 Good morning and welcome or good afternoon. Welcome to our webinar on mind the gap of hypothesis for JSTOR bridges student engagement and comprehension. I'm Joe Ferrara VP of revenue here at hypothesis and super excited that you need some time during the beginning of the semester to learn a little bit more about collaborative annotation over a variety of different scholarly sources to really bridge that gap between student engagement and comprehension of the reading the course material. Just a couple of things before we get started in terms of housekeeping. We do have a full house so if you've got a question we would love to hear it. It's easy enough simply use the Q&A bar in your bottom out bar and the panelists will be answering questions either live or in a Q&A session toward the end. And you can also join respond to others questions if you want to. Secondly, if you want to enable closed captioning you can do that simply by clicking the closed caption icon in the zoom menu, which is located at the bottom of your screen. And we will be sharing recording for anybody who has to hop off earlier comes in late, so you don't miss a minute. So thanks so much for joining and you know our first question is, you know what does JSTOR stand for. This is a really great question and we're going to dig into that, especially with my great group of panelists. So again, my name is Joe on the VP revenue here at Hypothesis. I've been with the team, a little bit over a year but I've been in the tech space for about 15 years now and just really super impressed and excited with the different resources we've been able to connect students and faculty to across the country, especially with this innovative partnership with JSTOR. And I'm also joined by Alex Humphreys from JSTOR. So I'd like to introduce yourself, Alex. Hi, I'm Alex Humphreys. I'm the head of innovation at JSTOR, which is responsible for partnerships and new initiatives. JSTOR doesn't stand for anything. It's not an acronym, although we do stand for access to good literature. So with that, I'll hand it over to Alita. Hi, I'm Alita Cantor. I'm an associate professor of geography at Portland State University. I'll go next. I'm Amy Mollering. I'm an instructor of English at Las Pesitas College. Okay, well, thanks so much. It's Jay and a bunch of eggs. Alex, Alita and Amy, especially for Alita and Amy, it's pretty early for you. So thanks for hopping on with us. So we're really excited to chat with all of you today. We're going to cover a few different things. First, JSTOR and the classroom. What is it and why is it important? And how can that help you keep your students active, visible and social across all your course of material? I will talk about how to annotate material from your JSTOR subscription with hypothesis and how that can impact annotating scholarly readings. And then the majority of the conversation is actually going to be more of a discussion on why to use tools like this, what types of problems are we going to solve, and answering any of you, you ask questions as well. So with that, Alex, I'll hand it over to you to talk a little bit about JSTOR. Great. So just, first of all, I'll flag that I'm part of an organization called Ithaca, which is a not-for-profit whose goal is to expand access to education and quality education around the world. We do that in a lot of different ways. One of those ways is through JSTOR, which is a website. It's a big digital library of academic materials, so scholarly monographs and books and scholarly journals, especially strongly in the humanities and social sciences. We also have primary sources and art materials and all of that, much of which is open access. Others are available by subscription, by libraries. Next slide. Through your library. Since it's a library mostly licensed through the libraries, it's not often seen as an educational resource or a resource for teachers and learning teachers, but it is very much an educational resource. You can see here our little chart of usage through the year and it is very much driven by the academic calendar. And part of that is from students writing term papers and the rhythm of the, you know, the writing the term paper over Thanksgiving break and all of that, but not all of it. A lot of student teachers do use JSTOR materials as part of their syllabi and in reading lists. We have canonical articles and books that are incredibly valuable, but there are some hurdles to making that really possible. Next slide. All of which we're trying to, we're trying to work with. So the first is there are ways in which teachers can share a JSTOR article in with their class. The first and easiest is probably for them to just post the link from the JSTOR site into their LMS and as part of the syllabus. The second challenge with that is that students then have to, because it's not in the LMS students have to re authenticate, go through proxy servers and all of that, and that can be a little bit of friction when you're off campus. And that can be one reason for a student not to read the reading. We don't like that. That can happen. Our teachers can embed the PDF. They can download the PDF directly from the site and upload it into the LMS. That gives the student immediate access, but the problem is that publishers don't get to see the usage of that. And so they can't tell their authors about the impact of the materials. And so that that can be some that can be a little problematic. And last, the other issue is that just the material on JSTOR is a different and academic material generally is as, as Amy and Alito will probably talk about reading and under, engaging with that literature is different. It's a different kind of reading the reading, maybe the newspaper or reading just a fiction, a book for pleasure, or anything like that it can be intimidating. So we were looking for ways to fix that next slide. To address all of these issues. And so we've been doing that for the past year with hypothesis last year, we ran a pilot collaboration in around 30 institutions where we made a hypothesis available for annotation on JSTOR material. We got their peanut butter and our chocolate and we were pleased enough with that, with the success of that pilot. Next slide. That we are missing the headline of the slide that we're here. So the headline here is that this integration is now available to all so we've expanded beyond the pilot. So JSTOR and hypothesis are now available to all custard that this integration is available to every mutual customers or if you're for no available no additional cost. So if you're interested, please just let us know and we're excited to see the usage and to share what we can do. Let me next slide. Describe. Oh, that's that was what I was supposed to say. Let me just describe quickly the benefits of the integration. So, first of all, the way it works and Joe will demo this really shortly. Is that the hypothesis users still use it within the learning management system, but they can select JSTOR material there, add it to their course and students cannot can annotate it directly within the LMS. And that means that students are authenticated within the LMS they don't get lost on the way to JSTOR, and they don't have to re authenticate in any way, it's automatically there. But because the contents being served from JSTOR, we see the usage, we, and the publishers can and the authors can see the impact of that. And that's really great authors care about wanting to see their, their material used. And last, students get the social annotation framework and environment where they can read and engage with the material with their classes and with their teachers. And that can really help them in engaging with some really challenging material which there's often doing it for the first time. Next slide. One of the studies that we've seen is that on average students read just 10% of the of the course materials that they see. And so a potential solution to that is an environment like hypothesis with assignments where the reading is a classroom that ends up being graded, and that can increase the number of the amount of reading. Next slide. That gets done that combined with the trend towards chat GPT, where, you know, teachers everywhere trying to react and understand how best to take advantage of it. And the reason which I've heard and we've heard teachers respond is by stepping away from evaluating only the, the final output, the final term paper or whatever, but to really emphasizing the process of learning, the process of reading and engaging with the scholarly material and making sense of it and hypothesis is a means to do that to to really engage with your classmates with your teacher and to do that so that environment can help to support some of these some of these trends that could help students that could diminish the students ability to learn with that. I'll hand it back to Joe who can walk you through the demo. This is Alex and it's, it's really crazy to think that you know less a little bit more than 10% of the assigned reading is being completed by students that you don't want to the biggest public universities in the country. And so this is a challenge that we've been facing for a long time but I think particularly in the last few years, the digital divide has made it a little bit more challenging. If you have students of freshman class for example where they've been coming off of, you know, paper books and suddenly they're moving to digital readings. How do you make sure that students are comprehending the information that they're seeing in front of them. How can they still interact with their course mates at any time in any place and make sure that you can really comprehend the understanding that they have. So that's really the beauty of hypothesis our goal is to make reading active visible and social by creating a meta layer and a conversation layer on top of any course material that you're using in your classroom so that's not just your J store resources which are, you know, some of the largest publications in the world a lot of open education resources, but anything that you're presenting whether it's, you know video is something we've rolled out recently, or, you know websites PDFs, all your course material together and allows students to have conversations in the margins and the goal is really to make your readings annotatable in your learning management system we support all the largest learning management systems in the country I'm going to demo canvas and just a moment but we cover bright space moodle sky school G blackboard. You're using it in your classes as simple as an LTI integration. And if you're not a customer we're going to talk a little bit about how that may work for you in your school in just a moment. But so let me just swap my screen share so you can see my browser window. And I'll show everybody how easy it is to get started. So this is our hypothesis demo course in canvas and so as you can see there's a wide variety of different types of assignments that we can support whether it's things from the web from your personal drives Google Drive one driver canvas files canvas groups for smaller reading groups online textbooks like vital source YouTube videos and of course J store which is one of the largest electronic journal websites in the world. And so as as Alex had mentioned it's as simple as connecting your reading through the stable link in your J store subscription directly to the learning management system as an external tool assignment and the great news is we've got a great success and support team that can help you with that if you don't know what it means. But here's an example that came from the Princeton University Library Chronicle. It was published in 1973 or 1974. And it's actually a breakdown on Dickens fairytales encryption. And so this would be an assignment for an example as an instructor, where I would start to see the page with information about what I want my students to cover. For example, you know in 1853 Dickens was summering you'd come there in the middle of June. As an instructor, what was Dickens writing. And so this we posted to all of the students in the classroom and if you're not in this class you wouldn't see any of this information in front of you that students would actually be able to come in and start responding in real time. And then additional peers would be able to respond directly through it. So I'm the demo instructor you're going to see me talk to myself. That's not the goal of this as we said we want it to be social, but we want to help set this up with any sort of resource that you are using from your day store subscription. And so it's really simple to get this integrated into your course and I'll show you how that works as well. So if an instructor wants to create an assignment. It's as simple as making sure that we have this connected to your LMS, creating the assignment. You're explaining what it is here. And this can be graded or not great. This is a question we get from a lot of folks. We believe that you know making reading part of the assignment is a great way to really drive engagement and so it can be complete incomplete it can be percentages points letter grades, whatever it is. You can connect up with your grading book, you speak grade of, for example, in canvas. And so once this is assigned. The next step is going to be simply to save it. We will simply drop it in as the type of submission will be online and you simply connect with the external content to what you've got in your learning management system, and suddenly you're going to have a link just like I showed you here for ELA and Dickens. You can just drop in and you can start getting moving. It's as simple as two or three clicks and you can use this with anything that you were using in the course with your JSTOR subscription when it comes with texts but also all those other resources that I mentioned. So let's get back to the presentation. So once these are annotatable. The next thing is allowing it to set different types of annotation sets and so as you have your students come through, you can actually respond as an instructor and give feedback. And depending on your LMS, you can include attachments you can include comments, I know with canvas for example it does allow video audio so you can have your connections with your students in any way. You can also include into your grade book via speed grader. I will talk more with our faculty in a few minutes about how they use this, but hypothesis plus JSTOR allows you to do this for any other content that you have in your JSTOR subscription. And it's as simple as looking up your resource here is what it's like to be at that finding that stable link from your JSTOR subscription and copying it into our external tool. So once it's integration, you choose the tool that you're going to use in this case it would be JSTOR, and then you drop the link in immediately it will connect you to your JSTOR subscription. Once it's included to accept those terms and conditions and uses Alex mentioned there's a couple ways you can and can't use JSTOR content, and suddenly you're live in the course. It's easy to have the conversations directly in the margin of the page, and as opposed to having to go back and forth do a discussion or like the examples, or just helping to prepare to have some more information as they move into your lectures and talk about more in depth pieces. So you can see here. The same Dickens article I referenced earlier you've got, you know, professors information here talking about, you know, Bleak House and how it's regarded as the best to Dickens. And you got the student in this class who talks about Dickens inventiveness and playing with styles and how this actually can really in really have a much more in depth conversation and that's a great suggestion or I agree with you which is what you see a lot in your discussion. So what does it do a few things first it allows faculty and teachers to scaffold their scholar leader reading assignments for students. Start here let's have these conversations let's get our brains thinking about the topic behind. It also develops students met a cognitive academic reading strategies for scholarly readings, especially when you think of first year students. The assignment could have been to read when they were a senior in high school but now it's actually to read think about it and discuss and especially doing that digitally it can be a really new experience for them. I actually feel pretty uncomfortable sometimes if they're the first to comment on a story but seeing the other students are looking at it the same way as them, having the same types of questions as them. They have deeper conversations, but also keeps them focused on the concept of hand is that, as opposed to having to move one screen to the other to go back to discussion board. But it really just encourages peer to peer learning. Most of the students that we think of today they grew up on social media they're used to talking and friends they're used to having conversations in margins of the page or when they share something that on social media. This is going to make them feel more comfortable and in an environment that they're more used to. But it can also really nurture critical thinking and enhance argumentative learning skills in relation to scholarly reading because you get to have those conversations with the text in front of you and understand why you think what you do and why it is what you're talking about and why it's important. And when you do this across a variety of different things, it can be new even for faculty. And so we want to make sure that we can provide as much support on our side to help faculty use hypothesis not just with JSTOR, but with a variety of different types of assignments and readings. So we've had over 10,000 instructors use the tool in our spring semester, they're constantly sharing their best practices and starter assignments with us, so that we can help you see how it's been done before so you can find some of the best tips and tricks to getting your students engaged getting them social and getting them to continue to read. But so there's a lot that we can do and I think the best way to talk about it is actually from folks that have been our users. So at this point I do want to turn off my presentation and open things up to Alida and Amy. Thanks again for joining with us and Alice as well but we both are using us for one for a year and one for several years. I guess I'm Amy I'll start with you give us to see this even working with us looks like for almost four years and you were one of our charter users. How did you start with hypothesis in the first place. I was excited, just that whole idea of being able to see if my students were reading, because you didn't always know before, and to try to identify which students were having comprehension questions. And just to hear their interactions with each other has been very rewarding and enlightening. So that's why I started with hypothesis and I use it in all of my classes. Okay, and so I know you're an English teacher at a two year school what types of classes do you cover. So English one a is your basic freshman composition class we also have English one ex which is an expanded version of that class. Those students self, you know, make the choice to take that class which gives them more support. And that's actually the one I started using J store with, knowing that they would be the once most intimidated by scholarly articles, and then I also teach English for which is the class above English one a which is more of a second year English class that uses literature for critical thinking. And so I guess, especially with the course you introduced J store into it's early in the semester but how's it been going so far. I'm not teaching that class this semester but I did use it in the spring. And I did it very differently from how I usually use hypothesis usually with hypothesis I assigned the reading. They read it they come to class and I read the annotations before class and I know, you know I kind of know who's thinking what and it just has helped create really great discussions in class because they're already because their comments are already I don't think they feel like I'm calling them out as much they're not as embarrassed when I say hey you know I saw what you said about that and then it gets the whole class going. So that's how I usually use it, but with J store and that one ex class I decided to reverse it I had the J store article up in the classroom when they walked in. And we did a poll. Do you want me to go into all of this right now. Okay, I had a poll up there saying when you see an article like this what's your reaction and they had it, you know quickly tell me ABC or D with one being, I started the first word and read it. I look over the whole article is be and one of them was my grab my phone and look at something else because it's overwhelming. So I had them answer that poll, and then we went through, I had questions embedded and they worked in pairs, just creating a reading strategy it was very much a reading strategy approach that I used for hypothesis efforts for that. And then eventually part two of that assignment was they eventually had to go through and decide what they would quote what they would paraphrase how they would use that article in a research paper after we had done a whole discussion on working with sources. So it was a two part being very much an in class hypothesis use which, like I said is a little different from how I usually use hypothesis. So I, I could guess what the polling looks like majority of the students probably said they looked at their phones a few said I'll read the whole thing, but by the end of the course did you feel they were able to really do the scholarly reading in a way they haven't been. When you started it. I think by sharing they worked in pairs a little bit too with doing the genre analysis because I had them look at the introduction and the method and you know decide what you know how you skim and what you need to focus on. In pairs, I think it helped them realize and it did I had them answer a self reflection thing later about now how you how will you approach this type of an article, and they a lot of them no longer will start at word one right they'll look the whole thing over see what they need there was a chart in this particular J store article that was key, and it was interesting how many of them just didn't even look at the chart. Because they realized that the chart pretty much was the key though the whole thing. It was a relief because they realized oh my gosh I might not have to. I just have to figure this part out and then I can put it all together. So, it was helpful. Great. And Alita, let's talk about your geography course that was one of my favorite subjects in school I would love something like this. I'm glad to hear that I feel like most people just don't know what geography is. So I teach human environment geography. So sort of adjacent to environmental studies environmental sciences, but from a social science perspective. I do a lot of work on resource management. So the classes I've used it for mostly my cross listed grad undergrad classes as well as graduate seminars. I've used it for a geography of food, water resource management. And I taught a seminar last spring on nature value and capitalism that was like entirely just reading academic articles and talking about it and we did hypothesis for that. So how I've been using it is just with with academic articles. You know, having it be a, I've used it as a sort of alternative to discussion boards I've like, you know, done in the past discussion boards and just found over time students are, you know, when they think that I'm not listening they grumble to each other about how much they hate discussion boards and how they find it clunky and annoying and I've been doing like offering a option where people can use either hypothesis or discussion boards and they can choose which format they prefer, but I think I might just switch to hypothesis because it seems more generative. And one of the things I like about it is it gets people directly involved with the text. So I think with discussion boards, it's easy to, you know, read the title of the article, maybe the abstract or skim a little bit and then like riff a little bit. Take the topic and kind of run wherever you want with it, which you know it's good to get people thinking their thoughts but it sometimes can stray pretty dramatically from the text itself. And, you know, I went back when I was a student we had, you know, paper copies and we'd like write on the articles and I think that you know as people drifting away from that into, you know, reading online it's like harder to engage with the text in a really like way and so hypothesis it gets students like really like into the text which I think has been good for everybody and good for their reading. Oh and as far as JSTOR good I've used it a little bit. I think my, some of the stuff that I use is on JSTOR and some isn't. And so when I've used it it's been better because then not using it because the integration is more seamless. In other words, we use canvas learning management system and so it goes, you know, I can more easily sync between hypothesis canvas and the article through JSTOR. When I can, but not everything's on JSTOR so I think that my like ideal workflow would be to like first check JSTOR and see if I can do it through that and if I can't then I will maybe you can tell me if I'm doing it wrong but I have been just downloading a PDF and putting it into the learning management system but I don't like doing that for all the reasons that Alex covered. You know, I'd rather route students through the library and make them like find the article themselves. But it doesn't, or I haven't figured out how to link it with hypothesis doing that so I'm kind of like not a power user just yet I'm like a average user perhaps. So I'm enjoying it and still learning a lot. I want to pop in here and highlight a question from the Q&A for Alita's class Darryl is asking what the breakout of students opting for hypothesis versus the discussion board. Just wanted to see if you can answer that. Yeah, I would say it's about three quarters we're using hypothesis by the end and maybe one quarter using the discussion board still. I gave the option partly just because some people were more tech savvy than others and some people were you know finding it hard to like have to go through multiple steps to get to the hypothesis and I wanted to just make sure that like someone who's a little tech phobic had it really easy into the class, but it's not that hard and I think I could just make students do it. And especially since I feel like the students who were using hypothesis we're having like better discussions and so I might just shift it all over there this coming year. Do the students believe that do they see that they're having a better discussion? Like do they, when they have it, do they feel different for them as well? Do you hear that? Yeah, they liked it. I asked, you know, I have used it in sort of an experimental way and you know checked in with them along the way like hey how's it going with the hypothesis, do you guys like it? And they have enjoyed seeing each other's annotations, you know, and people will do stuff like, you know, like highlight a word that are concepts that's unfamiliar and then they'll look it up themselves and then like report back. You know, be like, hey, I didn't know this word and I looked it up and here's what it means and then that's there for other students to see and you know they have like little, you know, people will be like I hate this part of the article. They're talking about why is this here and, you know, I think that kind of giving people that ability to talk to each other makes it a little more interesting. And like I said, I was getting the feedback that students were just really like grumbling about the discussion boards and I've gotten, they seem to be enjoying hypothesis more. So we've got a question from Dwayne in the audience, can students use articles from other sources other J store content, such as importing an article that they pick and then they're interested in the college library. Do you want to take that one Alex or do you want me to. It's not J store content so it's all yours. So if it's, if it's articles from J store they have to use the library subscription and procure it themselves if it's not integrated into the course but as I mentioned we do cover a lot of different services whether it's websites PDFs things that can sort of sort your personal Google Drive or Canvas or Blackboard files whatever your learning management system is, as well as things like video so we are looking to cover any of the course material, but J store was such a natural fit because of its breadth of partnerships not just in the US and Canada but globally, and they were also one of the first digital library resources in the world they sort of invented this technology. So we're really thrilled that we get to start with them. And we're always open to taking different feedback from folks that there's a service we're not currently covering. So Alex, you've been really working with us from the get go we started moving into education along before I got here what was it about hypothesis that you were excited about and what, what have you seen just from our pilot results and what we're seeing now we've opened it up this academic year. So, what I'm excited about mostly is the just the promise initially was around annotation on scholarly literature and how to help in a variety of different ways and the promise that I'm excited about is the. And, you know, some of that came, you know, 15 years ago or 10 years ago from people talking about annotation kind of hand in a hand wavy way. And I think, because there are so many different kinds of annotation, and a lot of it ended up sort of falling by the wayside and becoming, you know, not, you know, sort of a glorified version of the comments at the end of a blog post I mean it's, you sort of put a comment out there and the web eventually gets back to you with a response or it doesn't. And what I'm excited about with the hypothesis annotation as a content provider as somebody who has JSTOR is that the classroom integration brings its own annotation context. It's a specific use case where I'm not just annotating but I'm annotating the people with whom I'm, I want to interact have that annotation interact I'm not just putting a comment down and hoping that 20 years from now somebody sees it I'm, I'm doing this together and I'm engaged with it and that takes a, an academic experience the experience of going to the library and being in a book group. And, you know, arguing with your classmates about, you know, malaria or whatever it happens to be, and takes it to a digital environment and oriented around the class, and, and does it in a way where all voices can be heard is really exciting to me that that's beginning to scale and I love hearing the stories of Alita and Amy beginning to do that with their students. Yeah, and I guess I turn that back to Alita and Amy there's so many different tech tools you can incorporate into the class what was it about hypothesis and just what we were able to do with JSTOR it's something other content pieces that made you decide to take the I'll jump in. As I kind of mentioned before I think what hypothesis, I don't know like other teachers I've always struggled with getting good classroom discussions going. It can be very difficult to have a classroom discussions when you're not even sure if they've done the reading, and you're up there trying to get something going. What hypothesis is done for me is, like I said before, I can go before class take a look at all those annotations, take a few notes about who said what, walk into the classroom and really get a classroom discussion going much more organically and successfully. Yeah, I agree with all of what Amy said. It also it makes it easier to you know when we're engaging with the academic article I can kind of see where people are confused about or you know if their comments are kind of like off base or showing like a comprehension of some section isn't quite there we can like focus on that. So, like, I like that it's the site licenses through the institution and students don't have to pay for it. I get there's like so many and tech tools out there and a lot of them are like, it's only $25 for each of your students and I am at a public university and we're an access institution like a lot of our students are struggling financially and I try really hard to not, you know, give like impose extra costs into their life. And so I appreciate that like the university has a site license it's just like there and I can just use it and students don't have to shell out cash, you know for every student who wants to use it. That's something we hear all the time I mean especially with student loan payments resuming in just a few weeks that cost of education is forefront for so many people right now and I think that's another reason that we're so excited about working with JSTOR is they have so many open resources on their platform. And I know there's a lot of things that are really been worked on and constantly being improved. I mean, that's really what we're all here for is to help students succeed academically and try to take too much of that money so I'm glad that we can foster really strong discussions and also not really nickel and dime folks as much as some other folks in the space might. Yeah, there's a question in the chat about JSTOR and free access and expanded access so I'll just piggyback Joe on on on that to address that question. JSTOR does have a large number of open access content if you go to JSTOR.org slash open there's a lot of monographs and journal articles and scholarly literature that's there. We do work in an ecosystem of publishers that you know are not for profits generally and are trying to sustain themselves so there are subscription content on JSTOR. I think at the end of this presentation there's a link I can share it in the chat as well to some work that we've been doing to expand that access as broad as possible. Community colleges now have, for example, a program where the entire corpus of JSTOR is available much in the way it is at high schools and it's we've been working very hard to expand access and make it as equitable as possible. This is a way that we're doing that. There's a lot of open content that has previously been seen only as a research based thing and finding new ways to use it so it can have more impact, more usage for no additional cost from where we're sitting. I wanted to spin back. Alita, you were talking about academic literature. One of the things your students struggle with. I'd love to hear a little bit more about where those struggles are and what might make it easier for them maybe beyond this annotation or what what that actually looks like as they're beginning to come on board because I've heard it's really challenging. You're talking about like just generally getting students generally doesn't have to be JSTOR but you know they've been reading textbooks and other materials in high schools and now in colleges that material looks different. So I'm curious what that that process is for a student to become familiar with that kind of reading. Yeah, I mean it's sort of the like language barrier if you will right it's like the writing style and the you know sort of the language is often like different than what people are used to. And, you know a lot of times like if people are encountering that for the first time they get kind of like defensive or don't want to engage with the ideas because it's like I can't read this like why do they write like this, I don't like, like, why should I have to read this you know and I think that's like one thing is just trying to get people like beyond like okay like yes maybe they could have written it more clearly but like let's try to figure out like what are they saying and like how do you like. What's your thoughts and on the content you know trying to get over the language and into the content is like the initial struggle. And then I don't know this was something that like I was trained on in grad school and I'm trying to pass on to my students now is the idea of like understanding before you critique. And, you know just be like okay let's like really get like what is this author trying to say, you know it's really easy to jump to the critique and be like I hate this or I disagree, you know to sort of rip it apart immediately. And, you know, to try to take a step back from that and be like okay even if we disagree like let's like figure out like what are they saying and why. And then we can get to the critique in a little bit more of a thoughtful way. So those are some of the things I working on always and struggle with a bit. But yeah I think you know just and like the solutions for those are just like deep reading with the text right like if you just like skim it and then riff on it. So if you're a class or in a discussion board like you don't get to that like deeper level of understanding and so you know that you can only get to by like actually focusing on the text itself. So that's what I'm trying to do. Yeah, and I think I think it's hard to because you're asking students to sort of come into a reading and ask questions without really knowing what they're supposed to answer sometimes I think prompts are really important. So I'm going to go from Ruth in the audience for Amy actually on what are the ways that you use prompts and how can they be most useful, or do you actually let students just jump in and respond however they want. Yes, so something I have struggled with a little bit, which relates to that is what kind of annotations to require from the students right because you want them. I tend to see them just do their stream of consciousness with each other as they go through the text, but at the same time like what we get with the discussion boards right the ability to write a solid paragraph that shows some critical thinking about the text that can really get a discussion going a little further. So I've, I usually encourage those and then in the assignment I have the prompts of the classic ones you know, you know your text to self text a world text to you know create what questions can you have. I'll give them questions about the specific texts but then also there's general ones that they can make and I require robust annotations a few of those. And also the, and then also encourage them to do as many of those stream of consciousness ones that they want to do. But honestly, this is something I'm always wrestling with so I would love to hear other teachers if they have found a great balance with that. It was working so far. I'm getting a little bit of both. But yeah that's something I think that will have to keep, I'll have to keep working on. So what about your human geography courses, Alita, do you set a lot of prompts or do you see more the stream of consciousness or is it both. I feel like I'm getting a lot of good ideas from Amy right now I've been leaving it pretty open and just saying like okay like, you know I need some kind of substantial robust engagement in here to, you know and it's, I just use it as sort of a generic like participation point like, did people respond in some way that was thoughtful, and you know it's like yes no and they get points for it. And you know just kind of use that as like a jumping off point for in class discussions. So I haven't done it as much of a structured assignment yet, but I like that idea and I might try it. I know Christy from our customer success team just shared a few starter assignments right in the chat here that are from some of the other folks that have used hypothesis in the past. I guess one more question for both of our faculty members Andrew worries about the grading burden when requiring specific types of annotation. How do you assess participation. I thought, oh sorry. I said like I, it's, I'm a little lax on it and it's just like, did people get in there and engage or not was their engagement like, you know somebody just like highlight something and says like nope, I'm like not going to give them credit but if it's a, you know, some thoughtful engagement then it's just like, yes they get the credit and it's just sort of a counts towards participation points in my, in my classes and my classes I'm not teaching classes that are like 100 or 200 people. My classes tend to be like 50 or smaller. And so I have that going for me where the grading burden isn't too too bad and if I teach something bigger I get a TA it so I am very fortunate in those ways I'm not like personally trying to grade 300 peoples annotations. And I can definitely see that being more of a struggle. And most of my material for the English for literature class is hypothesis so they're, they have access to the stories and pretty much every time they use it it's a reading assignment so I am using it as assignments and I pretty much and I give that requirement about the robust annotations and then also encourage more annotations and when I grade it I pretty much is just making sure that that they've done the job, and they're just getting points for for doing it. I'm not, I'm saving all the critical, you know engagement for hypothesis itself so they're just getting the grade and then I put my own comments responding to their questions and so forth, after they've had enough time to engage with each other. And the idea is that when they go back to write their essays they can go back to hypothesis and they can quote each other which I love. A lot of times they'll actually quote each other in their essays based on what they saw in on hypothesis. And that's that's actually really interesting to hear when they're not just quoting the primary text source but the people that they're learning within class I mean I think everybody would see that as an ideal outcome when they're teaching any type of course you're not just learning what you need to do the reading. And understanding what's happening from one another. Part of the things that that reminds me of is I thought lead lead is when you were describing the challenges and what you're trying to do when you're getting students to read scholarly literature was one was good to go through the to get through the jargon and I've often thought sort of a jargonometer that would be helpful on on J store. But the other was respectful reading like understand before critiquing and that's sort of part about joining the scholarly discussion I mean all of these articles all of these books are in conversation with each other and as students. Over time I mean you're citing things that you read 20 years ago or whatever and that's part of that discussion as students take that into the classroom and quote each other. That's them joining that discussion and hypothesis kind of reifies that that concept it's pretty exciting. I'll just like throw it another way I used it this past year that was not J store but was actually ended up being really helpful is at the end of the term I put my syllabus up there and asked for thoughts on it and you know let people like highlight readings that they found like especially relevant and helpful and we're like I love this one or like this was not great don't teach this again and you know it was actually really nice to get a sense of like what parts of the syllabus or what like, you know, parts of the curriculum people liked and what I can change in the future. I was looking at a little zoom like love icon, but I don't know if I have it in the in this but that that's pretty cool. Okay, I want to thank all the questions we answered 53 in the Q&A quite a few more lives so thanks for taking all these questions I know we're running short on time so I want to move back to our presentation really quickly, and we will be sharing the morning of this event with all of you so so that we can get you what you need and also we will be sharing hopefully something else so give me a second, I swear right now to use my computer. If you don't mind my browser just took a nap so Give me one second. Thanks. You're seeing and I'll get it to the right thing. And so, I mean we've talked a lot about just, you know, how this can be used but this is it's a new tool and it's a new idea for a lot of faculty, especially and so folks that do subscribe to hypothesis do have dedicated customers who are not management teams. We offer workshops to talk about the different types of learning management systems, focused on getting started working with your LMS and a lot of customized faculty trainings. Christy was great with sharing some of the resources for social annotation, but we do run monthly podcasts about liquid margins where you can actually get inspiration from a variety of different LMS and institution types and sizes, developed at our hypothesis educator forum which is an exclusive slack channel for hypothesis users at our participating institutions, and for professional development all of our subscribers to have access for hypothesis Academy sessions a two week asynchronous course where you learn the basics social annotation one on one with gradually increasing tips tricks and resources so that you can come social annotation whiz by the end of your first semester we just launched this at the beginning of the year, and we're expecting 500 folks to be certified with PD credit by the end of this year. I can move on to the next slide for me please Alex. We did have a lot of folks that were on the call and don't know much about us so there's a couple different ways you can meet us hypothesis the team is going to be in Chicago at the conference, October night through 12 OLC accelerate in Washington DC, October 24 through 27. And J story is going to be on the road, following month at the Charleston library conference, November 6 through 10 and the digital library forum in St. Louis, November 12 through 16. And don't forget to swing by if you're going to be in either of these events, and now we're happy to give you a live demo. And then on the next slide just to let folks know, have a lot of questions about folks who don't subscribe to hypothesis that do subscribe to J store and want to connect and make their students feel comfortable and social so we do have a spring started promotion for new customers. This is discounted enterprise licensing for first time users, gives you unlimited access for your campus for all students, faculty workshops, no implementation charge, and your faculty can be part of hypothesis and we're running a promotion for folks that they sign on before October 15 will actually turn on your spring semester for free so if you have questions feel free to email education hypothesis to learn a little bit more. But that is really the end of our presentation. Also, we'll say if you're interested if you are one of the few students institutions and I interact with at least one in the q amp a who is out there. And you do not have access to J store. It's worth checking and looking at looking again those terms have changed we've been working very hard to expand access internationally so go to the site and even if you have access. We're working hard to make it so that what you have can be a larger collection so go to the site and if you have any questions don't be afraid to reach out to us. Thanks. And with that I'll hand it back to Joe. Yeah, sorry, I wasn't driving and didn't realize there was another one so definitely if you don't use J store you're one of the few you should be subscribing and they've got some great stuff. I just want to say thank you so much to Alex Amy and Alita for spending some time today with a couple hundred of our closest new friends. Happy Thursday is almost the end of our week. And thanks again, we really value your partnership and excited to help as much as you possibly can with helping your students succeed in the class.