 Greetings attendees and welcome to this hypothesis social annotation and blackboard learn. We're going to let folks file in. Thanks for joining us today I'm Jeremy Dean from hypothesis joined here by colleagues from both blackboard and hypothesis. Oh great let's let's go ahead and get started. I'm going to let Daniel from blackboard. Hi Daniel. Yeah. Hey Daniel. Hey Jeremy thank you so much for having me. I'm more of an expectator than a presenter today but I didn't want to take a chance to introduce myself I'm a partner manager here at blackboard I've been working closely with hypothesis for a few years now. I'm very excited for today's session on social and creating annotation. I think it's such an important topic nowadays. And some of you have been following perhaps the blackboard news. You may know that blackboard merge very fairly recently with anthology which is another leading provider of tech solutions. And now more than ever we are laser focused on enabling more meaningful and engaging experiences for students and instructors. What does that mean for blackboard learn users. I think it means a lot of things. But what I think is most important is that we are investing in creating partnerships with strategic innovative vendors such as hypothesis to provide great tools that help us block those intelligent experiences so that's that I'm happy that we'll all be learning more about social annotation today from our subject matter experts at hypothesis. And I don't want to take more out of your time so pass things over to Jeremy. Awesome. Thanks so much Daniel. We're super excited to be here today as well it's great to hear the news from blackboard world. It's really exciting news on our end in terms of blackboard specific developments and the reason why we wanted to kind of have this webinar at the beginning of the spring semesters because we do have some new blackboard specific development we've done. I'm going to take the rabbit out of the bag immediately and just say we now have an integration with blackboard files. We have an integration with blackboard groups. We have an integration with one drive which I know isn't a blackboard product but we actually see a lot of our blackboard users also using one drive so those are exciting and new things to our blackboard tool set. I am Jeremy Dean from hypothesis. I'm going to give a sort of broad introduction to annotation social annotation and then I'm going to kick it over to my colleague Aaron Barker, who is one of our customer success managers, and she'll be walking through the blackboard specific stuff and answering your questions so hi Aaron good to see you. Excellent. So there's some zoom housekeeping. I think I said this in the chat but as you're introducing yourself and as you ask questions please you know choose everybody. And the drop down from the zoom chat. And what does this one say. I don't know if anyone has to do, but you guys probably know how to use zoom it's been a couple years of living in zoom. So, but do say to everybody so that we're all, we're all on the same page. I'm a English professor by training and got into this ed tech space sort of by accident because I fell in love with the technology of social annotation, essentially, and this is a quote that I read 10 years ago when I kind of made that transition from the same idea that really inspired me to adopt social annotation in my classroom, and then to pursue it as a career essentially online, a book can be a gathering place, a shared space where readers record their reactions and conversations actually from a chronicle of higher ed, about 10 years ago, especially today especially during the epidemic but really just in terms of the evolution of digital text, digital learning and digital community. Online. And we need annotation more than ever as individuals but also our students need annotation more than ever to better comprehend when they read online when they read digital text. I'm better engaged with that content and there's also these wonderful new opportunities that digital text in networked environments, provide in terms of social reading and social annotation, and that's what we're here to talk about today. So really high level takeaways really from instructors and students that have used hypothesis about why we believe and why many of our users believe and increasingly more and more institutions believe that social annotation is a critical piece of a student institution's sort of ed tech toolkit. And the first is, is nothing new that hypothesis or annotation makes reading active as I said I was an English teacher I always told students to annotate back when I just handed out paper or have them buy, you know, paperback books. I always wanted them to annotate because I knew as a student that I annotated and that helped me better comprehend and begin and better engage with content. And as a teacher I could see it from the students that were writing in the margins of their texts that they better understood what they were reading they were better prepared for class. So this is not a radical new technology I'm not telling you to go and teach on some sort of virtual learning platform. I'm telling you, you know, you guys have readings, you can add some extra functionality to it to allow students to annotate and have conversations on top of that reading so hypothesis makes reading active. And then hypothesis makes reading visible. And I think this is really a radical new thing. When I had students annotate and in an analog fashion. I never knew that they annotated. I didn't even know if they read, I think a lot of instructors struggle to, to sort of, you know, they ask, are my students doing the reading and they have various ways to sort of test that maybe they give reading quizzes. They stare out into the eyes of their students when they meet face to face to try to see if they've done their reading or evaluate class participation, class participation to see have students done the reading well. So sanitation with hypothesis allows you to see if the students have done the reading. You can see them in there making comments, creating annotations. And I think more than that, you can see where are they confused. Where are they excited. Where are, is there some particular, you know, point of debate in a reading or students really got in the conversation about something and all of this isn't is going to inform how you support your students individually. And as a class, being able to see that they've done the reading be able to see how they've done the reading will better position you to when you do have synchronous time with them. You can put into that point of debate and really start class conversation at a higher level, because there's already been so much conversation and engagement with the text. You can start off, you know, some teachers say sort of 2015 minutes into where you might be in class conversation, because you have had students engaged with the content and with each other using this tool. Finally, hypothesis makes reading social. I'm really an old school English professor I always wanted students to go off and get lost in the reading in a book by themselves as kind of individual experience, but knowledge is created socially and understanding comprehension, you know, analysis and interpretive skills all of that comes, you know, is developed in a social context. And this is one of the things that students really get excited about with hypothesis is that they're no longer alone when they're reading the classmates are there. They can see what the classmates have said and learn from their classmates they can see other points of view, confusing parts of the text might be clarified by a student a teacher can intervene or teaching assistant can come in and offer clarification where there's a point of confusion so you no longer alone when you're reading you have your community of scholars, helping you understand that content and helping you dig deeper into that content. And then next. So now I'm going to go into sort of five or six ways. The screen is frozen is it frozen for you guys. That's weird. Okay, five ways or six ways to annotate for and with students. The first is just to reiterate that it's not just about annotation comprehension analysis and the reading of texts it's also about developing community in your classroom and on your campus. This is a great way to develop community in your classroom to have students connect with each other and develop collaborative skills. And we've heard this again and again from professors that yes it was great for them to better understand some difficult text, but we also notice that they were working together more effectively because they were so often reading and annotating together they'd really develop that kind of collaborative collaboration skill set. Second way is just to start off with something simple like have your students annotate the syllabus. I was thinking this morning you know how many times I see on Twitter at the beginning of every semester or middle of every semester and some student asked me a question and it was in the syllabus. Well, if you have them annotate they're really going to get to know your syllabus. And you can clarify anything that might be confusing in the syllabus can highlight things in the syllabus. They can ask you questions you might get feedback about the syllabus maybe everybody read a certain text the previous semester and prerequisite for the course and you can switch things up for them. Annotating the syllabus really can be for any type of ancillary content that you give to students. It might be a paper assignment where they can annotate it to get clarity or start to share ideas. It might be your lecture notes or slide deck for a lecture that they annotate and maybe you know make connections get clarification or make connections on those other types of materials that you might be sharing the students. But really of course the tool is used most probably for you know readings that you assign. And you can just turn this tool on for students to have the ability to take notes online you know when most environments when we read online we don't have the ability to take notes. And I'm guessing if I took a poll here that some large percentage of you would agree that taking notes while you read for a class is valuable. And we lose the ability to do that in at least in a direct way when we read online. So just turning this on and allowing your students to take notes and they can take private notes just you know private highlights and private notes with with this tool. Just turn it on can possibly help them. But we certainly find and I think Aaron will agree that the most effective way to use the tool and sorry my slides are jumping around my computer is not as fast as my mind. But I think Aaron would agree that the most effective way to use the tool is with sort of deliberate guided directed exercises. This can be teacher driven. You can, you know, go through a text ahead of students reading it and gloss it for them to help them, you know, find those footholds to get through a text or ask questions in the margins for them to respond to almost like a discussion forum but embedded in the text. It can be, you know, you can be the guide for students through a text using hypothesis. But I think that the most powerful and effective way to use the tool is certainly having students annotate themselves and having conversation on top of the reading using hypothesis. This can be very open ended. I need to see two annotations in one reply, or it can be very directed and discipline specific. So when you read the scientific article, I want you to look for these for three of these five things that are normally appearing or should appear in a scientific article and identify them and evaluate them. Normally when we present to schools that are partnering with us and we provide more in depth pedagogical workshops, we'll talk with a group about well what do you what do you want students to be looking for when they read. What do you want them doing when they read and how can we, you know, use hypothesis social annotation to help bring some structure to those reading practices. So I think that's the end of my portion of the presentation. I'll just say that it's a really exciting time to get involved with hypothesis is not too late for the spring term. We're currently offering hypothesis pilots for free to Blackboard schools. So some of you may already be at institutions. I think I saw some of you were institutions that already have hypothesis for school doesn't already have hypothesis. It's a great time to connect with us and get a pilot going at your school. We only need two or three teachers to call it a pilot. And like I said, it is free and I don't anticipate that it'll continue to be free in years to come. So give us a try. And you'll be working with somebody like lovely like Aaron, who's an educator by training and will help you and your colleagues get up and running with hypothesis and she'll give you a little preview what that looks like right now. So over to you, Aaron. Give me a second to pull up my slides and also Frank, I hope hopefully you saw my message in the chat and we'll make sure that someone works with you to see how we can get it at University of Houston. In the meantime, while I'm pulling up my slides, here's what I want those of you who are in this session to do you actually have to do be active and do something. Take your fingers. Walk yourselves over to the chat. Let me tell you a few things. The first thing I want you to tell me is whether you use Blackboard Learn or Blackboard Learn Ultra. Okay, that's the first thing to use Blackboard Learn or Blackboard Learn Ultra. The second thing I want you to tell me is if you have used hypothesis through Blackboard before. Okay, so those are two things as far Blackboard Learn or Blackboard Learn Ultra. And for those of you who have used, who say yes, I have used it in Blackboard before, I want you to tell me how you have used it in the past. So have you asked students to annotate readings? Have you used it on the syllabus? Have you used hypothesis to build community in your class? Sorry for the child interruption, everyone. Thanks, Franny. I am waiting to see your responses in the chat. So remember, I want to know do you use Blackboard Learn or Blackboard Learn Ultra. Have you used hypothesis before? And if you have used it before, then what have you used it for? And most of you, it looks like you have not used it before. Okay, Shima, good to know. Roberto, I'm not sure if you type this incorrectly or as a joke, but I do like the Blackboard Burn. That's pretty funny. Patruca, hopefully I said your name correctly. That sounds like a lot to learn all at once. So good responses thus far. As we're kind of going through the next piece, I want you to make sure that you add your questions to the chat and or use the raise hand feature. I'm not sure if you all can see the raise hand feature on the webinar. If you can, and you prefer to speak your question. Thanks, Nate for showing me. Then feel free to use that. And I am going to actually have Franny or Nate be my moderator for the raise hand feature. And then see if someone would like to speak. I'm going to do my best to moderate the chat and speak at the same time. But I know that Franny and Nate can also help me too. Here's what we're going to talk about. We're going to talk about how hypothesis works. So kind of the basics of it. Then I'm going to dive into some of the features of hypothesis with Blackboard Learn or Blackboard Learn Ultra. And then I'm going to show you a quick demo in our hypothesis Blackboard account. If at any time you're like, oh man, that girl from the West Coast, I'm actually from Colorado, but I grew up on the West Coast speaks way too fast. And I need her to slow down or I need her to clarify something. Then please make sure you add it to the chat or use the raise hand feature. We are all learners here. So don't be hesitant to speak up. So again, we're going to talk about the how hypothesis works. We're going to talk about some of the features of hypothesis in Blackboard. And then I'm going to show you what it looks like in Blackboard in our hypothesis account or in our Blackboard account. Excuse me. Alright, so let's talk about how hypothesis works, the basics of it. When you launch a hypothesis reading or a hypothesis enabled reading from Blackboard and you want to start annotating this document, whether you are a student or a professor, all you have to do is take your mouse, highlight the text you want to annotate, and then go ahead and type your annotation. I will tell you that the vast majority of professors and students that I work with, figure this out quite quickly. Anytime you create an annotation in your course, that annotation can be replied to by anyone else in the course. That reply can also be replied to and you can have these threaded conversations that link back to the original text. After today's session, this is why I gave you the link to the slide deck in the chat. And some of you may have shown up a little bit later after I posted the link to the slide deck. So if you want to add that link back into the chat, that'd be great. After today's session, if you think to yourself, I need some more resources, where do I go to get these resources? What you see on the slides right now, these are live links. So you can grab that annotation etiquette for students and do a quick walkthrough on how to teach your students how to annotate. You can grab the adding images, videos, and links to your annotation documents or resource and quickly learn how to do that as well. Let's talk about hypothesis in Blackboard Learn or Blackboard Learn Ultra specifically. If you're using hypothesis through Blackboard Learn, students are automatically logged in and they're automatically part of the course. They do not have to create accounts. They do not need a specific web extension. They do not need to do anything special. They're just sticking within Blackboard. And I think that's a really nice piece of using hypothesis through Blackboard. Additionally, I want to assure you that if you're using hypothesis through Blackboard, we are FERPA compliant and we do our best to protect student privacy. We do not collect student email addresses and we do not reach out to students or market directly to students. Additionally, we are WCAG accessibility compliant. And so if you have students who maybe use screen readers or text to audio devices, those all work with hypothesis through Blackboard. And I'd be happy to answer any accessibility or privacy questions if you have any of those in the chat. When students log in, they just log in, excuse me, let me back up. When they go to Blackboard and they launch the hypothesis enabled reading, it just automatically launches for them and they can start annotating. The same goes for you, the instructor. Oh, look, I clicked a live link and then it went to, there we go. We also integrate directly with the grade book in Blackboard. You do not have to create a separate item in the grade book. If you choose to enable evaluation when you create the assignment using hypothesis, then it's created in the grade book. You can grade the annotations right there and it feeds the grade book. Talk real quick about a few of the features using hypothesis through Blackboard. Some of these are new and I know some of you have worked with us in the past. So these might be new to you. We now integrate directly with Blackboard group sets. So if you have created group sets in your course, you can now assign the hypothesis enabled reading to those group sets. What that means is you maybe have divided your class into groups of four, or you've divided your class in half, or you've even divided your class into groups of one. You can now assign the hypothesis enabled reading to that group set and students will only see the annotations from other members of their group. You only have to create one assignment and assign it specifically to the group set. I cannot tell you how exciting this is because this is the number one requested feature that I've had from instructors for the past year and a half. So this is really exciting and if anyone has specific questions on using hypothesis with group sets, then please let me know. At least this is new. Groups cannot see annotations from other groups. This was just released in the past month. We also integrate directly with Blackboard files. So if you have added PDFs to your, I'm going to say this incorrectly depending on if you're in Blackboard Learn or Blackboard Learn Ultra to your content collection for your course, then you can just grab a PDF from that content collection. Again, this is also a new piece and a new feature that we've added also requested by many instructors. Some of you may notice as well that we also integrate with OneDrive now. So if you store your PDFs on OneDrive, then you can grab those and use those with hypothesis. Julio, the instructors by default for the course belong to all groups so they can see every group in the course. I think that was your question. Let me know if that was not. Yeah. Okay. This is again why I gave you the slide deck. All of these resources here will guide you through any of the pieces you might be interested in. How to add a hypothesis-enabled reading to your Blackboard Learn course, how to use it with small groups, how to grade. And I will tell you right now that the student guide to hypothesis in Blackboard Learn is very useful and you can give it to your students when they first start annotating. And Dawn, to answer your question a little further, hypothesis does integrate with Canvas and with D2L Brightspace. With Canvas we integrate with group sets or small groups and we integrate with SpeedGrader and also Canvas files. Karen, my understanding is that students in different Blackboard sections can share the same file as long as they're all in the same course. I'm going to pause a quick second or couple seconds here and see if there are more questions about anything I just gave you. Shima, and hopefully I said your name correctly, please let me know if I did not. So Shima, as long as the app is on their phone and it will open in the browser, the native browser on their phone, it will work. It's small. I mean, I'm old so I don't want to read anything on my phone. In fact, I have to read all my documents like expanded 150% or something at this point, but it does work. All right. I'm going to keep monitoring the chat and thanks to Frannie and Nate for also helping me. I'm going to show you a quick example. Oh, do we need various copies? Julio, you do not need the digital fingerprints anymore. It just works with small groups. You're doing such a good job, Erin, that there hasn't been anything for me to help you with. It looks like in Blackboard, if there is interest, I'll show you after I show you what it looks like. I'll show you how to add it to your Blackboard Learn course if it's already integrated into your Blackboard account at the account level. So I'm going to go ahead and I've added an article that I wanted my students to read in my Blackboard course called There's What You Assign and There's What They Read. If any of you feel the need to take a look at this article later, I think it's from inside higher ed. If I remember correctly, I'll have to take a look. But it's an interesting article on what we assign and what our students actually read. I'm going to go ahead and launch it. Because I added this as a hypothesis enabled reading, you all should notice that the reading shows up here in the center. And on the right side, the hypothesis annotation bar automatically appears. I don't have to do anything specific. I don't have to log in. It's just already there. Rick, you could make single person groups, but once you have made the group and assigned the reading, it gets a little more complicated in terms of mixing up those groups later. It's there's not quite a best practice for aggregating all of that. So for those of you who are new to hypothesis, I'll do a quick overview of what you're seeing and how to annotate. Those of you who have had some experience with hypothesis might notice some things I've added in the annotation bar and think about how you could do that in your own practice as well. So because I annotated this document previous to today's session, I was actually working on this last night, those annotations automatically show up when I launch the document. So I created these annotations myself, but let's say all of you, maybe Michael and Julio and Franny had all created these annotations previously. I would see all of that appear when I opened up the document. If I wanted to add my own annotation, all I have to do is select the text I want to annotate with my cursor, let go of my cursor, choose annotate, and then the text box opens up on the right side. I'm going to go ahead and type my annotation, and this is not a very good annotation, so don't critique me, anyone. I'm going to actually give a tag to my annotation because I want to categorize it later. I'm going to call this tag question, and then I'm going to post to the course. Now everyone in the course can see my annotation, can reply to my annotation and post that to the course. It's pretty simple. I would say the barrier to entry is quite low. Most students will pick it up very quickly, even if they're on their phones. I have lots of students and instructors who use it on an iPad or a phone. A couple other things I can do here. I can make my annotation bar smaller or larger, depending on how big or small I want my text or bar to be. Additionally, I can search for any specific students that have annotated, or I can search for tags like question and find all annotations under that tag. You may notice that in the annotations I created last night in preparation for today's session, I have added an image in one of my annotations and an embedded video in another one of my annotations. I actually think more of our students are visual learners than not, and so the more we can encourage them to use visuals in their annotations, the more connections they're going to make around the text and the deeper their learning will be. Another way to think about this too is I actually have some professors who ask students to create video annotations, so they'll create a video of them responding to the text or annotating the text and put that in the annotation sidebar, and then other students can see each other and respond to each other's video annotations. There are a lot of questions here, so I'm going to stop for a second. I'm not sure if it's Christopher or Joella, so I'll say Christopher and Joella. When you create an annotation, there is a post to button, and that is essentially your submit button. Once they post, you will be able to see it as the professor and then can consider their annotation submitted. And then I would like to apologize in advance for any names I mispronounce. Lit, hopefully elite. If I wanted to create an annotation without selecting text, I can do what's called a page note. And there's this little icon here, it looks like a post-it. If I select that post-it, I'm going to say this is a fantastic page note. It creates an annotation that is not connected to any specific text. And so oftentimes page notes are used as summaries of the text, or questions you may have around the entire text, or sometimes professors use it as a place to put the instructions for annotation, in addition to also putting them in the blackboard course. Elise, open notebook. If I select the person icon here in the upper right, and then I open notebook, I'm going to get all of the annotations across the entire course. So that would give me all annotations across all documents in the entire course. I could choose just myself, and just get my own annotations and use that for notes for writing future papers, or research articles, or whatever I might need. I think what I might do, is there any interest? You can just tell me yes in the chat. This is also how I know if you're awake or not. Tell me yes in the chat, or no in the chat. Yes, if you would like to see how to add a hypothesis-enabled reading to your course, and no if you're like, I got it, I don't want to know. Roberta says yes. Petrucha says yes, yes, yes. Whoa, okay, lots of yeses. Let me go back to my course here. You guys are awake. So before you add a hypothesis-enabled reading to your course in Blackboard Learn, it has to be installed. So to get it installed, you need to talk to our education team and probably to your LMS admin. Many of you here may already have it installed. I'm going to show you the most common way it's installed in Blackboard Learn. I know that we have a few schools that may be here, or representatives from schools here, that have installed it slightly differently. So I'll show you the most common way. If yours does not follow this sequence, then talk to us. I'll help you figure it out. And in my course, I have to be in the content side. Go to the content side of my course. Then I select build content. And in an ideal scenario, it's already installed, and hypothesis shows up here on this list under build content. Some schools may have installed it such that it's titled something different. I worked with the school recently where they titled it social annotation. I worked with another school where they titled it like the name of the school, and then just H. Kind of scan there, see if there looks, if something there looks like it might be a hypothesis. So I'm going to choose hypothesis. I'm going to give this name because I'm an awesome instructor. I'm going to put very detailed instructions here. So some of those instructions might look like, find two connections to previous texts we've read, and annotate those, respond to two of your peers. This is a really important piece. Usually I have my drawer on Zoom, and I think it's been turned off on this webinar. So I'm just going to do this with my mouse. Pay attention. Ready? Do not attach anything. Where it says attachments? Do not attach. Do not attach anything. Hopefully everyone got that. Don't attach. I'm going to decide that yes I want to grade this. I'm going to give it 10 points, and then I'm going to hit submit. Usually it'll show up at the bottom of your course. Here it is. Now is the point where I'm going to attach my reading. So I'm going to go ahead and launch it, and you will see the various options of types of readings I can use with hypothesis. Publicly available website. That is one that is not behind a username, password, or paywall. New York Times doesn't work because it's behind a paywall. You can save it as a PDF and use it that way. Good question, Shima, and I'll answer that in one second. You can choose a PDF that lives in your Blackboard content collection. You can choose a PDF from Google Drive or OneDrive, and coming soon, not yet available, but coming soon, you can select a book from VitalSource. For if you have a document that lives on your computer at Shima, you can use Google Drive or OneDrive, and then you would choose the upload option. It'll upload to Google Drive or OneDrive, and then you can choose the document. I'm going to choose a PDF from Blackboard because I added some PDFs last night, or I thought I did. Okay, I failed to add. I'm going to do this microbiology chapter because that seems fun. I'm going to choose my document, hit select. This is where I'm going to choose if it's a group assignment. I don't have any group sets created already, so I'm not going to choose group assignment, and then I'll hit continue, and there it is. It's ready for your students, and it's ready for you to go. I'm going to go back and stop again and see if there are any questions. I look at Shima's question. Amar had asked if installation with hypothesis and Blackboard costs money for the school, and so I answered that in the chat. We just data rate, yeah, that hypothesis sustains itself by having institutions pay for a hypothesis used when it's integrated with Blackboard and other LMSs. That's how we provide support and pay people, great people like Aaron to do their work. Did you see Shima's question, or did you already address it? Yeah, and raised. Did you see that one, Nate? I did not. Yes, I do see a hand raised. That's Kay Adkins. Kay, do you want to, the hand disappeared. Kay, did you want to say something? Just in the interest of time, Frank, I'm not going to go over it again today, but there is that article within the slide deck that walks you through how to do all of that too. So thanks for noting that, I appreciate it too. And then Jessica, yes, you can use the same reading across courses, but students will only see annotations from other students within their own course. Or group. Or small group, if you've used it with small groups. So I know that was a lot of information. Oh, Skye said 10 points. Where for faculty to grade? Oh, okay. I'm going to actually back up just a bit because Skye asked about the specific one. So Skye said, where do you grade? And then, will it be in the Blackboard Grade Center? Yeah. So if I'm a professor for the course at the top of the documents, there's going to be a grading bar. Now there are no students in this course, so there's no one to grade. But if there were students, I could select one of the students from the dropdown menu. Just their annotations would come up, and I could enter their grade in this box here in the upper right. And then feed the Blackboard Grade Center. You don't have to create a separate item in the grade book. It's already there. Elise, you and me both. I don't know if I quite understand what you're trying to say. Hypothesis annotate Frankenstein. Hypothesis annotate a secondary source. Oh, I can see what you're saying. So the difficulty is you have to link to another assignment within Blackboard, and you could, in theory, put the link to that assignment within the annotations for one of the documents, as long as the student was logged into Blackboard, I think. We can talk further about that. That's a bit of a nuanced one. So should you use Hypothesis in your courses, which is all going to do, then you get to join over 400 Hypothesis partners across the world. We actually, I think we have some partners in Armenia now, in Ireland, South Africa, and in all of the different states. If you can read all of these logos, then your eyesight is significantly better than mine and more power to you. As you're walking through using Hypothesis or thinking about using Hypothesis or installing Hypothesis in Blackboard, please reach out to our support team. I think that I speak for our entire company when I say they are fantastic, and we're incredibly proud of our support team. So feel free to reach out. They will get back to you quickly. I sometimes feel like they work 24 hours a day. They don't really. But it sometimes seems like it, and they will even hop on a Zoom call with you to screen share and make sure everything is fixed or corrected or works as intended. If you are one of our partners, you get access to our success team calendars, and you can work with us one-on-one as needed. We also offer webinars or workshops specific to schools. We do content-specific workshops or discipline-specific workshops. We also have a variety of advanced workshops on things like using images and videos in annotations. And we have a regular show called Liquid Margins on using social annotation across disciplines or across contexts. If you take a look at the slide deck, here are some of the recent shows that we have done. Feel free to check some of these out for inspiration or ideas on using social annotation in your own courses. And if you don't have Hypothesis at your school, then feel free to reach out to our education team, educationadhypothes.is. If you do have Hypothesis at your school, you can reach out to our success team, successadhypothes.is. And I'm going to stick around for questions, and Nate, if you have anything you want to add, or Franny, or Daniel, we will stick around. You've done such a good job addressing people's questions right as they come up. Erin, I'm not sure that anything lingers. I agree. Erin, you're pretty amazing. I've never seen you in action before. That's amazing. Well, thanks. Daniel is asking about adding extra credits. This might be a question Daniel might be able to help with, is once it's in the grade book, you can likely then categorize it correctly. So you could categorize it as under, like, say, extra credit or under participation or whatever that looks like in your own grade book. That is my guess. Daniel, if I miss speaking, then let me know. No, I think, I think you're right, Erin. That's my guess too. I'm not entirely certain, but I think that's how it goes today. So you would create it first and then categorize it in the grade book later. That's, I think. So Roberto, I just want to say this. I was actually a Spanish undergrad and I tell this story a lot that Spanish is my second language and had I had something like hypothesis, I mean, this was decades ago, so we didn't have, like, Blackboard then, but had I had something like hypothesis, I would have been a much better student because I was, you know, I had to read all these novels in Spanish and this is my second language, and I felt so lost all of the time. And then to be in classes with these native speakers, I didn't want to come to class and then say, I'm so lost, I don't understand. And so I just sat in the corner and listened to them speak during discussions and had a really hard time getting involved. And then we can talk in Spanish. Sandra has a question, but I'm not sure. And maybe Sandra, you can clarify. You're asking about links. I just want to provide you with what you need. She's asking about how to get information or links. Which links would you like, Sandra? And we can unmute you too, if you'd like. Yeah. One thing Sandra is, you know, the many, almost anything in red in the slides is a link as Aaron showed by clicking on something. And so if you grab the, if you grab the slides there, if you can follow that link even on your phone. Or we could email it to you later, you will actually, actually you will get an email with when the, automatically when the recording of this is completed. And it will also include a link to the slide. So Sandra, you don't even have to worry. It will come to your email inbox. Sorry, it took me a minute to remember that we're going to do that. Of course we will. Of course we will. Actually, there is some really exciting news now in Mexico. And we're hoping to have a liquid margins episode. Roberto, this might be of interest to you. All in Spanish with some of the educators down there who are doing really interesting things. So stay tuned for information about that. And if anyone wants to make sure that they're, they get information about like future liquid margins episodes. You can subscribe to get emails from hypothesis because I know everybody wants more email, right? You can't have too much email. I'll put a link in actually it's at the bottom of every webpage we have, but you can also subscribe from our directly from our contact us page. There's a link to that. Julio, I would say absolutely. Yes. So Julio asked if we can provide the presentation to other instructors. I would say yes. Really, I really want to thank you, Aaron for a really, I learned a lot actually during this. First of all, I learned what a great presenter you are. Oh my gosh. You're so good. Thanks. I do it all day. Practice makes perfect, right? And also thanks to Daniel for Blackboards collaboration and getting this set up. We really appreciate that. Did you want to say anything in farewell, Daniel? We're not letting you talk. Nothing in particular. I just wanted to thank you again for inviting me, Aaron, such a great presenter saying to go to Jeremy. I appreciate everyone. And such great questions I saw as well, like on the ins and outs of the app, there's anything else that I can help with in terms of how the functionality looks like on Blackboard. I'm happy to get those questions as well and get answers for those and get them addressed internally with our team as well. So I think that's, that's about it on my end. Thank you so much, Daniel. I really appreciate it.