 My name is Jeremy Dean. I'm the vice president of education at Hypothesis here to provide this sort of introductory webinar to our tool Hypothesis and this technology of social annotation. I'm going to walk you through a little bit of a background on annotation and social annotation and digital annotation. And then I'll be demonstrating the tool for you so you can see what it looks like in action. Again, the intention of this is really for beginners, for folks that are new to the tool and the technology. And we have a series of these. This is the first of four over the coming months. And our goal here is to inform you and inspire you. And should you be informed and inspired, please follow up and get in touch. We'd love to work all the schools I see represented in the chat. Our schools were not yet formally working with. And we'd love to connect and begin collaborating. With you and your colleagues and folks on your campus. All right, Hypothesis 101, social annotation for beginners. So this is a quote from the Chronicle of Higher Education that I've been starting off with since March. It's by Jennifer Howard, an article about eight years ago talking about this technology of social reading or collaborative annotation. And I brought it back into my presentations after leaving it out for many years as folks really often sort of already knew a little bit about the technology. I brought it back in in March after the pandemic began to try to reassure folks who were moving to remote teaching for the first time that while a lot of us probably got into education to go into a classroom and be face to face with students. And that certainly when I was a teacher was what kind of drove me with those physical class meetings, I think it is possible to recreate some of the intimacy, some of the energy of physical classrooms and physical conversations or classroom conversations online. And I think social reading or collaborative annotation is really one of the most powerful ways to do that. So take heart from Jennifer Howard. Online, a book could be an article, could be a poem, could be really any text, a chapter. Online, a book can be a gathering place, a shared space where readers record their reactions and conversations. A little bit about organization to begin with. I'm sure everybody here is using a lot of different technologies in this new regime of teaching and learning online. I think hypothesis is really a unique company and how we're structured. We build our technology according to open standards. All our code is open source. We got our start funded by philanthropic organizations. I think we're unique tech companies. I saw a headline this morning that some of the tech CEOs were headed to Washington to defend themselves against potential legislation trying to limit their power. Hypothesis is very aware of itself as a tech company and really has a social mission behind it. And I think that makes it unique. It really makes me proud to work for the organization. And here's a little glimpse into who we are. A good number of my colleagues are on the call here. Shout out to Franny and Hala, who helped organize the webinar. But I think I also saw Becky's here. And I believe my colleague Lori's here somewhere. So you've got a lot of folks from hypothesis on the webinar today. Feel free to shout out to Sonia. Feel free to ask questions in the chat or formally ask questions in the Q&A and we'll have some time for Q&A at the end. But here are the faces of the humans behind the technology that we're gonna be talking about. So I'm a former English professor by training. I got my PhD at UT Austin and taught rhetoric composition and English literature there for many years. Also taught high school English before that. And at some point in my teaching career, got in the habit of handing this poem out at the beginning of every term along with my syllabus. I believe that annotation had been crucial to my own success as a student and as a scholar and as a teacher. And I believe it was gonna be a key to success for my students in my courses. So I would try to emphasize it from the beginning and inspire them to write in the margins of their books. And I'd try to do that through this Billy Collins poem called Marginalia that's essentially an ode to annotation. We've all seized the white perimeter as our own and reached for a pen only to show we did not just lays in an armchair turning pages. We pressed a thought into the wayside planted an impression along the verge. I'm sure this is nothing new to you guys as teacher scholars wherever you're teaching that you've probably written inside of a book and maybe even encourage students to do so. It's an ancient education technology. The annotation helps readers better comprehend material, break apart difficult language, gloss, new concepts and new vocabulary, new illusions. And also helps readers begin to critically think about what they're reading and start to add their own voice to the conversation that is learning, that is knowledge production. So it's nothing new, but one of the issues that we are facing today as more and more content even before the pandemic as more and more content is delivered online is that just when we may need this critical literacy practice of annotation, we lose it when we start to read more online. And studies show that students are not as engaged when reading online. They don't comprehend as well when they read online. And so we need annotation more than ever when we read online and suddenly we don't have the ability to write with a highlighter or a pen or a pencil in the margins as we do with paper books. And so part of what hypothesis is doing is trying to sort of resurrect the margin to allow students and instructors to continue this critical literacy practice of annotation. But a lot of new affordances are added by annotation in the digital network spaces that we are teaching and learning in today. So this is the hypothesis vision for annotation that any website, article, ebook, document or piece of multimedia can have multiple layers of annotation. You can still have that traditional layer of private marginal notes, that bottom layer in the image on the screen here. You can also have a public layer. This public layer is actually disabled in our integrations within learning management systems which most educators are leveraging of the hypothesis app within the LMS. But one of the neat things about hypothesis is that folks are using hypothesis across the world, across the web, personally as part of communities and conversations and as part of formal professional practice in a variety of fields. So there is a public layer of annotation enabled by hypothesis that's out there. The Washington Post, for example, uses hypothesis to gloss primary source documents from the news. It's disabled this public layer in the LMS integration. So what we're really focused on in the education space are private reading and annotating groups that can be created with hypothesis and also can be created for you and your students but also created for you and your colleagues should you be reading something of relevance together about what you're teaching or in your field of specialization you might use hypothesis to have conversations across with colleagues at other institutions on top of documents that are important to your scholarship. I'm gonna share three top-level takeaways from students and instructors that I've gleaned over the years working with hypothesis with you guys today to try to sort of frame a little bit more of the pedagogical value of the tool for teaching and learning. The first is again, the sort of nothing new aspect of annotation that hypothesis makes reading active. This is what it is always done. I'm sure those of you guys that pay attention to education research that there's a lot of talk about active learning. We want our students to be active learners, not just passive recipients of information. We want them to be building knowledge and this is a way to do that within the context of the specific practice of reading to make that reading it's specifically active. I love one aspect of this screenshot that we're looking at here today because it reminds me of something that I've experienced teaching with hypothesis in the classroom, which is that one neat thing that can happen when you're annotating online is that you can use multimedia and other sort of digital elements that at least myself, I'm not much of an artist so I can't draw on the margins of my readings like medieval monks did. I really just have chicken scratch and arrows and nastrices and things like that. But online I can add images, I can add video, I can add hyperlinks to my annotation. And this is something that a lot of our instructors are leveraging, basically helping each student think that every annotation is like a little website that can be designed as such with text and images and video and links and really this multimedia rich essay on some specific select piece of text. And that can be a very serious use of multimedia or in this case, the leveraging of memes which never hurts to enliven how students are engaging with our courses and with the content in our courses. This aspect I think is particularly new that hypothesis makes reading visible. I would hand out that Billy Collins poem on day one and then 30 days later, 20 days later, I'd grade a paper, right? So I did not look at my students annotations and not check that they created annotations. I did not talk to them about best practices for annotation. I didn't talk them through how to maybe leverage those annotations for summative assignments like an essay. And the neat thing about social annotation, about digital annotation is that we can see those trails and pathways that students trod through the reading and move from the reading to some notes and then maybe to an essay. We can be present. That whole process is visible to us. The reading process, the annotating process and what becomes of those processes as they sort of move towards other creations by students like essays and other summative assignments. It's also true that hypothesis makes reading visible in the sense that we can know that our students have read. I'm sure that some of you at least have had the experience of staying up in front of a class to talk about a reading and wondering whether students had actually done it. Well, you can see that they've been there and at least engaged with some key pieces of the text through their annotations. And I think more importantly, you can see where were they confused? Where were they inspired and intervene as necessary to help students that are confused and to help along students that have a particular line of inquiry that you might be able to be a guide in. And then finally, hypothesis makes reading social. And this is absolutely the number one takeaway for students in surveys that we conduct with our students users. The number one thing they always say in those surveys is that they learn from their peers using hypothesis. That they saw students and were able to learn from each other that they collaborated in understanding passages. And so that social piece is very valuable to students. And I would say, statement of the obvious to some extent that in the past eight months since a lot of students are now learning remotely, that's become all the more important. That there's another space where they can connect in an authentic way with their classmates who they don't get to be in hallways with or in classrooms with for the time being in many of the contexts. Many of our teaching contexts. So the social aspect is critical. And this quote is wonderful from a student several years ago at Plymouth State. Hypothesis is my literary Facebook. When I'm reading, I sometimes wonder, does anyone actually understand this? Am I crazy? I certainly had that experience in grad school reading things like Derrida. With this tool, I know I'm not alone. That idea that you're no longer alone, that your instructor might be there and present to help with a difficult passage would also that your classmates are there to help each other and to work together to understand and to create knowledge. All right, I'm gonna take a practical turn here towards how hypothesis actually works. And I will be demoing hypothesis live here. Again, I just wanna remind folks, feel free to ask questions in the Q and A and also feel free to just chime in in the chat. And I don't see that anybody has yet, but we welcome questions if you wanna learn more about something I haven't gone into depth with. Please don't hesitate to pipe up. So when hypothesis is active on a text, you can select text to annotate, just highlight something and that's gonna be the anchor for an annotation and you'll be given the option to highlight or to annotate and I'll show you that in just a second. But you select text to annotate, you can reply to existing annotations. It's true that not all annotation activities need to be discursive, but certainly one of the powers of hypothesis is as a kind of discussion forum embedded in the course content itself, rather than as some separate tab in the learning management system. And the reply feature is critical, obviously, to engendering and furthering discussion. And it's important to point out and important to sometimes build into your assignments. And then finally, as I've already mentioned a few times, you can annotate together in private groups and multiple private groups. So you'd have a different private group for one course as opposed to another. And in some LMSs, we have the ability to create smaller groups for annotations and that's definitely a priority for us to bring to all LMSs. Hypothesis in your LMS. We work across a variety of LMSs depending on where your school is at. There's no account creation in the LMS usage and the instructor can essentially create readings for students from course readings that have the annotation ability of hypothesis on top of those readings. So we essentially configuring readings to be hypothesis enabled or annotation enabled within LMS. And then we also have grade book integration in the LMS and I'm gonna demonstrate that in just a second. I am gonna be demonstrating hypothesis in LMS Canvas. I know many of you may be using other LMSs. This is really just meant to be a general introduction. I hope if you remain super interested and excited, we can follow up after this and we can do a demo for you in your LMS or the specific context, possibly even for you and your colleagues. But I'm gonna show you what it looks like inside of Canvas. So we'll get out of my presentation and jump into a Canvas course. And there was a question around, does hypothesis work on mobile devices and phones and iPads? It works on mobile devices. I'll just speak from sort of personal experience and perhaps bias that the smaller the screen, the less ideal the visual is, right? Because you're talking about having a text. Sometimes it's a two page PDF plus an annotation pane. And so there's a real estate issue, right? On a tiny phone, you can't necessarily see the entirety of the text plus the annotation window. So you're kind of scrolling around. So I do think the larger the screen, the better the experience. And we are WCAG AA compliant, which isn't a question asked in the chat around accessibility. But let's go ahead and show you what it looks like here. This is Canvas for those that aren't familiar. Again, all the LMSs are very, very similar, right? There's a place to create an activity or a resource and a place to bring in a tool in that activity and resource or resource. And that's where hypothesis comes in. And the pathways are slightly different in the LMSs, but the concept is largely the same. So here I am in a course. These are modules. These are all readings for a course. So I'll click on one. And it's gonna open up the reading. Actually, it's first it's gonna, it's an assignment. So it's gonna open up a little assignment page here. And it's a poetry assignment. As I said, I'm an English professor. It's a poetry assignment which I've asked students to look for certain poetic elements as they're reading, to locate an example, create an annotation and discuss it, and then actually ask them to tag their annotations, which I'll show you in just a second. So let's go ahead and open the reading. And I'm logged in as an instructor. And so this is hypothesis. And let me know if you can see this clearly enough or if it's large enough. But I've got a poem here, a resource, a reading that I've grabbed from somewhere. And then this is hypothesis. This little drawer that can pop in and out. There's some existing annotations I can see in the hypothesis sidebar. Each of these highlights is connected to an annotation. This one happens to have a question by the professor with students responding. I can view them all at once and scroll through them in the sidebar here. You can see that there's a professor and two students annotating. And as I mentioned earlier, when I highlight text, I'm given the option to highlight, which is a default private act or annotate. And an annotation can either be only for me, like a private note, or it can be shared to the group. And in this case, the group is called poetry 101. And there's a lot of power in the annotation composition window here. There's obviously a place for me to write text. There's a place I can format that text, bold italics, I can make a pull quote. I can add a link to another resource. Maybe this passage in the poem reminds me of another poem we studied. And I want to literally connect to it through a hyperlink. I can insert a hyperlink, I can insert an image. I can also drop in a YouTube video. And then I can also use LaTeX, which is a way to write math equations. So I didn't necessarily see if anybody was from a mathematical discipline, but you can write math equations in this area as well. And I can add a tag. And another thing that we do as part of our pilot, in addition to, I mentioned, we can demo in your campus LMS. The other thing we do as part of our formal pilots is, as I mentioned, I'm a former educator myself. Everybody on the education team at Hypothesis has a background as an educator, has gotten up in front of a classroom and taught. So we all know a little bit about what it's like to do that. Some of us have more years of experience there than others, but we're here not just for the technical piece, but also for the pedagogical piece. We love talking about how this tool can be implemented to support learning goals, and we want to make ourselves available for those conversations as well. So one thing we do as part of our pilots is to really have those pedagogical conversations, have workshops where we work with instructors around how can you leverage this tool for your learning goals in your courses? And that's where we might get into more detail around. So what's the use of tags? Why would you want to use tags? What's a good assignment that would emphasize intertextuality in the use of hyperlinks? So we can get more into that in other types of demonstrations or workshops that we might do with your courses, but I'm gonna leave it at that for now. You can see that in this sort of demo assignment, I see some tags have been used. So let me show you what this looks like from the grading perspective, at least in Canvas. So again, this is the view that everybody would see, all the students and instructor would see the text plus the sidebar, but then there's another view that only an instructor has. In this case, it's through Canvas SpeedGrader. There's similar views in the other LMSs or another LTI-compliant LMSs. So I can click on SpeedGrader. Got a dog whining at my toes here to try to get out of the room. And this is my SpeedGrader view. So what's different here, I still see the text and I still see the annotation sidebar, but the annotation sidebar is scoped to a particular student's contributions. And so right now I'm just seeing those annotations by the student teacher's pet. And I can enter a grade, and in the case of Canvas, I'll also enter a comment. And I can go through my class, student by student. I can see class clown has not added any annotations. They get a special note. Test student has also not added any annotations. Let's just pretend that this isn't due yet and they're gonna do it soon. And then I get to another model student. So in the grading view, I'm scoping in on a particular student's contributions to the larger conversation. I find this to be incredibly powerful in terms of that idea of making reading visible. So I can see how model students is interacting with the text. See where they're at in terms of those interactions. Yes, assess them if I choose and give them a piece of private feedback about their practice here. And if I have very specific things that I want a student to do, reading practices I want them to perform or things I want them to be looking for and identifying within a text, then I can see that clearly here. I'm gonna text my wife to come and let this dog out. Sorry. So this is the grading view. And I'll just add one more piece because I did see it in the Q&A. And I'll actually, I'll just show you really quickly how you create these types of assignments. And this is gonna vary by LMS, but the concept is generally the same. I wanna create some kind of activity or resource or add a reading or something like that. In the case of Canvas, I'm going to add a module item. And I'm gonna choose type external tool. That's what hypothesis is. It's an external tool or an LTI tool. You won't see more than one hypothesis. And I'll click on hypothesis. And then this is a screen that you'll get to where you choose the reading that will be annotated. You have the option of using a URL. That's what I did with that Mary Oliver poem. I found it somewhere online. I just dropped in the address here. Or I can select a PDF from different types of cloud storage. So in Canvas, I can select it from my Canvas files for the course or from a PDF that's in a Google Drive. And I can actually upload a PDF to an associated Google Drive in that process right there. So that's the demonstration. I'm gonna just pause for a second and see what kinds of questions. But just to summarize, hypothesis works on top of web pages and PDFs that are pointed to from LMS. All right, lots of good questions are coming up here. So let's pause and chat about some of these. Joanne or Joan, sorry. Joan asks, does the LMS populate the groups? So right now in this course, I just have one group. It's a small poetry class. You saw there's like four students, right? So there's just one group for the course. It's the same group as the course itself in it. It populates for automatically in the LMS. So the first thing we do is we automatically create a group for the course. In Canvas, we have some additional granularity to be able to work with sections. And we're working on rolling out the ability to work with Canvas groups and with groups in other LMSs. So if you are creating smaller groups than your roster in the LMS, right now hypothesis doesn't listen to those smaller groups, but that's one of the major features that we're working on right now is how can I maybe have a 20-person course divided into five groups and each of those four groups of five would annotate this poem separately. But for now, all 20 students are on this text. All right, so many questions coming up. Let me try to keep up. A lot of the questions around how does this get set up with the various LMSs is a question to follow from here. For example, Moodle, we have Moodle resources on our website in the Knowledge Base that you can go and find about how to add it. Typically, you're gonna have to talk to your LMS admin. I'd encourage you to reach out to Education at Hypothesis and we can help you with that process. But maybe one of my colleagues can drop in a Knowledge Base link to the Moodle stuff for Gus. What is the receptivity of publishers to share PDFs of text we purchase and use? I have not had any conversations with Pearson lately about their feelings. The question is maybe more for your librarians around is it acceptable if the content is not openly licensed to download a PDF from a library resource and then post it in Canvas? To me, it seems pretty fair use, but I'm not a fair use lawyer and I've found quite a range of folks, a range of opinions at universities and colleges across the country in terms of what's allowed. So certainly some schools believe that it's still within fair use or even within the licensing agreements to download a piece of content from a library resource to which a school subscribes and host it in the LMS that they own or that they have licensed as well. So many good questions. We might have to follow up later and Fanny might be able to help me surface some of these but I've got to- There are a couple of questions there. If you want me to just take over and ask I've captured a couple of them. Great. Okay, so Lisa Sharfstein and I hope I'm pronouncing everyone's name correctly. Apologies if not. She wants to know, can you talk about PDF use versus links? Don't know if you covered that at all yet? Yeah, so you saw I think the option here. This was a PDF. This was an assignment created from a URL, right? From a link to this poem somewhere online. And then I could finish the process of where I don't remember where I was but I could finish the process of say going in here and authorizing a Google account and grabbing a PDF and just showing you what that looks like. Right now I'm authorizing my Google account off screen. It's going to come back and show me my files in this Google account but I can also just upload right here and grab something that I know is on my desktop. Hopefully it's not too much embarrassing showing up here. I don't know what this is but here's a PDF that was in a Google drive. Actually this was on my desktop and I've just brought it into my Google drive and I should give it a sensible name and I'll add the item. Now I'm going to open up. It's going to show me this PDF with hypothesis next to it. So that's what I'm adding a PDF looks like. Right now you can see that the sidebar is covering up the reading. So I'll just point out really quickly a best practice in all LMSs. If I go back to my table of contents I can edit this and there's something I'm going to do that's going to make it better to view especially from a real estate perspective. I'm going to ask it to load in a new window and now when I open it up there's another step but I'm going to get more real estate from the screen because I've gotten rid of the Canvas apparatus by loading in a new window. Maybe getting a little on the weeds there but that answers I hope the question from Lisa around links and PDFs. And then we've got a question from Tyler Cron. Pia Tech, Pia Tech. And he asked if hypothesis collects information and if so what information? So one of my colleagues might be able to drop in our LTI parameters and API parameters for Canvas. We are as I mentioned at the front I think a very ethically oriented tech company. We want to collect as little information as possible but some information is needed, right? It's not going to be helpful to you as an instructor if every student is just named anonymous. So we need to grab first name and last name to create a human readable name. So you know if Lisa has a comment or if Frannie has a comment that it's attached to a person that you know and you recognize and somebody in your class and that Frannie knows that Lisa's the one that's responding to her. So we grab first name, last name. We need to know what their role in the course is. Again, it's very limited and documented. Becky, my colleague has shared the LTI parameters that show you the specific pieces of student information that we need. We don't even grab the email address. So we try to be very lightweight in that regard. Just grabbing what we need to make the tool work. There are a couple more questions from Timberley Barber-Marini asked, is there an integration to have one drive as an option? We're working on expanding the cloud storage, cloud storage options, but right now there's not a direct one drive integration. I think it may be possible to create a link in one drive for a PDF, but then you could enter into a hypothesis using the link pathway. But right now there's not a specific integration with one drive. Noted though, as a feature request. Yeah, that's a great question. And then Leslie Harris wants to know what the cost model is. If you could talk about that a little bit. Sure, well, let me come back to that when I go into our pilot program. How about that? I did see a few questions around peer review and the uploading of student papers. So Whitney and Angie are asking about this. So I want to enable this use case. I love this use case. I taught composition for many years. Peer review is a huge part of it. There's no reason obviously hypothesis can't be used. I could upload as I showed you an upload process, a student paper as a PDF and have another student annotated. The rub is that students cannot activate hypothesis. So the teacher is always the one invoking a hypothesis activity within the LMS. So you can't say upload your articles, your readings to hypothesis, right? You'd have to get students to send you the readings and then create those activities within the LMS. So it would be burdensome for a larger group, but it is possible. One thing I've seen people do is just create a giant PDF of all student papers and upload that as a hypothesis assignment to kind of make it at least a one time prospect. We get used in this way all the time and I think it's a very powerful use case. It's just not fully optimized. As you can see, there's just a little bit of work that the teacher would need to do to make it happen. Okay, then another question from Lisa Sharfstein. She says that, are your annotations show on the side? In her LMS, they're actually covering the text and she wants to know how she could change that. So I'm assuming Lisa that you have hypothesis installed at your school's LMS and so you're describing something that you're seeing in your installation. As I showed earlier in every LMS, I think I believe in every LMS we have, there's a way to say don't open this assignment sort of inside the frame of the LMS, right? Open it as a new tab. So it's just the hypothesis reading in the hypothesis sidebar, thus giving more real estate to all the good stuff that you want students focused on. Right now you can see, you know, there's stuff at the top in Canvas, stuff on the side and I can get rid of that if I tell it to open in a new window in Canvas in this case and you can see that all the Canvas apparatus is gone, it's not taking up real estate and thus causing the sidebar to cover the text. You can manually adjust the sidebar, Lisa. I don't know if you've figured that out. It is kind of a secret feature. You can see here that I'm adjusting the size of the sidebar. So there are some ways to manually do that as well. And this is from Kathy Jockman. She wants to know what the receptivity of publishers is to sharing PDFs of their texts that they purchase and use, that a school purchase. I think I addressed that one. It's a copyright question in terms of the licensing, the licensing agreement the library has and I found a range of answers. I'd ask your local librarian more than your publisher around whether they think it is within fair use to essentially re-host a PDF that you get from JSTOR, for example, inside of Canvas. Again, from my perspective, you have access to that content and you're hosting it in a place that is within your jurisdiction, Canvas. But I know that some schools librarians would answer that differently and say that it has to be at the source. We are working to partner with the folks like Epsco and ProQuest and JSTOR and Aries and other ERES platforms to provide a more direct pathway to that content rather than the download and upload. But for now, that's the workflow. Okay, and then I don't think you answered this yet. Leslie Harris wants to know, is it possible to annotate a short video in hypothesis or are you limited to PDF files? PDF and text files, essentially now. PDFs and HTML webpages for now, Leslie. It is our aspiration and hypothesis to be the all-purpose annotation tool for lots of different media. But right now it is focused on, we are focused on text and boy, is there a lot to do in just figuring out how to best deliver text annotation to folks for teaching and learning. There's so many different awesome things that we could do. But it is in the long-term roadmap to annotate video and there actually is. I don't have a link to it right now, but we did do some recent neat hack around, not a hack. We developed a kind of prototype for annotating YouTube transcripts that line up with a YouTube video. I can't remember where that, it's certainly in our blog somewhere. I can drop in a link to that. I think I can grab that pretty quick, but yeah, that's a pretty neat workaround for that. Cool, let me go in. I want to get to the question about pricing and everything like that. There's a question in the chat about signing up for a demo. I think the catch-all answer to all questions is that if you want to know more, email education at hypothesis and somebody will get back to you about signing up for a demo in your LMS, talking about how we can get a pilot started on your campus, talking about why it's not working in Moodle the way you wanted to or whatever it might be if you already have it set up. But let me go ahead and talk about our pilot program real quick. So the way to start for a school is really to start by piloting. We have over 150 pilots this fall and we're signing up pilots for the spring. The pilot cost is 2K, but if you're worried about the price or the budget for that, especially mid-year, get in touch with us. Let's have a conversation. If you're excited, we're excited and we want to make it work. But this is a list of our current piloting schools and we're bringing in pilots for spring 21. As I said, it's a cost of 2K for unlimited usage and for full technical support and pedagogical support and a number of other goodies. So let me outline what the pilot program has. Again, it's unlimited usage. So you can turn it on the LMS and anybody can use it that is interested. That group of users at your school would have access to our knowledge base as well as the priority within our support queue and escalation of any issues that you're experiencing to top priority in our dedicated LMS engineers. That much is obvious, right? Obviously we provide tech support. I think again, one thing I'm really proud about with the pilot program and with our education program more generally is just that we really want to be there for pedagogical support as well. So we've developed some pedagogical materials. Our community of teacher scholars have added to this archive or resource guide of pedagogical materials. We have a dedicated success team and every school that's in the pilot program we will have a dedicated success manager that would provide a customized webinar for the campus or for departments and also be available for one-to-one instructional design consultations. The bottom line is we really want to be there just as much pedagogically as we are technically to be collaborators and how to best leverage social orientation for the goals that you have in your course and that your institution has for its students. More broadly. And then finally, we're very interested in building community around annotation. And so we have a number of ways that we try to bring together students, teachers, scholars to talk about best practices, annotation, interesting use cases, challenges in implementing this technology. When things are face-to-face we have regular conferences and events at campuses and things like that. One thing that we've been doing really great and thanks to Franny and Hala and Nate for the liquid margins program that we have a sort of bi-weekly show where we come together and talk about all things, annotation, that's a pretty exciting thing to look at for inspiration around this practice. So we've had a show on math. We've had a show on college success. We've had a show on preparing faculty to use the tool. And so look for the schedule of upcoming episodes and some exciting stuff coming up. What is the next one? Franny, do you know off the top of your head? Yeah, the next one is actually coming up on November 6th. It's gonna be at 11 a.m. on Pacific Time and it's gonna be featuring this great scholar, Mahabali from American University in Cairo. And they're gonna be talking, she and a couple of other guests are gonna be talking about making class courses more hospitable for every kind of student. And so yeah, I think it's gonna be a really great show. So registered, there's a liquid margins page on our site. I'll drop in a link to that in the chat. Great. And one other thing I wanted to highlight was a research project, really a research position that we've created. We have our first scholar in residence, my longtime collaborator, Rainie Colliers, our first scholar in residence. And he is producing a white paper and assisting groups that are doing research on social annotation really across the globe. One project that we're working on that I'm particularly excited about as a former composition teacher is helping some folks at Indiana University evaluate the use of hypothesis and social annotation across the entire freshman composition program, semester by semester and year by year. So very exciting research I expect to come out of that. And if you're a researcher and interested in looking more closely at what's going on in your class or leading something at your institution to review the use of annotation, please be in touch about that. And I think that is the conclusion of my prepared remarks. As I said earlier, if you wanna take a step forward or have a question or wanna have a conversation, education and hypothesis is the best way to reach out. If you are interested in bringing a pilot to your organization, I think one of the best calls to action here is that if you are interested and excited, you think your colleagues would be interested in excited, we should explore together the possibility of a pilot at your institution in the spring. And getting in touch with education and hypothesis would be the first step in doing that. And we can talk about how to maybe do a demo for your colleagues and maybe bring the proposal to a center for teaching and learning or an LMS administrator and get the conversation going about a spring pilot at your school. I'm gonna open it up for questions now. I see lots of appreciation and I appreciate that, Joan and Mark, thanks Jonathan. Any questions that anybody wants to raise in our final minutes here? Oh, I did see one question that I didn't address above that I want to address. Who was it? Susan says we don't have hypothesis in our LMS yet. Let's talk about the yet part there, Susan. But what is the best way for students to access hypothesis via the web or with the bookmarklet? So it is possible to use hypothesis as we call it in the wild outside of the LMS. And you can go to hypothesis and get started on our website and learn more about our browser extension, and other ways to activate hypothesis outside the LMS, which may be a process, so that I'd love to start with some of you guys, but it may be a process. And you can learn about how to go that route. I will just say that it is more intense. There's a lot of signing up that needs to happen by students that have to individually sign up for accounts and they would have to, possibly add a browser extension to be able to activate hypothesis on text. There's more of an onboarding burden when you use hypothesis in the wild, but it is possible to use it in the wild and not in the LMS. Angela asks, is there an option to view as a student so I can give them instructions? My students sign up and say they've used it, but I'm not seeing their annotations because they didn't post them to our class. I don't know how to tell them to do that. I would get in touch with support at hypothesis about that, Angela. They may have accidentally posted in public, so you could look at the public layer of a document. They may have possibly posted only me, a private annotation that's not viewable, visible to others. So a couple of different things may be going on there, but there's, yeah, so I would, you want them to post to a private group. So if you're working outside the LMS, you'd create a private group and invite students to join it and then they would be asked to post to that group rather than to public or rather than to only me. Any other questions? So there was one question about annotating in groups. We do have a blog post on that, which I dropped into the chat, but if you want to talk a little bit about that. Sure, as I was just saying, when you're outside the LMS, you can manually create a group and invite people to join it. And that's how you'd annotate in a group. And you can create multiple groups outside the LMS, any number of groups and have different communities reading together, different subsets of a course roster, for example, reading together. Inside the LMS, the group creation is automated by the LMS. So we create a group for the course roster and then in some LMSs, you can create a smaller group for a smaller reading section. Steve is asking about international copyright. I don't know anything about, I mean, international copyright of the technology or the readings. I mean, one thing that I should mention about hypothesis is that we're not storing the copyrighted content. In some cases, we're asking you to store it somewhere else, like Canvas or your LMS or Google or some other cloud storage, but we are not storing it ourselves. So we do not host content and we do not violate copyright in that sense. So it's really a question for your local copyright experts about, is it okay for me to move this PDF here? And if it is, then I think it's closer. I don't think we have a school in Japan yet, Steve, so let's make that happen. I'd love to have a school in Japan piloting hypothesis. Karachi, Pakistan we have and I think some Australian and New Zealand schools, certainly in Europe, but if you're in some other international place, love to bring some international diversity to our pilot cohort. Thank you everybody for joining today. As I said, I think the best way for next steps is to get in touch with education at hypothesis and I just spelled education wrong, so do the next one of that, that's better. And yeah, please be in touch. We are, as I said, signing up schools for pilots. If you're inspired, if you're excited, please get in touch. We'll help you figure out if there's others at your institution that are interested and bring that group together and try to advocate for a pilot from your Center for Teaching and Learning, or we can also just try to get it into your LMS in a sandbox for you to test it out, but in any case, reach out to us. Folks are standing by to take your call. Just kidding, we don't have phones, but I do get in touch. Thanks everybody.