 Good afternoon and welcome to Activating Annotation with D2L, I am Sonia Visser from Hypothesis and I am so happy to be joined today with Dr. Diana Epelbaum from the Marymount Manhattan College. Just a quick little bio of Dr. Epelbaum, you know, she is the associate professor and director of the academic writing program at Marymount Manhattan College. Her scholarship is interdisciplinary, bridging writing and rhetoric, early American literature and history of science. She's reading, she's a reading specialist and educator trained in the balanced literacy approach who spent her career in deep engagement with writing, reading and thinking pedagogies. She's recipient of the New York Times teachers who make a difference award, and she now teaches interdisciplinary history of science literature and first year composition and trains faculty in classroom metacognition. Diana, thank you for joining me today. We're so excited to hear from you. Just a couple of housekeeping items. If you have any questions, or want to learn more about something either one of us have discussed, please use the Q&A that's at the bottom of your zoom chat has is disabled but Q&A is where you can answer any questions. Today, we're going to start talking about social annotation and why you would want to use that. I'm going to give a quick demo of what hypothesis looks like in D2L, and then Diana is going to really dive in and talk about how she uses hypothesis in her courses. And at the end, we will have some time for Q&A so please feel free to put in any of those questions that you have in Q&A and we will answer those at the very end. So I'm going to get started and so happy you all joined us today. So hypothesis in teaching and learning, what is hypothesis so we are a tool that allows you to collaborate over online content that really makes discussions more meaningful productive and engaging. So we like to talk about how hypothesis makes reading active, visible and social. And when we think about making reading active. This is really for students to really dive in and engage with that content. They are reading, whether it is a URL type of content PDF, whether you're using articles or textbooks, they're reading that document they're commenting they're asking questions they're collaborating with their fellow students with the faculty members. But they're able to do that right on that content. Hypothesis also makes reading visible. And we think about this from the perspective of the professor, the faculty member, they're able to get a window into what the students are really understanding what they have questions about. Is there any type of this? Is there a part of this material that they need more explanation on, and they're able to pull in other documents or websites to be able to either back up a point, ask a question, or provide some more insight. So that's a visible window that a lot of faculty did not have prior to using hypothesis. And then lastly hypothesis is social. We are all very used to using different apps to be able to communicate with each other, whether that's with Facebook or Instagram, and being able to type in your questions provide comments, having all of that social activity on the document is something students are very comfortable with. And it really is bringing them to a point that they can engage with this document and how they engage with a lot of other things that they're doing in their lives. I'm going to jump in and show you what hypothesis looks like in D2L. So this is our instance of hypothesis and once you have actually integrated hypothesis into your institutions, Brightspace D2L space, you would then see that you would have assignments where hypothesis isn't enabled. So we have one here I'm just going to click on this marketing assignment. I'm going to open that link. And you will see that hypothesis will appear as a sidebar right on top of this content. So the faculty students they can minimize hypothesis you could bring that hypothesis out. You can actually see where we have annotations right here on the document, you could turn those off just by clicking this I and you can read that document cleanly. In order to annotate, you would just hover over certain words, and you would be able to choose to annotate or to highlight. So while you're able to collaborate, annotate, ask questions of each other provide comments, you can also highlight students can highlight for themselves and they can also take page notes. So they can really use hypothesis as a way to gather all of their data for this document and this assignment and they can come back to the same place to prepare for whether we could be research papers or an exam. I'm going to go ahead and click annotate, and you'll see we have an annotation card that appears within this annotation card, you can choose to type your text. And you have that functionality of bolding make it making it italicized, etc. But you can also pull in different links to other websites, other videos you can pull in as explanations to annotations. You can also pull in images and hypothesis can use it be used across all discipline areas at your institution. We support a latex language so you can actually annotate, whether it's calculus or formula math any of that that you want to do so we we see it used quite a bit in STEM courses and math courses as well. Once you've explained your annotation, you then have a choice of doing one or two things you can post this to the course you're in, or you can post it just to yourself and you can toggle back and forth. So if students need more time, they have that ability to come back in, and then they can post that to the the course they're in. And once that annotation has been posted, then you can come in and you can actually thread that conversation. And this is where you're really interacting with fellow students with your faculty members. The replies have the same functionality as the original annotation card, and you can see some examples below where we've got an example here of the instructor asking what is the most authentic pizza commercial you can find. And we've got different videos here that will play right within that annotation. So you can see some examples of how how you can use creativity within that discussion you're having, you know, with your students. I am going to now turn it over to Diana to really talk about how she uses hypothesis. You've gotten a little overview of what it looks like, but now she's going to really dive in and how she uses it within her classes. Thanks so much, Sonia. So I teach at Mary Mount Manhattan College and I have been using hypothesis for several years now since the pandemic. And I found it to be really transformative to my teaching. So I wanted to talk a little bit about some of the ways that I use it. And to demonstrate some of the ways that I use it or to show you some of the student annotations. What's been transformational about it is a couple of things. It's a labor side. So before social annotation I was always having students annotate, but they were annotating of course by hand. And so I was using it as a touch point to see what they were saying about the text and to check in with students before the class would begin. So this is another form of checking in with students where I can reply directly to their annotations or I can pull their annotations into the class discussion right away. But it's easier for me to kind of scan before the class begins and to really have a sense of who I want to pull into the conversation. So it really has maximized student engagement in that way. I'm never going back. I keep saying this about hypothesis. I'm never going back to students using handwritten annotations, although they're of course welcome to use handwritten annotations as well. And they're also, of course, our purposes to private annotation, which Sonya showed you, you can kind of turn on and off, and you can kind of see what others are inputting and and or begin with your own thoughts. And that choice as well in hypothesis, if you don't want to socially annotate right away. One of the things I wanted to start with was a short video tutorial that I give to students on the very first day of classes, and I have a couple of these, I'm only going to play one it's about five minutes long. I'll show you a tutorial on how to annotate with hypothesis. And then I have a second one which draws them to the links that hypothesis provides for annotation support annotation help and good annotation. And the reason I think this is so important is because these are individualized videos that I'm doing for my own courses, where I'm referencing students who are in the course. I'm also showing them the kind of nitty gritty how to actually go about doing the annotation. It's really quite simple, but as with any new tech sometimes when students are new to it there's a sort of resistance. So you want to really make it as simple as possible for them. And so I'll just play this for you so you get a sense of how I talk to the students and what purposes I outlined for them in the annotation and then we'll get into some of the other uses. Good annotating with hypothesis which is. Can you hear that. No. Let me try that one more time. Oh, there we go. Okay. You did hear it. Okay, great. Another fantastic tool that I started using in my classes in the last couple of years. It's a social annotation tool. Anytime you see a little Lego like this next to the reading that means that it's in hypothesis. So anything that I post on bright space for you whether it's a link to a podcast, or a text itself. A physical copy of a book is going to have this little Lego next to it and is going to allow for social annotation so that you all can actually have a discussion. I'm going to show you another class from last semester. A couple of you maybe you might recognize this class. So let's look a little bit at what this might look like. So here's a reading. You're going to click open the tab and in the reading the text will pop up in this screen here. And then on the right, you'll see a stream of annotations. It's a stream just like you would see in social media. You are scrolling down and you're seeing everybody's annotations. And so I'll just start backwards for a moment. One of the great uses of this tool is to really be able to take a look at what everybody else has said and thought. And to kind of orient your understanding of the reading to everybody else's. If you're the first one, then you're the first one and then you come back and you might be replying to other people. But you can see here that there are methods for replying as well. So the way this works is quite simple. You are reading. You see something that is interesting to you. You highlight it and then you have two choices. If you highlight, that's something that only you will see. The class will not see that. If you highlight and then you click annotate. This little box right here will pop up and that will allow you to make a comment of any kind. And then you have the option to post it to the class or you have the option to post it only to you. You're always going to post it to the class unless there is something that you kind of want to remind yourself of or there's some specific reason that you want to post it only to yourself. But the idea here is that everybody is interacting in the text with the text right here. So I'm going to click post. It's going to pop up right here. If I want to edit my post, I can just do that. Now if I want to respond to somebody else's post, I'm going to click this little response button and I'm going to say whatever I say and I'm going to click post and then somebody might respond to you and it becomes an actual conversation. There's a couple of other features here. You'll see this annotations here. You can shut off the annotations if you don't want to see the text highlighted. So in other words, if you want to approach the text with your own ideas first and then see what others have done with the text, you might shut off the highlights. Then there's something called page notes. Page notes are really for if there's something that you can't highlight like an image for example. To add a page note, you're just going to click this little button right here. This sketch is not true to life and I'm going to click post and now I have a page note right here and these page notes are really useful in particular when it comes to images. So for example, if I head into this text right here where we have an image you'll see actually that folks pretty much just highlighted and still did the annotations but what you could do is you could head into the page notes. Occasionally we will also use page notes to kind of come up with ideas together during class time so this might be a space for free writing as well. Finally, if you want to refresh as you are annotating there will be a little red button here that pops up if other people are annotating at the same time as you so you can press that little red arrow and that will refresh the annotation and actually one more thing. If there's somebody in the class who you know just has amazing annotations and you want to look at their annotations, I'm going to pick Bella here because she's in this class as well and I'm going to search for her name and it will pull up all Bella's annotations. You can also search for particular keywords. You could search for your own annotations if they get kind of luminous in here. So again, this is a really great tool to use for all sorts of things and then we're going to talk about some of the bigger features of the tool in the next video. Okay, so I'll stop that there and just say that that's just something that they'll watch right at the very beginning and then of course there will be in the first few weeks lots of practice with the tools. So synchronous together classroom annotating of a text so that all the features and all the house are there. Something else that I think is really important to this is actually just introducing annotation and talking about why annotation is important and hypothesis does have some really great tools for that, but I'll just show you a couple of my own. I'm very big into metacognition. I always tell my students how and why they're learning something. So before we even get to annotating, we talk about why we annotate, right? What it means to be an active reader. I like to use the metaphor of scuba diving versus snorkeling or are you putting your toe in the water? Are you just under the surface of the water? Are you really getting into the depths of the text? And then just very basic things that I'm seeing a lot with first year students. And I'm sure you see with upper level students as well. And I do see with upper level students comprehension, not skipping key parts slowing down, right, providing food for writing, which is a really big one getting in the habit of thinking critically, which is something of course that AI can't do for us. And then thinking about the kinds of annotations you can do. So I do give students this page also, which I have them kind of keep out as they annotate. And I like to think of annotation in two categories. One is readerly or thinking about texts. And again, texts can mean anything. Text can be images, videos, audio, you know, all sorts of things are texts. So broadening the idea of text is also a really important thing to do. So readerly as responses, right, where students are responding with a question or comment or an inference. And then the deeper level or the harder level, which is the right early annotations or just thinking about what the text is doing craft wise, right, and thinking about rhetorically how is the text working. So this is something that I give them this is something they have on bright space and this is something that for the first few weeks as they're annotating and hypothesis they're keeping next to them and really making sure they're looking at a few different kinds of annotations. You'll always have students who have annotated in the past but always annotate the same way, or they always annotate with the same three or four things that they've been taught to annotate with, maybe just finding vocabulary, maybe just highlighting which often is not very helpful. So it's a really, really great skill building tool to have them practice all of these different things in social annotation and seeing students, their classmates doing the same. I want to show you these board notes which just came up this past Monday in my class and I know this is very, very messy here, but we were near the end of the lesson and I was trying to make space on the board but we were talking about what it felt like to annotate and hypothesis for the first time and this was a lab class. And the lab class is a team talk class so they have a main class and then I teach the lab which is more skills based it's a writing lab. And so for some of the things they said they said your classmates might catch something you don't catch. It feels like ideas kind of popping off like a popcorn like popcorn popping in the microwave. You might have joint commiseration like somebody might say in the text like hey, you know, I don't understand this or I'm confused and you feel better because you were also confused and you think everybody else understands what the text is saying. But it opens up doubts about your own thinking, which is so critical, right, or it's a confirmation of analysis or confirmation of your confusion offers new perspectives, allows you to take the class, your classmates inputs and synthesize them and potential themes. One student said it helps you find a counter argument so maybe there's somebody who finds that counter argument for you. So, so all of those are really fantastic. And then just this idea of taking the text and writing from it, which is such a crucial, crucial part of annotating and why we have our students annotate at very least in writing. It is so hard, often for students to start to get started. And this is one of the things that really just tremendously helps which is just choose an annotation to write from and pre write from that annotation right. It doesn't even matter if it's somebody else's annotation you can give credit to that person in a paper or in a project. But, but what is it changing about the way you're seeing the article or the way you're understanding and you can see that these students were responding to some of them were responding to images. Some of them were responding to just quotes, or other annotations that they had put in. And then, in my own comments to them, I'm pinpointing within their free rights, what could be useful for them to draw out into their papers or into their projects. Okay. I have some other ways that I use this tool that I'd love to share but Sonya I'm just going to pause here are there any questions at the moment or don't have any questions that I was going to run mind folks that if you have a question please put that in the Q&A. So that we can make sure we can answer those at the very end but I think we're okay for right now. Okay, awesome. All right, so here are some of the other ways that I just want to throw in there that I use this this tool and I'm happy to share these notes with folks. If they'd like them. So, the idea of the page notes discussion and the collaborative scholarship this was something that Sonya showed like this idea that you might ask a question right, potentially in page notes or it could be as part of the annotation and then have students for applying to it. So, I'll show you what this looks like. This is a chapter that I just had published this past year where I incorporated hypothesis. And you can see here on the lower left. In the page notes I asked students what's striking you about this image what are you seeing here how is transcultural encounter and embodied here. And then there were all of the sample replies that students brought in and it was fascinating. All the discussion that opened up from that one little discussion in the text in the archive of the text, which was very different than having it be in discussion board because it was right there, right with the image side by side so if the student is coming back and you know I remember that image I really want to write about it. And I, you know, I'm going to look at my syllabus I remember it's in week five, and they go in and they find all of their classmates, right little through rights about it. And this really just you can see that they're kind of doing this kind of work of collaborative scholarship they're making meaning right by reading rereading thinking building writing and testing ideas together, and you're seeing all the different ideas coming together in that way. So it's really a fantastic way to use that tool. Okay, so you know we did have one question. Sure. Can you assign grades for annotations. I personally don't. I don't think there's anything wrong with that I know that there is a feature where right that you can have it input directly into grade center. Is that right if the student completes the annotation. Yes, there is correct. I think it's great to provide a comment that goes specifically to the student in the grade book. Yes. Right. I don't I use it, mainly and I'll have it here I have it here as monitoring student thinking and comprehension. To me this is really a sort of self assessment. I'm really looking to see what students are getting out of the texts and so if course texts need to be revised or changed up or if I need to come back to particular texts because there was a lot of confusion so I'm monitoring right in that way I'm also monitoring for quantity and quality of annotations and there are some students who, you know, write the bare minimum and then there are students who are writing entire essays and the annotations. I know that some of our instructors in the writing program, for example, tell students, you must have five annotations and each annotation must be two sentences long or something like that. And that's perfectly fine. If you need to set those parameters. I'd like to keep it open so that students feel free to really just think with the text. And then if I see that a student really is not progressing in terms of being able to expand their ideas or write more than that might be a conversation I have with students individually. But I do know that there are students, there are professors who more data wise, right, monitor how much students are annotating and the quality of their annotations. So, in with that I would just kind of say here this idea of increasing participation which is another reason really a tool for the classroom. When we go into the text, I jump straight into the annotations and typically what I do is right before class begins I skim over the annotations. And just in my mind, I highlight. There used to be this little flag feature Sonya I know it wasn't for that purpose but I used to flag little annotations that I wanted to come back to that I felt were really interesting. So now I just jot them down either in my lesson plan or I remember them, but I will come in and I'll say, you know, Jesse, you had a really interesting annotation can you start us off can you just read what you wrote. So it's a really low stakes easy way to warm up for discussion. And to kind of offer this, you know, praise and validation to students for for thinking for thinking through the text. I kind of use this in a stealthy way to in the sense that if I have students who are quieter. What I'll typically do is I will call on those students first to read their comments and I do find with quieter students that when you get them started in the discussion earlier, they warm up. So it's sort of like training, like physical training or something they warm up a little bit and they're more likely then to participate or talk on their own later in the class they just need that little nods or that little bump. So I do find it's great in that way. Yeah, you've got a question on the Q&A that I think goes right along with this, what you're talking about. And the participant asked how often do students reply and converse with each other is, is there a set amount or is a lot. A lot, a lot, a lot, a lot. Sometimes it's just, you know, agree, you know, like, or emphasis. I mean, I can show you a couple of these and what they look like. But I find that they do a lot more replying and talking to each other in the context of hypothesis than they do in any other kind of discussion board. And in general, discussion board is really not. I've not found any discussion board in any LMS to be effective for actually creating digital conversation. However, hypothesis is extremely, extremely good for that. And you can see here's a text that students really ran with 284 annotations in a class of maybe 12 students. You know, and you can really see like students just just pulling and pulling and pulling and, you know, sometimes they're replying directly, right, to a particular point that somebody is making. And you can see this is a pretty involved response. Sometimes they're just emphasizing sometimes they're just saying I agree this is similar to my thoughts so it's like kind of confirmation or affirmation, which is really powerful socially for students when they feel that, you know, somebody in their class was thinking the same thing as they were reading or is maybe agreeing with the thought that they've had. It's like an exclamation point right exactly exclamation point so it doesn't have to be something profound and I say that all the time or lol right. It doesn't have to be profound because the purpose of building this conversation or the way that this conversation is built is socially and learning is so social for them. I know they are holding frogs to preserve them from going extinct but how do these frogs that are removed from their ecosystem affect other organisms that they were in contact with another student. Oh, sorry the same student extends and says can trying to prevent a mass extinction create a new one for another organism. And then another student extends that thought right what are the repercussions of removing the current crucial species from their environment. I really see students conversing in the texts and and of course you can prompt that so here's another exercise that I just did the other day. Where is that one. No, maybe not. You can prompt that so you can have them so when I have them practice this at the very beginning what I ask is that they reply right to one person and first just replied by text. Then I have them reread the stream and say now reply with an image. Now reply with a video. Now reply with the link to an article you recently read or name a song that connects to what was said so the idea is to train your brain to think in all sorts of ways and to make connections across modes and texts and contexts. Okay. Let's see some of the other ways that I use this. Catch up is a big one. As we all know our students don't always read. They don't always look at the text before they come to class. And this is a really great way to involve and engage those students, even the ones who are under prepared or unprepared. Sometimes we don't want to do that because we feel like you should have done the reading, but it makes the class so much richer if you can pull everybody in and everybody can say something. And the student can then go back and read it on their own right. So for students who haven't read or who skimmed or read poorly, I'll always give a moment in general before we get into the text everybody just take a few moments and refresh your refresh your memory, go through the stream, read a few different comments, and then we're going to jump in. And that relates to the pause and think sometimes if nobody's talking in class will say okay, let's just stop for a minute. We're going to pull this quote or the scene, or I'm going to ask you a question and page notes, and we're going to generate some free writing, and now everybody has something to say. So that's another way that we can use it. This one I really like targeting annotations for specific skills and maybe this fits with the grading comment, you could potentially grade targeted annotations if you're testing certain skills or you're looking at certain skills. So for example, things like rhetorical analysis like how is a piece making an academic intervention, where's the source conversation, and you find the argument, or some sort of a response, right. So like, again, making those connections. So we once had an adjunct to suggest to this and I thought it was a great idea where a group can go into one text, and then hashtag a part that connects to another text. So like the tag parts that connect to different texts so that if they are doing some sort of a comparative analysis or synthesis or they're pulling multiple texts together they can actually look at how those texts are connecting and come back to those tags. And that connects to the hashtag for connections, or for other reasons. I actually just had a student come into my office right before this and she said that she got so into the text that she went back into it three times and annotated, and she started doing all the hashtags for herself so that she could see. So that she could see what was happening and what she wanted to return to in the text so this was the student, and there she had the most annotations of anyone. And so she had tagged for herself. They're in vocab that she wanted to return to claims that she could come back and see where that claim is and see if that's part of the claim. And this is really helpful for other students but of course she can also just do this as only me if she's prepping to write a paper and she's looking for where those claims might be or what she might be interested in doing in the text. But earlier on you mentioned something that you're training to think that hypothesis really helps train to think and kind of where they're not using AI. But I see it seems that a lot of these types of prompts and how you're using it in this way is also, you know, kind of, combating the AI, because you're you're really targeting, you know, some of the things that that really help them think. I mean, so, I'm not sure you do feel that way as well. Yeah, I do. And I think the more you keep it low stakes, which is sort of why I don't, you know, grade and I really kind of give them free reign over the annotations and unless I see that I want them to direct them in a particular way is because I want samples of their writing. I want to see how they write I want to see how they think for when they submit more formal assignments and I want to like you said train them to think and show them that these barriers whatever they are the mental emotional barriers that prevent them from trying to get their ideas down on paper, it doesn't have to be such a slug it doesn't have to be such a, I have to sit down and do this in a particular way, right. But I think the skills based part of it is also really important when they know how to do it. It really takes some of that stress of producing the kind of more formal assignments off so like this. You know, like actually doing that together with them training them when to annotate how often to annotate how to chunk readings for annotation. So when we're reading together I'm always queuing for them, right, we're going to stop every paragraph and annotate you might think you have nothing to say but you do have something to say. Right. And so that more the more they they practice that kind of thing the better they get at, at thinking, and that's really what prevents like you said plagiarism, or makes them feel like maybe they don't have to plagiarize. Yeah, so I think, I mean, I think I hit most of these I mean I do love, you know, the silent discussions which are just going into the text and we're all silently annotating this is something you could do in online courses it's, you could do it in person with everyone having a conversation and it pops out. And I love that, like, that you're actually having a conversation on the page. It's really interesting synthesizing they're pulling together other classmates thoughts, and then even collaborative feedback this is a really good use of to have them socially annotate or provide feedback on course documents like the syllabus or if you're creating an AI policy together, right have them provide feedback on it or generate it together, or generate a rubric and criteria. I would just say that it really to me it's an archive, it's a moment in time and what I love about it is being able to like look back and see what my students were thinking. At that point in the course, where their terminology or understanding of terminology has become clearer, and this is something I have them do go back and reflect on where their understanding has grown. In real time I'm able to assess how well the course is going and how well students are understanding. And I think I've spoken about all of these already, but I do really find that students become better at conversations they become better at collaborative thinking and discussion and discovery and that they learn how to have academic discussions in texts. And that's just not something that they typically do in discussion board or any of the other where you say like okay write a post and then reply to three other people because there's something very artificial about that. Right. Whereas this can happen both synchronously and asynchronously. And then I'll end this is I guess where I'll end since just to talk about any of the challenges and maybe so I can address some of these but I do find it to be a little cumbersome for peer review that's pretty hard to have students up, you know to have them upload drafts and figure out how to reply there so something like Google docs might still be more useful for that scans. I know that this this has over time gotten a lot easier in terms of OCR ring and making sure the texts are able to be read within hypothesis. There is a little bit of work that has to be done at the forefront and I personally like to just set it all up before the semester begins. But that it's not hard to set up a reading and hypothesis it's very easy so you can always do that on the go as well. Annotating model text is another great thing that you can do in there having a student model thrown in and annotating it together. So I think those are those are all of the uses that I thought of as I was preparing for this, but I'm happy to take questions or throw around some other thoughts. I don't have the group to just put any questions they have I just had a couple. I know you, you know you don't give grades for using hypothesis, but have you seen grades increase or engagement increase, you know what, what have you seen since you started to use hypothesis in regards to grades and and that that piece of your course. Well, I do think. Yes, because they're actually getting deeper into the text so what I'm finding is that especially final projects that are synthesis final projects or research papers or final kind of products that we're having them produce. They're building from all of that understanding and they have an archive of that understanding so it's in one class space it's not like in their notebook somewhere hard for them to find right. So I do find it's a lot. There is a really really big benefit and I find students pulling from those annotations a lot towards their final projects and making those final projects a lot deeper more interesting. Sometimes it isn't their own ideas that they're pulling from sometimes they're pulling from their classmates ideas, which is also great and fine, especially if they're expanding or extending or getting a nugget or seed of something from that conversation. Well, that's great. We, there's some folks on the webinar today that haven't used hypothesis before so do you have any advice for someone who, you know hasn't started using but would like to start using. I would just keep it simple and I would start using it. Just, you know, put in one reading through hypothesis and practice together in class just, you know, be honest with the students and say this is your first time using it to and then, you know, just take a very simple text take something that's one or two pages. You can read paragraph read aloud have different students read aloud paragraph by paragraph and annotate together and then do various little exercises with it so after you've annotated the whole text. Now go in read your classmates annotations and write a reply practice the reply feature. Now go in and reply with an image. Go in and reply to a specific quote. Now I'm going to write a question in page notes and you're all going to rewrite to that question. Now we're going to have a conversation about this text right refers to specific parts or specific annotations or sometimes I have everybody go around and just share an annotation and see if that sparks a conversation. So it really is a very easy tool to get going with and you don't have to use. I mean there aren't even complex features in it, but I know of a bright, but you don't have to get, you don't have to get crazy with it it's really a very, very simple tool that students pick up very, very quickly. And it's pretty intuitive. And I don't know, I just, I would just really, really recommend that everybody use it and that's sort of the pedestal that I've been on here at Marymount to. That's wonderful. Thank you so much. Well, let's see we might, I think we've got another. Oh, so we had one person asked also this tool can be used for group projects. Any thoughts. Yeah, yeah, you can use it for group projects absolutely. I mean, you can upload particular texts that the groups want to annotate together into there. I've had group work with particular texts where they begin from the annotations that they've already done. And they, you know, again, you can have very specific tasks like take an annotation from one of your group members and expand on it or all of you read aloud your annotations and then decide on one kind of key takeaway you want to share with the class or again, if there's some sort of a project that a group is building, they can be using that text as the basis of that project and those annotations as the basic basis of the project. They can also be annotating together. They can be reading and annotating together in small groups. If you're splitting up texts or if you're splitting up parts of the text if it's a very long piece for example. Great. One more here. Lisa says that she teaches the designs asynchronous classes. Do you have any ideas about using hypothesis in that setting? Yeah, I mean, I don't see why it couldn't be used asynchronously. I mean, essentially most of the texts that students are annotating in for my classes are over for homework. So they're not doing them in class. We do, we do do annotating in class and we do practice in class, but the majority of it is asynchronous. So they might be in the text at the same time as a classmate, in which case they can press that little refresh button, or they might be doing it on their own and that's where again you can kind of reflect on or have it and reflect on what did it feel like to see your classmates annotations or what did it feel like to be the first one in the text and then to come back to it. But yeah, I don't see any reason why you couldn't use it in asynchronous class and in fact, I could see it being a real boon to a class like that, especially for you since you don't know the students face to face. At the very least, because it's solo stakes, you're having samples of their writing, even if it's just a few sentences at a time, and you're able to put those up against more formal products that they're submitting to overt plagiarism. Yeah, I was going to share just working with as many institutions as we do that I the feedback I get from faculty that teach in those asynchronous classes is that it does allow for the students to even get to know each other a little bit, where they might not have that experience specifically even in just using a discussion board because that can be pretty static but when you're really having a conversation over what they're reading and they can dive deeper into that they, there's, there tends to be engagement with the content and with each other that you may not have that type of a community feel. So it looks like I think we don't have any more questions. I'm going to go back to the slides. If anyone has any questions please feel free to put those in but I'm going to just quickly touch on a couple other things before we wrap up today. Share by screen. I went right back here so I did want to talk about to in there are some folks here that are customers of ours and some that are not. So I wanted to talk about our partnership program. We have over 400 institutions that work with us. And when you become a partner with us, we offer pedagogical support. So we have trainings workshops and as Diana said hypothesis is really easy to use. There's not a lot of functionality, but it's more about how to use social annotations the types of pumps the questions. And that's really where we're in our workshops and during our trainings we spend a lot of time discussing those things. We've got liquid margins which is on our website that you can really go in and you can see how faculty are using hypothesis in different different discipline areas. It's a really great resource. We also have resources for social annotation we've got examples starter assignments. A lot of those tools that you can use to really get started with hypothesis. And then we also have an educator forum that you are a part of. Also within our partnership, we offer hypothesis Academy, and this is an asynchronous course where you all can come together and really dive in and start to build out, you know, your own content think about how to use hypothesis how to use collaborative annotation. Our success team manages the hypothesis Academy, and have experience and instructional design have used hypothesis in their own classes adjunct so it's a really great way to just dive in and get your hands really dirty, and really get a lot out of that that you can then translate into your own courses. We have a cohort that's starting next week. And then we also have social annotation in the age of AI so that really dives into not just the basics of hypothesis but how you can use certain prompts. Even as Diana talked about different ways that she uses hypothesis to really engage students where they're not really needing to think about using AI. We have partner workshops that anyone can join. Again, different ideas on how to use multimedia tags. One of our recommendations to get started with hypothesis if you're using at the beginning of the semester is annotating your syllabus very low stakes way to get visibility into what your students are excited about. We also using hypothesis in small classes, you know, giving feedback, you know, a lot of different topics and these are available for anyone to join. We have partner workshops throughout the semester. Next week, I wanted to highlight our liquid margins, which is going to features and AI in the future of learning. So a topic that I think everyone can really resonate with. And we're featuring faculty from SUNY New Pulse, the University of Oklahoma and Western Idaho, and that's going to be next Thursday, February 15 at 1pm. Please register. Even if you can't attend, we will then send you that recording. It will be live on our website later, but we can personally send that recording to you if you register and or attend as well. So, and then finally, for those that are not partners with us yet, we have a spring starter offer that provides discounted pricing. We obviously will offer then the faculty workshops and our implementation would be no cost. And you'd be able to jump into our hypothesis Academy. So if that's something you're interested in, you can put something in the Q and a right now, or you can go ahead and reach out to us at education at hypothesis to learn more. So we'd love to have you on that as well. And it looks like we don't have any other questions Diana. But I really wanted to thank you so much for joining me today and talking about how you use hypothesis and we were just so excited to learn about how you're using it and how your students are loving it. So thank you so much. Thank you so much. And we will also be sending this recording out to to everyone as well. So thank you.