends and colleagues who I know have joined us as the session as I look through our attendees list. My heart is really full knowing that there are so so many people who care deeply about student learning, who care deeply about the kind of ethical and engaging use of learning technology to support student learning. And we're just really committed during a very still challenging time as we kind of recognize what some are calling the kind of one year anniversary of this pandemic that you all are taking time out of your days whether it's the morning or the evening to come together in community and talk about ways to meaningfully support both students and faculty as they learn through in this case, social annotation so I just wanted to kind of mention that that up front. We're transitioning now into what is a special episode of liquid margins, and I just want to share a few housekeeping notes before we we formally begin. I know that we have a lot of folks who are who are going to watching or listening and so as you do so please if you can keep yourself muted. And the chat is open, there'll be some active presence on Twitter as well to share thoughts and comments but if you could please keep your microphone muted so that we can really hear from our guests that would be again most most appreciated. I'm going to share my screen and kind of transition us into this formal part of the day. And since the host has disabled my screen sharing I'm going to just continue to waste a little bit of time here and talk about what's going on. We can make sure that all of our technology gets up. So, again, the focus and I should say that before we formally kick off this is that we are now moving into episode 20 of liquid margins, which is focusing on science education and the use of social annotation to support both science education, student learning in classrooms and also research and research about science education. We have three really incredible guests who are joining us today and so we'll turn it over to them in just a minute here. Let me see if I can do that now. I'm part of OLC innovate. And on behalf of hypothesis. Welcome to episode 20 of liquid margins titled making sense of science with social annotation. I am just thrilled to host and moderate this episode again my name is Ramey clear day today I am an assistant professor of learning design and technology at the University of Colorado and Denver, and I've had really. The highlight of my professional career has been serving during this current academic year as a scholar in residence at hypothesis and working with a variety of colleagues and institutions to support the use of social annotation across disciplines and in both creative and consequential We're joined today by an excellent panel of science educators and science researchers, and I'll introduce them in just a moment. But Nate if you do want to advance to the next slide. This is just a general reminder that if you do use the chat in today's zoom webinar please make sure that you're communicating with our entire community. We're going to toggle to all participants and attendees as you as you take those notes and share them in our zoom chat. So thanks for that you can also again follow that little link there for more information, and as a kind of preview to the next There will be episode 21 of liquid margins. This will be scheduled for the 19th of March. That's just in a week called Northern Associations, and that's going to be about social learning in Canadian higher education. So that's coming up next Friday. So today's guests, I really have the pleasure of introducing and learning from and I hope that we all enjoy the wisdom that will be shared by the following folks. Dr Melissa McCartney is assistant professor of biological sciences at Florida International University. She also serves as the director of research at science in the classroom. Dr Aaron McKenney is assistant professor of applied ecology, and also serves as the director of undergraduate programs at North Carolina State University. And she is joined by her colleague also at North Carolina State University, Dr cause goller who is an associate teaching professor of biological sciences. I have had the pleasure of reading scholarship by these really esteemed science education researchers for really actually a number of years now in some cases, learning quite a lot about how social annotation has supported science education. And I'm really excited to hear from them about how hypothesis in particular but social annotation more generally can support science education learning in the classroom, and also science education research. So that is our panel today and so welcome to all of you. If we might begin with just some general introductions. I was hoping to hear from the three are going to our three esteemed panelists. How did you first look learn about social annotation generally or perhaps hypothesis more specifically and why, since you're all science researchers, why did this thing called social annotation kind of strike you as kind of consequential for the work that you do given your professional expertise. Anyone's welcome to begin. I can hop in. I learned about social annotation and hypothesis specifically through the open pedagogy incubator, which is an amazing program held through the NC State libraries. So I got to participate in their inaugural cohort and learn about all sorts of different open educational resources and ways to really engage students in accessing content right so lowering accessibility barriers, but also in in taking ownership of co creating learning materials, which I think a lot of times these annotations are. And then, I think of course, it was kind of perfect timing with the incubator to be thinking about ways to to lower accessibility and to increase inclusivity at a time where we're all remote and to build community online. Yes, so I can answer to. So I probably I think I started working with hypothesis probably in 2014. And we were actually approached. Someone named Jeremy I'm blanking on his last name right now. I'm sorry, like the Jeremy Dean or yes, yes, yes, yes. Yes, he came and found us and we had some really great brainstorming sessions with him. And we kind of use annotation or hypothesis in two ways. One, because of the way it kind of the back end of the software makes it very easy to pull in to our to our website. And then the second reason is kind of what Aaron was saying like it gives people ownership and we started using it as a professional development training for graduate students who are looking to get more into science outreach and science communication. And we use the annotation tools a way to help kind of break down, you know, like hardcore science papers. So that they would be more easily accessible to the public. So we kind of did it in parallel with the training on how do you, you know, how do you break down complicated science, kind of giving them background on that side of things and then hypothesis and annotations were really the delivery routes to make that all come together. I was also fortunate to be part of the open pedagogy open incubator with the library, and they are fantastic collaborators and I was brainstorming with them one afternoon on a whiteboard at one of our libraries. And I was talking about how I really wanted students to co create and read together and share their notes together and that was my goal for this, this assignment. And we've been doing reading scientific articles for a long time in that course and using different rubrics or frameworks. And Micah Vandergrist from anti state library said, Carlos, you need hypothesis. And I remember stopping him and I said, yes, part of the activity is students identify the hypothesis in the papers. So you need to really look into hypothesis and have students annotate within a group, and he set me up and really helped explain how it could help. And it's been, it has snowballed from there and I've been learning from you and others, how we can really engage students. Thank you all for joining us today and sharing your expertise and wisdom. I'm wondering if you might kind of deepen your engagement with social annotation through perhaps a story or an example. You all wear multiple hats, both again as science educators, and also as researchers of science education and how a variety of learners are deepening their disciplinary engagement through social annotation. I'm wondering for folks who may typically associate annotation maybe with the humanities, or with personal marginalia and may not necessarily associate social annotation with the sciences. So people may have a hard time kind of like imagining what does that really look like and again because you're all working, whether it's in labs, or in courses, or in professional scientific education initiatives. What does this really look like from your perspective, can you share a few some stories of us love to hear some of those from all from all of you. I can go first this time. So for me in my work, I am very interested in sharing what scientists find with with everyone, you know the general public undergrads high school students whoever it is anybody who's really not a trained scientist. And one thing that is, you know has come up over and over again in our work on this is when you ask someone to read a scientific study the first thing that they stumble on is the language. There are specific, you know, jargon terms scientists, sometimes we like to make up words, you know, like, like post translational things like that that makes sense sense to us but they don't necessarily make sense to anyone else. So for us, annotation does many things but mostly it really breaks down that language barrier, because when you come across a word that's not intuitive, and you really, you know a lot of scientific words, you can't even really use context clues to find out, you know, what they mean. So we've done a ton of work with the annotations and just defining vocabulary words as a way to just encourage people to keep reading, you know this word might trip you up and you're going to stop but here's that definition. So keep going. And that has been our in the sciences, our main, you know the real main benefit of annotations. I'm taking notes as fast as I can Melissa. I think in a complimentary way to that. In my courses where where I see you are, are making science translatable and, you know, participatory for the public, right, or accessible to the public. In my classes, I also from day one, I teach ecology classes and ecology, you know we have these like basic tenets of biodiversity is important. And yet, there is not enough, in my opinion, focus on the diversity of humans is important. So from day one I try to really emphasize, I offer a lot of group work and group discussions whether it's small groups or full class and it is so important to me for for all of us to recognize the value of diverse perspectives that you know we now there are multiple publications now that demonstrate that diverse humans produce better science. And, and so I think annotation provides a space for students to build confidence to call out you know what is this jargon, even within a stem class to become, you know to break down those barriers to sharing and discussing you know assigned things in in class discussions but also to hear you know all these different readings. I'm thinking about you know scrolling through the Langston Hughes poem from the annotated workshop and and just seeing all those diverse perspectives and readings, and we can get the same diversity of perspectives and the same richness of discussion in a talk about a single published journal article. Right. So, yeah, those are some aspects that I'm really excited about. Yeah, and I can just following up on what you said I know in my own teaching and especially since we've gone online. I think students are much more willing to ask a question, written, you know in an email or on some kind of forum in the chat box as they are out loud so I think you bring up great point. Putting this stuff in into hypothesis or into an annotation format. You're going to catch more of those students asking questions who never really would have said it out loud or come to office hours or anything like that. Yes, and I think it also provides a space for the three than me principle that you know I try not to jump right in and answer students questions and wait for a few days. Because then I find that you get enhanced, you know, or increased peer to peer interactions answering those questions for each other. And then if there is a lot of like, yeah I didn't get this either, then I can jump in and say, Oh, well actually here's a little bit of interpretation to help you. But yeah, I, I love the community aspect and and Erin does a fantastic job creating community in her courses and really emphasizing diversity of ideas. I teach molecular biology classes very techniques based in a biotechnology program that has undergraduate students and graduate students in the same class. I look at that more on the method side of microbial diversity, for example, a class I teach, and I'm focused on the methods so some of the papers that we look at are really dense. And while we may have grad students that are folk are have already been reading papers, their fields may be textiles, this sign, maybe college of medicine. So, and on the other side, I have undergraduates that are fantastic chemical engineers in their programs or biologists who may not feel comfortable in person, talking to the grad students because they are intimidated. And on hypothesis when we annotate papers together. I also try really hard not to start placing comments and answering questions. But what I've seen is there are more interactions between grad students and undergrads and I would like to quantify that at some point but my classes are smaller, which is good. And then the other thing that's really interesting is we we tried some papers where we actually had one of the authors one of the lead authors be part of the class and they are. I had trouble reading those papers by informatics, and I told students it's okay to ask questions. And with, with hypothesis, I felt like I had to define to scientists and engineers, what annotation was. And once I came up with our definition of we are going to ask questions, we are going to clarify the text by adding another layer to make it more transparent to us and others, what the meaning is. The idea was or our goal was to annotate, ask questions linked to YouTube videos or other papers and explain what's going on in this complex scenario. And then once we have a set of annotations groups of three or four students are tasked with making the page notes. And we use the page notes as a way of trying to summarize annotations in small groups, and that has been a lot of fun. Thank you for these these stories and perspectives and you know we've got questions and resources that are now flowing through the chat. I wanted to also kind of open up in addition to you know your commentary about social annotation in a class context, and some of the pedagogy surrounding that. You've also all embarked upon research, research perhaps about what your own students have been learning and doing or again how others are engaging with scientific literature through social annotation. It strikes me that not every educator, whatever their discipline may be is going to choose to start researching the processes by which their students are learning using a variety of new technologies and yet you all have. And I'm just be curious to hear again from everyone. What motivated you to also look at annotation from a research perspective. And what are some of the key insights the key findings that you are beginning to glean that you have identified in regards to the ways in which social annotation does support engagement with scientific, again, terminologies, concepts student learning professional learning as well as science communication, bring us into your research as well as again having previously showed a little bit about your teaching. Okay, Aaron do you want to go either way. You go ahead. I guess, I've been thinking about, I've been learning about the ecology of education and the ecology of learning and thinking a lot about, you know, what about the core ecological concepts like diversity and functionality and you know, connectivity, right. I'm thinking about kind of food webs and maybe this is a food for thought web. And so those are some of the concepts and that are shaping questions that I'm asking. Again, very much from the perspective of, you know, hypothesis as a tool to increase student confidence, but also student community, particularly during this past year of remote learning. So, so I'm asking questions like, and some things that I found from from quantifying the usage data from my fall class. I found that you do see higher connectivity or more interaction via replies and threads, the more that students annotate. So the more you use it the more you might benefit. I've also seen, you know, across the board, no matter what the usage students overwhelmingly reported that they felt that annotation did increase their confidence and did increase their sense of belonging in class, which felt really exciting. But that has kind of opened some, some additional roots for questioning like, Well, what, why don't we see, you know, a tighter correlation with a number of annotations. And Carlos and I started thinking about imposter syndrome and, you know, well, what are the spaces where we might see like a false inflation of annotation that might not correlate to an increase in confidence. So now we're thinking, you know, Oh, can we quantitatively identify, you know, usage behaviors that might help us pinpoint some sort of imposter syndrome and how could we help to address that. And we help increase student comfort and confidence. I am, I'm stuck on this and I believe the libraries a little bit on open educational resources and and co-creating. And I went through the pandemic and then pandemic summer of thinking about by teaching philosophy and thinking about how we teach courses because we teach lab based courses. And what what I enjoy from the experience and what I love about teaching. And I love the equipment and the toys that they haven't had access to in a while. But I also love having students create something. And that really drives me. And I think with annotations and summarizing and being able to understand complex terms, or being able to come up with a group of students came up with their tag system for what this is to learn about their undergrad research. It really emphasizes how creating community and empowering students to do something. You have the self efficacy you agency comes to mind, helping students discover what they want to learn about them and not shy them off with a, this is an assignment you have to read this paper, and I've struggled with that because I want them to annotate but I don't want it to be a checkbox. And I think, Aaron, and our experiences have really helped on the instructor side, comparing notes and learning about, okay, how can we do this better to not shy away some students and shy away is probably not the right word to encourage everyone to contribute in a way that's meaningful, and where it's comparison free which may be green land and impossible but so that they can share ideas in a way that others can build on those and it's not a requirement it's a community. Okay, so I've come at this very different. And there's two different ways that I've done research with annotations. The first way is I do a lot of work with graduate students and professional development, specifically graduate students who don't want to necessarily stay in academia and they're looking for these quote unquote alternative careers outside of working in an academic lab. The way we use annotations with the grad students is like I mentioned before that training, teaching them how to how to translate complex science for a general audience. And it's always amazing to me that grad students don't recognize that they have these skills, because I think grad students go through training and for them it's just normal. And every day looking at these words and kind of translating to themselves in their head, and they don't see it as a skill. So we, we use the annotation process to show them know you really do have a skill. And you can really turn this scientific paper into something that the, the, you know, the rest of the world can use and benefit from. And kind of what what what Aaron was mentioning, we do see confidence changes when when they go through this they do, you know, start to realize oh I can contribute to the, you know, the larger society. And they do increase some of their skill their communication skills, specifically, you know, learning how, you know, what parts of the paper to annotate how to annotate what to include in the annotation, those kinds of things. And the other benefit to the annotation process is at the end of it they have like a tangible packets that they can take with them. You know, on interviews or put in a portfolio, or something like that showing that that you know they've they've actually done this they came up with this product, and it's out there in the world, and you know and someone's using it. And that's kind of what I've been investigating on the professional development side of things. Then, as far as students reading other people's annotations we use that with first year undergraduates in intro biology courses. And, you know, you can't just give a freshman student of scientific paper and say here go read this it's really cool it's really interesting, you're going to know you're going to need to know this for the rest of your scientific career, and good luck. There's all kinds of research out there. Some of my own about barriers that students face when they go to read a scientific paper. And so what we've done with the annotations is design them specifically to start reducing those barriers so you know vocabulary is a big one methods is a big one. Because a lot of these students third their intro bio students they might not necessarily know what a Western blot is, or, you know, what, you know, how to how to titrate something. So we get really get into the methods section. So, and again that that shows the graduate students writing the annotations that they really do have valuable skills and the undergrads who then read them. It helps them, you know better understand what why we need scientific papers how the scientific community uses scientific papers both to you know advanced science and to tend to teach others, and it eliminates a lot of those frustration barriers that would initially turn students off. I'm working on this now actually I'm not sure it increases their motivation and their confidence to keep reading PSL I think it does. I don't have the hard numbers on that yet. But that that is something that that we're working on right now. And another thing I think the annotations do with the undergrads who go on to read them is it helps them learn strategies for breaking down complex text. So I'll start to realize, oh, all these words that I don't know are defined. In the future when I see a word I don't know maybe I should take the time to define it. And, you know, taking like, like chunks of text and writing it. You know in your own words or in simpler language, I think that's also strategy that they pick up just just seeing annotations and knowing that they're there. So much for this again really keen insight from again a research perspective on how students in science, again, and professionals and graduate students are learning and engaging with this practice. We're about to transition into some q amp a with again the many attendees who are here and as I'm looking at the chat there are a lot of questions that are coming through but I'm hoping that that I might just just kind of wrap up with one more question for the for the three of you, which is that I don't mean to pigeonhole annotation, since it's something that I care a lot about and study but it often is associated again with maybe the humanities of the social sciences or again, informal kind of personal reading. I wonder if the three of you have recommendations specifically for other science educators who may hear about social annotation and kind of say, huh, that sounds interesting or maybe to reference Carlos's story or like hypothesis. Oh, you're talking about the hypothesis of a study, not a tool. And I'm just curious again, given your various areas of expertise and again your deep experience with social annotation. Do you have a recommendation for other science educators who again maybe curious or hearing about this for the first time, where and how might they begin this process of dipping their toes into the pedagogical affordances of social annotation. Honestly, my advice is don't be afraid of the technology, your students will get it, even if you don't. And, and to be honest, I think that has worked in my favor because a few times I haven't known how to do something and they've showed me. That's great for them to know that they're also teaching me and I think it builds a little more of a rapport between us so don't I don't be afraid of the technology. Yes, that's excellent Melissa thanks. I think also, I've tried to build in practice time, either as part of my welcome letter like here's the syllabus. We are going to be using hypothesis so go ahead and open an account and then practice. So I'll have a link to the get started for students tutorial and then I've shown screenshots or recorded a brief video and zoom. And then I asked them to annotate the syllabus so it's a very low stakes and it helps, you know, make sure that we all understand what's required, and they have helped me to identify like oops I did not update that date from last time I taught this class. So that way, you know, before we're halfway into the semester. Everybody's on the same literal page in the first week of class. And, and what I want to add to that now is in addition to introducing it in the welcome letter also carving out some time on day one, just to make sure that everybody has, you know, a guided 15 minutes like let's all go to the same page the same as we did in the annotated workshop earlier, you know I think that's so helpful. Yeah, and as Melissa said it's hugely helpful to get the students on the same page but also to afford them opportunities to correct and enlighten me. It has changed, but every semester, and I've tried hypothesis and now for different classes, and different topics of papers or different types of assignments, and one thing I've considered of the technology, and also have the students ask questions. What I try to do now is when I was in person and I've just finished code teaching this class with my better half. And they would ask me and say, Okay, Dr. Goller, how do we use hypothesis and I will bring it up on the screen that we would start and this is what we're going to do we're going to annotate this paper and it's really neat, because now we can talk to us as we read this paper. And one online is I've filmed screen tasks of me going over the assignment expectations and how it's going to work, and actually going through annotation and putting some annotations in. Honestly, in some of the videos I've bumbled and done and didn't do it within the right group or and students get to see what's going on, and see that. Oh yeah, I, there are so many options I can do I can bring in rich text and links. I also try to, as Erin mentioned, emphasize it throughout the course our courses are typically eight weeks. So I, we have to be up and running really quickly. So, after we read a paper. I tried to summarize in a video summary and walk them through with my screen open with a hypothesis open show them how we went from a blank layer to this layer. And as we just did an hour ago, they're full of annotations 140 annotations on this paper, and say you created this. And now let's make, let's make some sense out of this. What do we want to extract from your comments. Again, thank you this is just so for me at least I'll just speak for myself so informative and so again I just want to thank you know, all of you for joining today and I'm going to really just shut myself up now. And Nate hypothesis colleagues also friend you have been looking at the chat a little bit more closely than than I have. And this is a time to turn things over to all of our attendees, and to elicit questions from those who joined us today. And whether questions have already been asked in the chat, or folks want to drop those questions into the chat right now, or we can also promote folks if they want to also share their questions, you know, by speaking it out. The floor is open. It's actually, you guys have been doing a really good job of sort of addressing things both in chat and and live as we've been talking. I have noticed that a lot of folks are have been centering around this idea of, you know, how to make sure learners of any age really are, you know, kind of able and empowered to actually use social annotation technology and you guys have been addressing that already. And there have been a lot of ideas floating around about, you know, using video, like Carlos was just talking about the demonstrations, and so forth. And I just, I think it's some, I think that we should stress that it's never true that you can assume everybody is going to be able to pick it up and use it easily with no problems it might be that way for some, but it's not going to be that way for everyone and so if you, I'm sure that you can all speak to how you've had to sort of support different levels of kind of ease and facility with social annotation in your classes and it could be that you have sort of pointers on how to, how to start the exercise of annotation off in in ways that make it easier to figure out who needs more help, and who's ready to go. I know Rami himself has a lot of practice in this area to I don't need to necessarily kind of share my, my fumble legs and my Dr. Cardi, please. Yeah, I don't, I don't usually do annotations in a social group, which I'm realizing now that I'm listening to all of you. The grad students kind of do them on their own and then the undergrads read them on their own. So I do not have a great answer for this, although I'm interested to hear what everybody else thinks. So we use. I've been using two different things. So for one class, I change the articles every, every time I offered a class, and we just have one group, and we keep on annotating in that group, because the previous articles are still techniques and approaches that are used. Students can refer back to them, and students can actually see the examples of how one paper had 150 annotations. For other classes, I, I use the same two papers. So I create a new group every time. Students to annotate within that group like yeast metabolic engineering 2021. And it's interesting because I see, I see the lack of an example in the yeast class at the beginning that could be helpful but I could share another paper or share some screen grabs. So one thing that I've, I've, we've always have little tech issues but I'm trying to get students to help each other out and I use student forums as a place to troubleshoot and ask questions. And once, once they realize they are annotating publicly and that's why they can't see the annotations or we should be using this link. It has been really great because the students have understood how to have picked that up really quickly have helped each other out. I've had an undergrad, who is now really committed to open science and really mad that papers behind paywalls. There are issues sharing annotations between institutions to the point this student who graduated in December now wants to write the not bad article and I love that so from from troubles we can make, we can make learning and hopefully, hopefully students learn in the process. I just saw this question come through so maybe I'll just pick it up from the chat if that's okay. We've got a question from that asks, you know, thanks a lot for the super into discussion, certainly echo that. Can you share a concrete assignment that you've that you've done in class again for those of us who maybe don't take this form of social peer to peer learning for granted. What does this really look like for your students in your in your class. I've been using hypothesis for jigsaw exercises so I, I teach a class of 45 to 47 students in the fall. So in order to break that down into what I hope is more manageable sizes and and for the jigsaw I divide them into four expert groups. Okay, that's assigned one paper and then I say, you know, so all of the papers are available through our class private group. So they could potentially go and see all of the papers but they have to create five annotations, a minimum of five and that way it's a low stakes. So I'm going to credit for reading the paper that I'm expecting you to read to discuss in class so it seems, you know, fair to, and a way to acknowledge their efforts. And then I encourage them, you know, I'm going to pick up from the annotated workshop like if the text is already highlighted don't create a new comment, reply in the thread, because I think that's a fantastic way to increase connectivity. And I can compare to student behaviors from this fall and see like, does that actually increase you know thread length and the quality of our discussions. But yeah, I think that really has helped again for them to clarify what the paper means and then if I give those expert groups 10 minutes to convene and come to a consensus. What I'm going to add to that is maybe they will type a summary page and compose, you know, what's your one paragraph, or two paragraph review, write your TLDR for other groups before they get shuffled into their jigsaws. I think we probably have time for maybe one or two more questions if, again, maybe a or Freddie has seen things come through the chat. Yeah, one thing I just actually wanted to bring out is I see folks are using the chat space to share articles that might be good starting places for various, you know, various scientific discussions and various disciplines and that's great and I, I can, I can understand by sharing them and zoom chat is maybe not the most efficient way to share resources like this. So I have an announcement to make that very soon will be unveiling companion site for liquid margins that specifically designed to allow educators like to share common resources publicly about your practices. So for instance, if you, you know, let's say Carlos and Aaron have particular scientific articles that they think are great introductions for annotation exercises and their particular discipline, you know, you could share that with some even some additional information about how you use it as an assignment and so forth. And so, look for an announcement to that coming soon sorry that it's I wish that I could point you to it today but it's not quite ready. But anyway that will maybe get us around this issue of trying to share, share a bunch of links and chat quickly before something ends. You know there's been a lot of a lot of talk about how the different disciplines might have different sort of needs and affordances right. One suggestion that came out in the chat that was pretty interesting was the idea of instead of moving right to a scientific article, you can also use an exercise in annotating some sort of maybe mainstream media public treatment of science right. And so you can bring the scientific lens to a more popular work if you will, and have that really be an interesting annotation exercise, as opposed to diving deeply into a really rigorous scientific work which, like, and science in the classroom does so well, and I'm wondering if Aaron I saw you nodding as I was talking about that, do you have like particular experience directing students toward sort of more popular publications if you will. No, I was nodding in like I totally agree with you and I'm so excited that there might be a shared repository and I was thinking oh and then we can annotate them with like what we do right it's perfect it comes full circle. Um, I, I give a blend, I, I don't like to label anything as like a classic paper or the paper and I think that's partially because I, I'm a microbiome researcher and you know that's a fairly new field and it's changing all the time as we learn more and as we are humbled continuously by the microbes we study right, so I don't, I don't want to be sessile I don't want to anchor myself to anything specific. I, so I have often incorporated some of my own research into courses as case studies to give students a chance to challenge me in person if they have questions, you know to practice discourse with a published scientist. And to break down that hierarchy and power dynamic, hopefully, but I am even thinking like I also don't want to inadvertently hold my work as some golden standard because really it's not. You know, it's, it's not where the nature of science is that it's dynamic that we are learning all the time that you know, every day is a new Copernican revolution, right. Um, so, so, no, I don't have a today I have a go to paper but you know by next semester, maybe they'll all be different. They'll all be different. Yeah. Sorry if that wasn't. No, no, it was really interesting take. Carlos. I have two random comments that somehow I've tried to connect here. So one is, I have teaching post research postdoc here at NC State Jason with him who has a ton of experience in bioinformatics and meta genomics said, I want some teaching experience. Can I help, can I help with this class and that was the best. Yes, I one of the best yeses I had last year, because he brought expertise and students felt comfortable. Maybe it was because we were using hypothesis usernames, but they felt comfortable saying, I don't know what that means. And I really appreciate that and these were science papers will change them up next semester as we try new projects. And with undergrads, I have the pleasure of working with student groups that are undergrad researchers and without the lab, we are lab experiences students for craving research experience. And I was just amazed and happy and really impressed with what groups of students did once we said, Okay, let's find out everything we can about this weird bacterium. And it doesn't have to be science papers annotate witty annotate public newsletters try to connect and students in that case made up their own code for tags and for for for classifying annotations. I also did the same thing here and I was like, I'm not sure I feel comfortable calling them seminal papers or not. They came up with their system and then they just ran with it or annotate it with it, and I had fun. And in that case it was a combination of science papers posts. Anything they could think with this key name. So with regard to selecting papers. It's very hard. And I, a lot of people ask me this question I do not have an easy answer. It's it's difficult it's going to take time you're going to select some that don't work. And you know learn from what doesn't work on that and in, you know, keep selecting in the future. One of the things that I have found that usually always work is think more about the experimental design in the paper. If it's a, like the simpler kind of experimental design the better. Because, you know, help students follow kind of from the question to the, the experimental design to the methods. And those there's really elegant papers out there and I would encourage you guys don't shy away from science and nature. They are shorter papers, but because they're short sometimes the experimental design within them is really beautiful. So I would look for the experimental design not so much, you know that the vocabulary words they're going to use or the length of the paper or the journal but but find a really beautiful experiment and start there. So my second point, kind of bouncing off Aaron, I think it's great to select your own papers, and I would totally encourage that because research coming out of my lab shows that a lot of undergrads don't even know that we do research. They don't know research happens, especially I know you guys are at a huge campus like I am. Students don't even know there's a biology department, which seems crazy to us but but students who commutes who get out of their car go to a lecture and then go back to their car they really don't understand that research is happening on campus. So I think it's totally great to use your own papers and use them the papers from people in your department as a way to show students that this research really happens on campus, and they can be a part of it. So if you guys need help, you need volunteers. And you know it might help kind of the sense of community within the department about knowing what's going on knowing what people are doing and finding out a way to be more involved. I'm thrilled at the kind of the various directions that this conversation has taken and particularly on this point about, you know, having researchers who are educators that share with their students, their own work to engage in a conversation through social annotation that is something that again you've all mentioned I just want to re voice this because to me this is just so important, you know, mentioning things like showing your students that research is happening on campus, and that you know you are also engaged in this kind of process of scientific inquiry. And then also, you know to Aaron's point a few moments ago about also potentially troubling to some degree, the perceived expert novice teacher student power dynamic that can exist, particularly when for example students may be reading, you know, primary or a scientific literature, you know, conducted by and written by their own professors, but using social annotation as an entry point to then begin inquisitive conversations about the topics, the terms, the concept and the methods that to me just speaks to just the complexity of learning and the opportunity for social annotation to deepen this shared shared experience. So thank you all so much for sharing from your experience. I believe that we're running out of time and I hate to make that transition such a hard one. We're coming up against the hour here and typically these episodes run for about 45 minutes. I didn't know if there were any final concluding comments that are panelists wanted to share. There was any final insight resource or question that you might want to leave us with or there was any other quick commentary or even bit of housekeeping notes from any of our hypothesis colleagues as we begin to wrap up today's today's liquid margins episode. Let's hear from the panelists first for sure. I'll start I had no idea. So many people were doing annotations so it's been cool to meet you guys and learn about what you're doing. I feel like I'm like re-energized to get back out there into annotating so thank you. I read Dr. McCartney's paper and I really, really love that the hypothesis community has been so welcoming and vibrant and learning from others and I really love that we were able to connect and share some thoughts and resources and when I had tech questions how can I get this. You were there. So it has been a really supportive community and I love learning from Erin and other fantastic educators what they are doing to encourage others to participate. Let's take one back to my naive comment. What do you mean hypothesis a couple of years ago at the library. Now, now I can rephrase that and say, Okay, how can we deliver the the guidelines or or deliver the charge of because I'm calling it charge now of we will annotate and make sense of this together because believe it or not, Carlos does not understand some of the text here. And I think that with 20 of us doing Google searches and being empowered to tag someone else or ask questions or even annotate publicly on the author's article, we can get some answers. Yeah, I absolutely love that Carlos and I would say, first broadly, this has been amazing. I, this has been another another flavor of I came to hypothesis because it seemed to make sense and it seemed really exciting. And I've been doing things by intuition but once again I'm meeting people who are better established and have more experience and and who just the chat blowing up this whole time with so many inspiring questions and anecdotes and to be able to connect to this web of motivated inquiry. Right, I mean, that's coming full circle to hypothesis and into what Carlos has just been saying about charging and empowering students to drive and and, you know, satisfy their own inquiries, instead of, you know, leaning on us and I'm there with you right as an instructor I really try to model. Yeah, this part of the paper was super confusing to and amazing to now have a space where we can document that, and then muddle through it together. I think that's, that's incredible. It's an incredible tool, it's an incredible revelation for students, you know, really democratizing science and education. I want to just for myself personally to who's just I've just been so inspired by this episode, but also on behalf of hypothesis as an organization in the broader social annotation community. I want to thank Dr. Melissa McCartney. I want to thank Dr. Aaron McKinney and also Dr. color for joining us today and sharing again your expertise and wisdom with us. Also a big shout out and thanks to the OLC innovate both this online gathering and the broader OLC community for kind of hosting us within this broader event and making this public and available to everyone. This has just been I think a really kind of edifying and inspiring conversation so just thank you all. I know that resources from again the chat and related this will be shared publicly through the hypothesis liquid margins page. They will also probably be shared out on Twitter and other social media channels soon. Please continue to stay connected to again the hypothesis community. I've learned from the chat that actually it's episode 19 that's coming up next. So we're going back in time somehow just somehow kind of apropos for this last you know year but in any case please do again remain engaged with the liquid margins webinar series as well as the broader hypothesis community. And my thanks to everyone who's joined us today. Stay healthy everyone. Please do take care.