I'm Jeremy Dean from Hypothesis and welcome to this OLC workshop mark up the margin annotate ed workshop As part of the OLC conference. I think we're kicking it off I think my lot of their events are next week and you should check out the programming It's a great organization I think all the more important in this moment when more folks are delivering their teaching remotely to look at the kind of programming that OLC has to To help you and help others and your colleagues work through this challenging moment in in higher ed chat freely in the chat We've already started doing that same where folks are from that's great And then use the q&a to respond to the panelists or hosts. So that's a more formal You need something addressed rather than You know really two kinds of marginalia if you think about it, right? There's the the formal marginalia like I need to mark this passage to come back and ask a colleague or Or an instructor that's the q&a and then the informal marginalia where you're just kind of put in exclamation marks next to some crazy Passage in a book that you read. That's the chat The annotate ed community is a community of educators researchers and technologists and organizations across the world that engage deeply with collaborative annotation as a transformative practice in teaching and learning Hypothesis towards this community We have libraries and schools from all over the country all over the world and all all levels of education instructors that are interested in this technology instructional technologists and all collaborating on The building of this technology Conversations around its implementation and pedagogical strategies for collaborative annotation technology And this this event is sort of cosponsored by our annotate ed communities You may see your institution represented there So today we actually have two workshop events. The first one that you're attending right now is Is right now session a part of the markup the margin And we have several instructors and practitioners joining us to talk about their use of annotation And then at the end or towards the second half of the presentation We'll be reading and annotating together synchronously Um The historical amnesia of ed tech by olc innovate 2020 keynoter martin weller So we'll we'll be doing some hands-on work after you listen to us talk at you for just a bit about What this is all about. So i'm jeremy dean from hypothesis. I'm the vice president of education at hypothesis And a lifelong annotator And so i want to talk a little bit about the background of annotation Some of you guys may be new to this technology at least in the format that we'll be talking about it today Um, but of course, it's it's not a new technology. I think that's one thing I always like to say at the beginning of a presentation that annotation has been around for a very very long time um I annotated in middle school. I can still remember the copy of black boy by richard right and I can even see my sort of seventh grade handwriting in that text A book that I came back to many times again, uh in high school and In college and then actually eventually it was part of my dissertation When I got a phd in english So books that I've gone through many many times and written in the margins as part of my both Scholastic student practice, but also academic scholarly practice. I think it's important to say we're not talking about something New here in some ways. So rest assured those of you guys that are Anxious in this new world of more and more remote online delivery We're talking about something that's been around for a while I used to hand out this poem when I taught english at the college and high school level. Uh, it's by billy collins It's an ode to annotation called marginalia And now on the first day of class every semester, I would I would hand it out along with the syllabus We have all seized the white perimeter as our own and reached for a pen If only to show we did not just lays in an armchair turning pages We pressed the thought into the wayside planted an impression along the verge I recommend this poem highly. It's really wonderful ode to to annotation, but it also gets at why I thought this You know tool this practice of annotation was so important for my students It's active learning right again. This is something that you probably recognize as a sort of buzzword in In learning conversations learning circles Annotation is one of those sort of basic forms of being an active Learner and I wanted to have my students do that because I thought that it would be a critical piece of How they built their success in my courses And again, that's nothing new. It's been around since I always tell my students never to start a paper this way Right, but like annotation has been around since the beginning of time, right? But in some sense, maybe not since the beginning of time, although you I suppose you could say cave drawings are like a sort of kind of annotation But certainly since the beginning the advent of the book People have been writing in the margins sharing their thoughts using it to better comprehend what they're what they're looking at And as we move online And we start to deliver content more and more online digital delivery of Course readings we lose this technology, right? So we actually lose what is a tried and true Learning practice when we deliver our texts online those pdfs don't have a margin, right? A lot of epubs don't have a place to to write in the margin And so part of what we're talking about today is how does that? You know ancient technology of annotation move online into the into digital and networked Spaces and the good news is that we can annotate online And I think the better news is that there are a number of affordances that those new learning environments Give us that can be part of annotation on the web annotation sort of 2.0 And so I like to use a quote from Jennifer Howard in the Chronicle of Higher Education to think about What does it mean when that age old practice of annotation writing with a pen or and the margins are highlighting with a highlighter? What does it mean when it moves online? And I think this is especially heartening in this moment. Uh, this, you know, covid moment of more remote delivery Online a book and really any text, right an article a poem Even a handout or your own syllabus online a book Can be a gathering place a shared space where readers record their reactions and conversations I always love this quote before You know last march But I have come back to it Since covid to because I you know for many of us we've lost the kind of central Space that we use to teach right? I know maybe you probably teach maybe exclusively online or quite custom to teaching online Some a lot of folks obviously are are new to that these days And I think it's important to think about space Spaces we've lost And also spaces that can that we've gained as a result or that we can try to approximate the the physical Classrooms that we are not We're certainly we didn't use this spring and and maybe used in limited amounts in the fall So this is a vision of hypothesis or this is a vision rather of annotation Today as it exists in digital networked environments, right any website article ebook document or piece of multimedia Can have multiple layers of annotation It can have that traditional layer of marginal notes private notes that one would take highlights and notes that one would take as they as they read to help comprehend and kind of Put a stake in in in their in their readings to come back to But there is also the possibility for example of a public channel of annotation a shared space where Commentators from all across the world could come together and read on a text Which is something that we'll be doing today as part of this Workshop we'll all be annotating publicly on a document And you'll experience that public layer and then of course there can be any number of Private layers circumscribed reading and annotating groups Where you might be with colleagues You might just be with You know informal a reading group to share share notes And then also of course classroom private groups where you're sharing the margin. It is a shared space It is social, but it's circumscribed to a particular community I want to just highlight three ways that I've found annotation to be powerful Online and one of them is is is true also for analog annotation, right this idea that annotation Makes reading active, but I will just highlight one thing which is I think that Reading being active through annotation is is not something new Um, but I think what is new about it is how we can be active At least myself. I was I'm not a good artist. So I wasn't able to draw In the margins, uh, for example in my books I really just had the blunt edge of a pencil and you know my scroll to to mark my way through a text But one of the things that's really powerful about annotation online and digital, you know, uh, networked environments is the ability to To be active in new ways um And this this screenshot actually captures that, um, this was an exercise by professor at At at a San Francisco state Who had students annotate a poem with images, right? Just images find an image and attach it to a piece of the text make a connection between a piece of this poem And some image that you discover and the really neat thing was the students I'm not I can't scroll through it because it's just a screenshot, but the students grabbed images or created images Of all different sorts. Um, and it was a great exercise. I think in visual argumentation or visual rhetoric. So Annotation makes reading active, but as we take annotation online, it can be active in new ways, right? video audio combinations of all types of media as part of how students are comprehending engaging and analyzing text This next one I think is Kind of new when I handed out that Billy Collins poem and told my students to annotate it was always sort of aspirational And I would then grade them on a paper, right? I'd grade them on a paper that sort of expected that they'd annotated that they had some clue about what an a good annotation looked like Or successful annotation looked like and then that they had, you know, harvested those annotations or added to those annotations in class discussion and then harvested those annotations and then You know for the paper But I was grading them on a final product that I could see the paper But there was this whole process that was largely invisible to me The reading process the reading comprehending and analyzing process that isn't really visible in any kind of substantial way when you do a Reading quiz or something like that, right? You just have a sense of whether somebody has got a summary of it Um of what they were supposed to read which I learned very quickly people can get from spark notes quite easily without having Actually done the reading But this idea that hypothesis makes or that annotation makes reading visible I think is incredibly powerful because it allows us to now See how our students are engaging with text see how they're engaging with each other around The text and engage with them at that at that critical moment of of discovery and processing Of course material And then finally annotation makes reading social And this is incredibly powerful That and I've heard this again and again both from students and instructors and especially in this covid moment that They're they're finding community Um through annotation. They're finding connection Through annotation. Yes, it's in the margin of a course reading. Yes It sort of is focused around comprehension and analysis of course readings But just the idea of being able to connect in that way socializing in that way Is almost as powerful as the as the close reading aspect And this is just a great quote from a actually one of robin dorosa's Students way back when we didn't even have private groups when robin did her open anthology of early american literature So all her students were annotating publicly And this student was annotating publicly. I remember watching them annotate at the time And this student actually wrote a blog after her experience in robin's course where she wrote hypothesis is my literary facebook When i'm reading I sometimes wonder does anyone actually understand this in my crazy with this brilliant tool? I know i'm not alone. I just love that idea of not being alone Um for for college students as they're grappling with difficult text I mean even in a normal context. I remember that can be a very lonely experience like what is this stuff, right? It's not like what I read in high school And but even more so now right when there's a number of other factors that are making us feel Alone and disconnected and maybe more having a more difficult time Connecting to our to our to the work we need to do continue to do as part of education All right, I'm just going to highlight five top level sort of ideas about annotation and then turn it over to our experts here I've already sort of said this before but you know again and again teachers will tell me that it's it's not about annotation It's about communion. I think that's all the more true now So so do think about that and do you know uh Think about the leveraging the social aspects of annotation as part of your course not just for reading but In other ways as well Shout out to remy kahlir who looks like he's uh on the on the on the call here One great way to start uh Annotation in a course is to annotate your syllabus or really any of the ancillary materials from a course To again, this is something else we often do in class, right? Read the syllabus or walk through the syllabus on day one. Um as we're starting to deliver more things More content online more teaching online Great to put your handouts in a format that can be annotated to help students clarify And begin thinking about assignments or begin thinking about a course And as remy writes, um, and maybe remy could drop a link in the in the chat here It's also a powerful way to kind of open up your course to the co-design of your of your students, right? To de-center yourself as the kind of authority and make yourself a little vulnerable and allow for the influence of of your students and their own expertise and their own ideas about about the course You might learn something yourself I am I just want to emphasize that I am always surprised by how teachers use hypothesis And how teachers use collaborative annotation as a tool. There's really no one Way to do it. My background is in English So I have sort of very specific kind of close reading ideas But it's used across the disciplines and across skill levels in all kinds of different ways and every time I talk with a group of educators I learn a new way that annotation is being used by uh by them and their students Um, and so I think just turning this tool on You will discover really amazing things happening, uh in the margins One way to use annotation is just to Guide students through a text. Um, this we see often at lower levels of education as students are kind of newer to the process of reading and annotating Teachers might gloss a text for students or insert prompts For students as they read Or insert certain guideposts to help students through a text again It's a great way to be present in your students reading and that sort of one of the fundamental part of education To be there right and especially the time when When we're our presence is uh It's it's tough to reconstitute in online environments I do think the sort of main use case for hypothesis or for annotation is sort of seminar type discussion online Asynchronous discussion where everybody's grounded in the text But engaging with each other for me that was always the ideal I know that's not for every discipline and every every level But the idea of everybody sitting around in a circle with their books open and their fingers on a page and talking about a passage was Really the the reason I loved teaching And I think this is for my money one of the best ways to to reconstitute that experience online And then finally any object any artifact of of your teaching On your students learning Can be annotated right doesn't have to be A shakespeare play It doesn't have to be a published article can be your syllabus. It could be your Lecture notes. It could be a slide deck for your lecture And so especially as we again lose some of those physical spaces and physical activities that we're accustomed to in teaching When we move our our teaching and learning online You know there this is a way to kind of shore up the gaps if you will All right now for the main event and we have Four practitioners today joining us from all different corners of the earth to talk about How they use have used annotation or how they have seen annotation used in their schools and in their classrooms So without further ado, i'm going to turn it over to the group rebecca frost davis from st edwards the person that's probably Closest to me in physical geography because since i'm also in austin texas Can can kick it off and then we'll go from there Good to see you this morning jeremy and everybody and a shout out to my other colleagues at st edwards So there are some other people in austin. I know who are here this morning st edwards is a private catholic liberal arts university Founded by the congregation of the holy cross We have primarily face-to-face undergraduate programs. Well until recently face-to-face And we also have some Blended and fully online graduate programs. I've been a longtime user and advocate for social annotation Primarily because I love the way it services students reading practices So making visible how they're reading the text and i've also been a advocate for hypothesis because I love it as an open Educational process. I love the mission of annotate the web But here at st edwards. I've had a hard time getting people to use hypothesis the tool on the open web And one of the barriers has been it's just an extra step to get your students to log in to Hypothesis as a separate account. So setting up a separate account and then going out and finding something online Um, it's just one more step and you may not have time to do that in your class So I was excited when jeremy got in touch with me and said hey, we have a canvas plugin now And we started piloting the canvas plugin this year and I was actually one of the first people to pilot it We have a small group of early adopters who are trying it out. I know some of them are here this morning So shout out lisa hollerin is one of the people I saw um who's also been using it in her class so We got the canvas plugin. I also for the first time taught a class for our new doctoral program and higher education and leadership teaching a class on Introduction to digital learning environments. So I thought it'll be great. We'll try hypothesis out as an example of a digital learning environment And we started in January For the assignment that I did I forked an assignment created by karen acre at hunter college and shared by jeremy on the hypothesis website for doing scholarly article annotation And one thing I know about doing annotation for me I I find it's much better to give students very specific directions on how I want them to approach the annotation assignment instead of just saying Go annotate this text So the directions that I actually came up with are because we were reading some scholarly articles that had a good bit of theory in them And I wanted to see if they could understand the theory by seeing if they could apply it. So I asked them to Is there anything you're reading annotate it if you make some connection to it? If you can see how it applies in your own experience. So sort of connecting theory to practice I also asked them to do the thing of if there's something you read you don't understand Try to figure out what it is go find resources online link them back into the text So that you can better understand it and then finally I wanted them to reply to somebody else So I give them those specific directions And they said I did it in my class that started in january as one of the first people So we did discover a few pitfalls one thing we learned is you can't copy hypothesis assignments So for our grad programs, we build our courses in a development course and copy them into the production course that didn't work But once we figured that out After having all of my students not be able to get into the reading there was this way annotating Um, it actually worked great. Um I was just blown away and it was great to see them engaging actively with the text One of the um unexpected outcomes. I saw is it was the first week of class This is one of their early assignments And I actually felt like I got to my know my students better By asking them how they personally connected to the text we were reading Then by the getting to know your discussion we had done earlier And this is a class that was fully online. And so seeing all the different perspectives they brought to the text was really fantastic um Another unexpected or maybe sort of expected outcome is that I had one of my students say, you know I've always hated reading digitally, but I love this I had no idea that you could annotate the text you could write in the margins You could highlight and I think that was what Jeremy was speaking to They have these habits that they used to imprint reading and they haven't been able to figure out how to do that digitally So that was also a big takeaway um And that aspect of digital reading has been very important for us because we've been trying to build capacity and digital reading at St. Edward's for a number of reasons For one, we've been trying to advocate for open educational resources so that students can we can reduce textbook costs for our students We also were and are launching a number of undergraduate general education courses online this summer But we knew if we were doing online courses for undergrads that we needed to help them be able to read digitally And also 95 of our library collections are digital So digital reading is something that our students have to do But there are also barriers for our students when they're reading digitally Normally if they're used to reading social media or news sites online They tend to get distracted by our while they're reading in fact all of us when we're reading digitally We are conditioned to skim through text to link out to follow trails And not stay focused and engaged in a text and what we know is that if we can actively get our students engaged they can help focus their attention on the text And social annotation is one of the things that can help them do that. So I was happy to have that confirmed in my own class Now we're taking a much bigger leap from Austin, Texas All the way to Armenia and Aliza will share some of her experiences Hello, we are can you guys hear me? Yep. Good morning, everybody. It's night here. It's Friday nights And I can't have a better time spending it with you all of you annotators in the united states and across the world I'm sending a little postcard from the back my background here I'm sitting in a what we call it the university here in Armenia the red hole It is in our building and it used to be actually the Place where the central committee of the Armenian Communist Party used to meet So it's a little bit of a postcard from far away and from back in time So I just wanted to give it this flair Um, we have been using at the American University of Armenia Hypothesis in the last Semester as a pilot part of the pilot project of hypothesis, but I have personally been using it for two Semesters since the fall and I have really liked it. I really liked also how my students reacted to it I have a lot to add to what Rebecca had already noted because My students have reacted to this type of digital reading in a very similar way But let me really quickly recount a little bit of the differences, especially based on how we have 93 94 of our students are Speakers of English as a foreign language or as a second language. So that makes a little bit of a difference and also through my experience of trying to help faculty Integrate hypothesis into their classes. I can talk to you about Some suggestions or give you some suggestions of what you need to maybe consider When you decide to use hypothesis if you haven't done so yet I have been using I we have the LMS app, which is the tool in Moodle And that again just like Rebecca explained does not require that each student's individual each student individually has to have an account so everybody goes into their Moodle page and then They get their identity under the hypothesis app and they get to use any text them Just like Rebecca, we have loved the digitalized text because in Armenia A lot of our students come from a social cultural. I'm sorry, probably social political Economic background that does not allow them to buy To afford to buy textbooks. So we do everything possible to Create To work with our library We have fantastic librarians who are really helpful in digitizing and helping us Legally use a lot of the text in digital environment. So our students if they like it or not, they work a lot to digital texts and I think that hypothesis has introduced an interesting social element to the reading that That has helped them also throughout the pandemic one of this in one of the surveys Not in one actually in most of the most of the comments that I've heard by my students On hypothesis is that it has kept them Close as a community community of learners throughout these days. So And similarly to again, I will refer to what Rebecca said. They are they are present yet Even even if far away they're in this type of social media So Jeremy described one of the comments on hypothesis where they can relate to the Personal but also do some work and I love that part and I think that they appreciate it too I have tried to using hypothesis in several different levels of classes And that's what I wanted to point to that because I found out that my freshmen and my sophomore are much more flexible I'm much more willing to learn how to use this type of social reading Compared to the senior class and also I had a Graduate class that was completely react and reluctant. Of course, they were A little bit older a little bit more mature and they were already used to reading on paper And we're not as excited about this social media of reading When you get your students going they really and when you Create specific assignments as Rebecca was pointing to Her method of doing that they really get going. So for example in my American literature class from last semester I would have an average between 500 and 700 annotations for reading So sometimes Before class, I would not have the time to go through all of them and not all of them necessarily are very thoughtful Which also makes it fun for students because they don't always want to answer to your very specific questions and I give them the Option to also be a little bit more goofy. Of course, there are certain there are certain limitations that I set ahead of time One other benefit for again Speakers of English as a foreign language is that sometimes we read texts like let's say old English middle English or We had particularly great fun reading Louis Carroll's no sense verses and students created this amazing list of vocabulary that They truly Enjoyed and interacted with each other and what what would that mean? And it was a lot of fun But but for them and for me and as Jeremy said, this is also a great space where we as instructors can learn from our students and it's more of a, you know Standing a little bit so to the back where you see This students get so excited about learning on their own and about helping each other understand language Delft deep into some more serious and philosophical questions Regarding the Regarding the considerations that I think people need to Regarding the suggestions that I have and how to integrate that into your classes You need to decide if this have this app or this new functionality of reading Really is going to help you meet the learning outcomes of your class And I'm saying that because I've talked to a lot of faculty who Don't seem necessarily a value to using hypothesis in their classes and I can I can understand that perhaps it works much better in a Humanities class in the literature class and it works in a math class Although I saw somebody in the chat said that it supports latex. Okay Your math people are probably very happy about that and I don't know to what extent you can use it but Is in the way in which I for example is in my literature class some can so This is really important and then once you set up the Expectations, I usually sit down with my students and we design a rubric that we use to grade their annotations and of course that's in case You use annotations as a graded assignment and I do encourage you to do that because It's hard to It's hard to engage student. It's hard to make students do it If they know that they're not graded I went to I went that part that this semester I had in one of my classes It was 40 of their final grade annotations. They took it very seriously and that resulted in Much more prepared students who come to class students who have already discussed the reading amongst themselves Students will have looked up whatever they didn't know and then That created a great classroom environment both in a face-to-face Context when we were meeting still in face-to-face and in an online context So that's a game something to consider How are you going to make them do it and maybe sitting with them and creating an evaluation rubric which also connects your learning outcomes is a great idea And last but not least it's really important to know that this is There's not just one way to use hypothesis There's so many different assignments and activities that you can create you can have them You can have your students working group in case you have big classes you can have them Answer specific questions you can use all the functionalities on The app And the team of hypothesis is very responsive and they always work on some new functionality that they add But for example, I have loved using the tax system Or I make my students go and search through the text for specific language and we do discussions on that So there's there's a lot to be discussed with regard to the Different activities and I know that Jeremy is creating a bank of Such assignments and I I can't wait to talk to all of you who have tried using hypothesis and have something to teach me and Talk about that different ways in which you can use. Thank you Thank you so much Alitza Yes, and so just in terms of hypothesis support and responsiveness I'm seeing that support and responsiveness in the Q&A or in the chat here from my colleague Michael. So shout out to Michael who is our Support engineer who's also on the call And so we're we have geographic diversity in terms of our media We also have sort of institutional diversity in the sense that we started with a small level arts college in Austin and we went to an American University in Armenia and now we're going to The Ohio State University have to have the V there one of the biggest state universities in the country And Charles Logan will share his experiences there Thanks Jeremy. Thanks everybody for joining today. Um, I am the educational technologist in the College of Education and Human Ecology at the Ohio State University um, and For the most part my students are actually faculty and fellow colleagues. My background is as a high school English teacher So annotation and literature are near and dear to my heart, but in terms of what my classroom looks like since joining the world of higher ed sort of two years ago at this point Um, it really comes down to different professional development on going learning opportunities that I organize and facilitate for faculty and staff and so I tried to think about how I can incorporate Online annotation into those experiences and just wanted to share two recent experiences The first is as a book group. Um, so Currently facilitating a book group on online learning from the student perspective and offering The ability to annotate the text as one way to engage with both the text but also with your fellow book group members and That was actually through a partnership that my university has with johns hopkins and the What's the name of that program Jeremy? An education school At the press there Yes muse. Yeah. Yeah. Yeah. Um, so I was able to take the through our library and host those those pds for folks to to um To annotate and then nice thing about that experience or one of the nice things has been that The the asynchronous conversation that's happening In the margin then can drive the synchronous discussions that we hold over zoom And so I have a sense going into our You know our synchronous sessions where people are interested in talking about within the text I can actually pull different quotes or different annotations and refers to specific moments within the text And then that can I think create a little bit more of a focused conversation I can also Use those annotations to help me get a better understanding of different conversations that might happen For example in a twitter slow chat. So I also use twitter slow chats as another asynchronous way to Engage with different ideas and people and so You can certainly have a record of the conversation that was happening Within the margins of a text and then continue that conversation in a different format That also might open up the conversation To the world beyond just the sort of closed off Book group because we are running it through canvas So that's one way to do it Another is just through workshops that I've led Most recently with our teacher education program managers and so invited to join the retreat for two hours and Did some actually synchronous annotating which we're going to do shortly here But there was a big sort of concern about well, how do we create community in an online course? So Rather than just sort of talk about it with one another which we did do But we were able to read articles that I had found About how do you create community online? And so sort of live that experience. I also think it's important for faculty and staff We're going to ask their students to annotate to actually have the experience from a student perspective And so I think that was also important for me is when i'm organizing these experiences to think about well What is it like for someone who may be assigning a reading via hypothesis in Canvas or another lms or on the web to actually experience our most student perspective so that experience Annotating the article about community then led into discussion both about the articles But also write sort of that meta level discussion of all right. Well. Well, we did just build a community within our within ourselves so Those were two experiences that just recently I wanted to to share. Thanks deb is here My colleague who is part of that that training And so yeah, I think there are also ways that you think about Using a hypothesis with one another as as colleagues and not just with students as well Thanks, Charles Now we're moving to to new york state and going again to from a big institution to a smaller one And christine has been using hypothesis Several years at at colgate and they're now piloting hypothesis. I know she has a lot I've been thinking about this technology type of technology a lot and how to Is using the classroom so we'll turn it over to christine. Thank you christine Hi everybody So i'm so excited to be here to be talking about hypothesis and to share my experience at colgate Colgate is a small liberal arts residential liberal arts college upstate new york We're outside of syracuse so hi to the people here from syracuse in ithica. We're not too far away so i'm going to um talk kind of tell the story of Efforts i'm taking as an instructional designer to build the community of faculty who are using hypothesis in their courses Our colleague nat at hypothesis gave us the prompts as panelists to talk about how did hypothesis start at your school Who's using annotation and what's next so that's going to be kind of the frame for my story So hypothesis hypothesis at colgate. Um, I want to say it started on twitter with me I was I had um came across dr. Remi Killear who I believe is joining us today and He does research at the university of colorado denver on open web annotation in an educational context And remi had been tweeting about the um the annotated syllabus hashtag annotated syllabus Jeremy mentioned that earlier as a way to have your students engage with your syllabus syllabus is to annotate it So um remi was tweeting about that. I thought that was really interesting I was retweeting his tweets and a professor at colgate in geology Came across my tweets and um it really piqued her interest. So she got in touch with me We met face to face in real life took it off on twitter and worked together to design The annotated syllabus project for her course, but also other activities as well as designing assessment for Measuring learning outcomes related to the use of hypothesis. So she was really my first faculty partner Um, then you know started thinking about how can we introduce hypothesis to other faculty members and at colgate Back in normal times face-to-face workshops really weren't highly attended So my colleagues and I designed a new sort of session We called it a spotlight session where we invited just a small group of faculty members to come sit on the couch in our office And we pitched hypothesis to them. We were sort of playing devil's advocate Um, we we know the value of the educational value of hypothesis, but we were sort of playing devil's advocate around like Here's this tool hypothesis. Here's all the things that can do. What do you think of this? So from that meeting that actually launched two more faculty members who wanted to use hypothesis in their course It took them about six months to come back to me and actually want to integrate hypothesis into their courses, but um Um, but I think at colgate where face-to-face liberal arts college really face-to-face Relationship building is really key. Um to faculty adoption of technologies So the way in which we introduced hypothesis to faculty members I think was really important in piquing their interest in the tool and then working to build partnerships with them to integrate it into their courses All to say, um at colgate starting to develop a small community of practice among a few hand faculty members who are using Hypothesis and as an instructional designer, it was important that I actually bring them together so that they can share their ideas Lessons learned how they're using hypothesis what worked well or not So that has been really successful here at colgate. I want to then fast forward to spring 2020 this past semester We were piloting the hypothesis um moodle app. So again bringing new people into the conversation around hypothesis new courses We have people from history geology Spanish Biography geography arts, so we do have an interdisciplinary group of faculty who are using hypothesis So again bringing them together and share having them share their ideas has been really key um Then of course in during the transition to emergency remote online teaching, whatever you want to call it the pivot Um, I did have to offer workshops, but there was a high demand for new tools To use an online coursework. It just also so happened at colgate We um people like threw together a web page around digital tools And it just so happened that hypothesis got listed at the top of the list Like a ahead of zoom so that kind of worked out that people just are like Raising have a raised sense of awareness of hypothesis as a tool for keeping students engaged in readings So I did offer workshops in which um, I really draw on hypothesis is teacher teacher resource guide So if michael could provide a link to that that guide has been really key for my pitching hypothesis to faculty members because it has curated A curated list of example assignments As well as the websites or the web pages that were annotated as part of those example websites So it's been really helpful for me to be able to show people the assignment And here's what the web page looks like and here's the conversation that unfolded as a result of the assignment So those have been really helpful for me. That's been a really great resource to share with faculty So during the emergency pivot, I got new people who adopted hypothesis And actually ended up using it in really creative ways. I had two faculty members who ended up designing final exams using hypothesis one professor had their students Use their annotations to create a supplement to two chapters from their main textbook Which I thought was really interesting as a final assignment and another professor who used She had been using hypothesis throughout the whole semester And as her final exam she had students go back And they had to choose one other annotation from one reading for each week So it was a 12 readings 12 annotations and their final exam assignment was to respond To at least one of those annotations in a substantive way either respond to a comment If somebody added answered a question and there was a mistake fix their mistake And so the all 12 annotations was their final exam So I thought that was a really interesting use of hypothesis So again at Colgate the key has been building the communities of learn of of building a community of practice Essentially among all the faculty who are using hypothesis and creating ways as the instructional designer to Facilitating discussion among the faculty members about their interesting uses And lessons learned for its success And so I just want to say I'm right now in my workshops that I'm offering about hypothesis I'm really pitching this as a tool for community building I know one of the challenges especially at a liberal arts college where face-to-face instruction is key Is that faculty are really concerned about how do I build community among students who I've never met And among students who've never met each other So I'm just pitching hypothesis as providing yet another space online Where students can meet and connect and engage with their peers and with the instructor And I also just have to share what something that gives me faith in hypothesis as a really or what I find really compelling about hypothesis Is that um, it does provide these spaces For people to connect and I've had some interesting experiences just in my own professional development in meeting Total strangers in the margins of texts for example in the marginal syllabus project If somebody could link to that as well I first met charles the fellow panelists in the margins of a text that was part of the marginal syllabus And then I actually met charles and others At digital pedagogy lab in real life and we already had a connection because charles had made some very thoughtful Really deep annotations or replies in response to some of what I was saying So it was just really great that hypothesis charles and I already had a connection And then it was nice to meet in real life. So all of that to say I know As um an instructional designer just as a learner myself that hypothesis can really um create um Meaningful connections between people. So that's something I'm very much in pitching when I talk to faculty about hypothesis And that's it That's lovely christine. Thanks. Yeah, I think uh Annotation can be a unique tool in that way that it's not just a classroom technology that um Maybe gets disposed of after uh, you know, the quiz has happened or the plagiarism software has run It's a tool that is useful to students beyond the classroom as well as to uh Scholars and and you know intellectuals as they continue their practice that you know, it's not just classroom based So that's that's lovely. Thanks for that Without further ado, I wanted to move to the next chapter in our program today, which is um What we're calling notes from the field You'll notice that each uh each section of the program does have a little bit of a pun embedded in it So we have um with us Veronica armora monica brown ben croft and cat king And they're gonna just spend a couple minutes each talking to you about what's happening with um collaborative annotation at their their schools and um Veronica has bravely Uh been willing to go first because she's alphabetical by last name. Are you still ready for that Veronica? so, yeah, I uh When nate and germy approached me to talk about how ruckers is using hypothesis I was as usual willing to say yes, let's do this because when I learned Last year that hypothesis integrated with canvas I went finally this is my in for getting faculty to use it because we don't have to worry about creating student Accounts creating additional instructions for instructors to be able to use it. And so I immediately contacted them about Being able to integrate it with our canvas to then roll out and that's when the department I'd support at rockers of school communication and information decided to sign on for an actual pilot to see if Um, it would be something that our faculty would use and I automatically had a a handful of instructors that wanted to use it fast forward a year to January 2020 before Everything, you know went off the rails And I was talking about it with our larger instructional technology group to say like hey, this is what we're doing It seems to have some interest in here But in terms of licensing we need more people on board and we and we showed people what it was And then once coronavirus hit and we had to go online all of a sudden it was like wow There's this tool that we have available to us and our interest has really jumped Now we've gone from just having a one little department within the university piloting it But the entire university is piloting it So we have a lot more support from our it department and how it's integrated and used And we just actually had a uh workshop for our community last week. I was too busy to join But I heard we had 30 attendees which um for those of you that work in instructional design That's a phenomenal number to have show up to let you know to hear about something And so I'm pretty psyched that And hopeful that this will end up being something that we adopt full time to be used for our faculty and it's just been really nice to work with Nate and Jeremy on seeing this grow and adapt and trying to help where I can to grow it, you know As the state university that's large. We're pretty decentralized So whenever I get a chance to kind of talk about it with people it helps And I've been lucky that another instructional designer at one of our other campuses has also taken to hypothesis So much of that she presented at our Rutgers online conference a couple weeks ago about using it and talking about social annotations So what you all heard from Jeremy there? She did a version and showed how she used it her class So we're really growing our community and I'm excited to see where it goes from this So that's that's my update That's so great, Veronica And um, we are going to have some time for q and a too if you don't mind sticking around for a little bit I know that you have to go But let's get some of the other folks into the mix here if that's okay first. I will introduce our team I'm Ben Croft. I work at Boise State University, which is located in Boise, Idaho in the United States And my colleague and co-presenter today is Monica Brown. Do you want to introduce yourself Monica? Yeah, so I'm the OER coordinator for eCampus Center at our institution So I help implement free and open resources in our online courses and programs So we have had some a lot of personal experience with social annotation over the last year And the work that we're doing is feeding into a lot of projects that we're continuing on with Open education, open pedagogy, and social justice work that we're doing in instructional design So today we're really just going to talk about a project we did last fall How we approached that project with social annotation and then kind of how Some pieces of that are rolling on into future conversations So like I said, we work at eCampus Center at Boise State University We work with a wide variety of instructional designers, faculty, faculty associates, online course technologists All of which support this growth of online education at the university So naturally as we move a lot of online courses or courses online The question of how to have engaging, authentic peer-to-peer interaction is something that comes up almost every day Our team, the research and innovation team at eCampus Center has adopted a research framework that centers inclusion in everything we do related to research We need to have inclusive statements and ensure that there's no harm being done in the research process And so when we come to these conversations about authentic and engaging and dynamic conversations Inside of a classroom, the conversation often turns to the potential for online discussion boards to be under engaging or even harmful Especially if they're not frequented constantly by instructors or teaching assistants So when we think about annotation and online discussion, and we think of that with an inclusive framework We really need to start thinking about how concepts like public scholarship, surveillance, implicit bias, identity-based microaggressions can impact how students experience the online classroom differently And addressing that power differential between students is especially important when we're discussing concepts related to identity As is often the case with a lot of the discussion-oriented courses that we offer through eCampus So when we're thinking about social annotation, it's a little bit of a different story than when we're thinking of discussion forums Because instead of a student sitting and writing maybe a paragraph or two about their reflections on a reading, they're actually in line with material writing and commenting And that's what gives social annotation its power and flexibility to be adaptive to whatever type of situation the faculty wants to provide for their students That said, it can also get a little unwieldy if faculty aren't prepared for supporting students with ensuring that the environment remains inclusive and free from hostility or discrimination And so as Monica and I were helping a faculty scaffold a research project around social annotation, we coded a list of practices that we thought were particularly helpful with ensuring that social annotation remains inclusive And that if harm does occur in a classroom, particularly for historically marginalized students, that we will have a support system in place So some of these practices include things like monitoring social annotation frequently The time from a harm-based incident to an instructor's response is critical to ensuring that the student who was harmed in that process has support Offering consistent opportunities for students to reflect on their experience of social annotation assignments throughout the course Maybe providing a way for students to name or report any type of discrimination or harm happening in the online environment We need to start planning for when and not if discriminatory or hostile posts come up in the discussion, in the discussions of social annotation And faculty should have a plan in place for what happens So instead of scrambling to figure out what to do if something does arise, the faculty will be prepared already And then one of the biggest practices we suggest to faculty is planning for contact with the student institutional resources at your college, university, your school Diversity offices, offices of teaching and learning, student support centers, these resources can help tailor what you're doing with a social annotation assignment And if you need any help developing inclusive strategies for doing so, they can be a great resource So with an inclusive centered approach to social annotation, we think that it can offer a lot of really cool ways to engage with students, especially as we're moving a lot of courses online due to COVID-19 And this conversation is really just getting started. So Monica and I hope that we can continue that conversation that you're all willing to help us and with that I'll turn it back over to Monica Yeah, thanks Ben. So you did a great job outlining kind of our underlying approach to how we implement tools at eCampus. We're trying to be very intentional and not choosing tools for tool's sake and we found that hypothesis really aligned well with our values And so I want to talk about a particular use case that we used We are trying to build as many Z degrees as we can trying to infuse OER through our online courses and programs. And so in that process, I helped develop a theater history textbook last summer with the help of a faculty member We pulled materials from the public domain and put that up there. Unfortunately, when you're pulling those kind of like bare minimum texts, you don't have access to the annotations that make the text make more sense That's the kind of thing that you might see in a Norton or an anthology. And so as we launched this book part of the work of integrating this OER is making sure that there is supportive content available for students to help understand And hypothesis is kind of this great tool to add to the book while also helping students unpack and understand it. So in the in the semester that this was implemented students were able to ask questions in line and have the faculty add more context to these like historic plays that they're reading And so we had a lot of conversations about how it was staged and share clips video clips of the scenes as they've been interpreted by various modern play companies. And so all of those things kind of compounded together to make this really interactive experience and really leverage the OER. And so we find it to be a really complimentary tool for OER. It's really helpful in identifying those kind of pedagogical gaps as well. So the faculty member also wrote little introductions to each section of the book. And in those introductions. She kind of explains what's the philosophy behind why we're choosing these plays. Well oftentimes it's just based on the canon it's the way we've always done it and that prioritizes certain viewpoints and perspectives over others. And so she also seated the book with questions to have students think through why are these decisions being made and then have conversation in the actual introductions to the plays about how how these decisions are being made and how we can expand the canon to be more inclusive. So we're not just getting this really limited worldview, even though the scope of the course was still limited right with only being seven weeks and things like that. So we were really excited to see it work really well the faculty member reported finding it to be way more engaging than the discussion boards as a part of implementing it she didn't want to go entirely away from discussion boards. So what was really cool was to see the contrast between the weeks and she's like there was no there was just, it was just so obvious like the discussion boards were less engaging less interest less student writing less replies as opposed to the annotation weeks where they were just talking together in the play itself. So we just wanted to share that out we are also piloting more at our across a couple of departments this fall. Another area of interest we've seen a lot is from our graduate social work program, in part because you can annotate across the web. A lot of folks are really in that program are interested in starting to use it with the graduate students to teach them good research practices, tagging and searching and making sure that they can keep track of their research annotations. So, those are kind of the two big areas we're seeing it in our online programs. So, yeah. Oh and I'll drop a link to the we are textbook in the chat if that's helpful I saw that there might be a request for it. I was going to mention that Monica. Thank you so much. There's also some questions queuing up for you guys too. But I want to give cat a chance to also talk and then we'll kind of move into the Q&A mode and hopefully Veronica and can stay around for a few more minutes for that part. Kat, do you want to introduce yourself and share what's going on with annotation at your school. Yeah, I'd love to and let me share my screen if people don't mind. Can we slide there. Yes, we can. Perfect. So, um, I just will point out so I'm Kat King I'm an instructional technologist at Diablo Valley College and an English instructor at Las Pesitas College in California. I think it's important to note I, you know, work in the community colleges and I think that hypothesis can be a particularly valuable tool to support reading in the community colleges. You know, sort of like most K-12 schools the community colleges don't have a competitive application process and that kind of filters out students based on their, based on their abilities and so, you know, we serve everyone and that can sometimes provide some additional challenges at the community colleges then, you know, because we serve adult students and adult students vote with their feet. If a student feels unsupported they drop out they leave. So the focus at community colleges has really been about like high quality, you know, high impact teaching and student support. And so, you know, there were quite a few of us on our campuses that became interested in hypothesis.  In California we have Assembly Bill 705 that a lot of people talk about and I imagine there are similar bills in other states and countries and where, you know, we have dismantled a lot of the remedial level support English classes for students, you know, for some compelling reasons but, but also we had, you know, faculty who are like how do we now support students without these sort of remediation classes. So people wonder is it me and one of the things we're, you know, attracted to about hypothesis is it has the ability to kind of make reading visible, because it's, you know, digital and social and so we're hoping we could kind of see some answers. So the purpose of sort of the reason why we do know that, you know, reading instruction in the United States is problematic, and some of the data there is like really jarring and shows there are some pretty educational outcomes for students along, along racial lines that, but, you know, even without considering race like some of our statistics for reading proficiency or not. And so, you know, we wanted to take a look at, you know, what are some of the issues and how can we help support students who are, you know, not reading it at a high college level. Another interest in hypothesis that was, you know, personal is dyslexia runs rampant in my family tree. It's the most common learning disability that's, you know, impacting up to 20% of the population. And, you know, I often hear people talk about, well, you know, maybe students just aren't, aren't doing the reading or they're not putting forth the effort or they're not, you know, kind of engaging and, you know, it's very possible that we have many students in our classes that are trying to do the reading. But that, you know, the effort they're putting into reading is not producing the same outcomes. You know, they're not getting the same results that we do have, you know, many students with dyslexia who are going to struggle with written language and with processing, processing text. And so we were hoping hypothesis might be a way to help support students who were our, you know, emerging readers. And our pilot had many positive outcomes. We did, we use Canvas as our learning management system. And so we did integrate with the LMS, which helps onboard a lot of faculty. But what we found was, you know, that ability for instructors to go in and pre-annotate something was wonderful. It gave students, you know, reading is so isolate, it's an isolated activity. We send our students home to do it alone, alone by themselves. With hypothesis now, students as they're reading can see that comment from their instructor that, you know, helps them process a text, a difficult text. And they can even see, you know, like our students can help with that scaffolding. So our strong, you know, students who excel at reading are now modeling strong reading strategies for our struggling readers. And so that was a really powerful kind of thing people loved about hypothesis. The ability to layer in image and, you know, whether that's memes or gifts or, you know, a quick YouTube video or something from Khan Academy or even podcasts, you know, and audio as an annotation. We found really helped make students who struggle with, you know, heavy reading based learning feel supported and be able to understand concepts. And also just people, whether it was face to face instructors before the campuses shut down or in the online classrooms, instructors and students alike reported that that social annotation really led to an increased sense of community, which was, you know, really great. Because also, you know, I'm sure spring 2020 is going to live on with in all of our memories. As most of our campuses shut down due to the virus and the pandemic and so it was great that hypothesis kind of allowed us to have this tool to really process what was going on with students. Here was one of my favorite student annotations from last semester.  And so many of our instructors in our district were using zoom to kind of transition to provide that support to students online. Zoom can be wonderful. Here we are all today on zoom, which is great. But it's also prone to a lot of issues, whether that's, you know, poor connectivity or Wi Fi or audio feedback or, you know, in my case and I'm screaming kids down the hall. You know, people's job schedules change there can just be a lot of a lot of side effects of trying to keep that synchronous synchronous momentum. And so one of the things people loved and we saw this huge surge of interest in hypothesis after the campus closures is that hypothesis allowed for some asynchronous community building. And so you, you know, students could dialogue with each other. And, you know, at a time that worked for them. So, you know, I had students who would get up at 6am and annotate something before their kids woke up and other students that would annotate something at midnight after they got off their late night shift. And, you know, so students could dialogue with each other and here's just a screenshot of students replying to each other, but they're also dialoguing with the authors of texts and their instructors and, you know, making connections across texts and it just lends itself to some really authentic discussions that there were really important and valuable to have when we lost that face to face ability to connect. It also allows us to be really nimble. Monica was talking about using hypothesis with OER and we have found that that has been an invaluable tool for instructors who are using open educational resources. I myself after the shutdown kind of scratched what I was planning on doing for the rest of the semester and decided, you know, hey, we're going to look at the way the way the news coverage is really, is really different whether you're, you know, sort of left leaning news source or right leaning news source and so you know, we all wanted to be kind of glued to our phones and glued to social media to understand what was going on during the pandemic. And because hypothesis is great about, you know, layering in memes and image and audio and news clips and videos, you know, students could really become active participants and going out and finding you know, something going on in their community and bringing it back to the classroom for analysis and discussion and that became this really powerful way to kind of deal with digital literacy as students are really trying to grapple with, you know, just so much information. And so we've really loved hypothesis more and more people want to be involved all the time I ran a workshop yesterday and summer tends to be kind of a downtime for usually technology trainers and we had tons of people show up and so if you haven't used hypothesis it's definitely worth your time to check out and I'm happy to answer questions if anybody has any. Hey Kat, thank you so much. That was great. They got a lot of compliments on your slides in the chat. I don't know if you saw that, but if you want to make sure I get a mic and distribute them to everybody via email to for sure. Yeah. And hey, I know that Veronica may have to go soon because she has another meeting and maybe other people do to and we got a really great question heat up for Monica here, but I wanted to just check first to see if there was any questions for Veronica specifically in the Rutgers environment. In case she needs to pop off and go to her other meeting. I think that was on the bingo card wasn't it. I have a hard stop. Not seeing anything pop open well maybe this might be an interesting one for. Oh sorry go ahead. I just wanted to say one thing about Veronica and the Rutgers use case that thought was really powerful is just said Veronica knew about the tool and brought it to some instructors and got some great active usage in her school of communication at Rutgers and one of the neat things that happened was, you know, word spread. Others got interested. And what started off as a pilot in the Rutgers School of Communication, partially with an assist from COVID ended up as a pilot for the full Rutgers system. And so it was just very encouraging for me to see how the grassroots interest in and to digital tools can percolate up and I basically it's not a question I guess is coming but thank you Veronica for, you know, helping that happen. Well, thank you. It was really, it was really nice to work with you and helping us get set up because that the integration was like the crucial thing and all this and having that and having you help me work with my admins who had wanted nothing really to do with allowing an integration and having you kind of help me along so I could do it just for the School of Communication information was really useful. You want to give them a plug for our OLC talk next week. Ah, well that that actually was another interesting thing with this is that, you know, working with vendors for me comes naturally because I used to work in publishing, but I know a lot of my faculty are very how should we say not as friendly with the idea of vendors they actually thought my predecessor was like getting a kickback from publishers suggesting or vendors for suggesting them. And so when I knew this came up, I, I really pitches like me, you know hypothesis is a company that you can work with that this isn't just your typical vendor that shall remain nameless that's very aggressive with their techniques and calling faculty to try and get them to use their polling software. But they, you know, I got our associate dean on the phone with Jeremy because they were all skeptical about like what's this other ed tech tool that you're trying to, you know, push a faculty. I was like, no, it's really, it's not like that. And here is how I can show you because they are happy to have a phone call with you and talk about it and that really seemed to pave the way for this and that this was not your normal vendor relationship, which then has been in part leading to me, being invited to co present with me and Jeremy next year or next week about to kind of that vendor academic relationship and how they can be positive ones and not necessarily always be on the academic side feeling like you're being sold or harassed by people. And we will share out information on that on that panel to it's got a great title sympathy for the vendor. So metaphor that Jeremy came up with playing on the Rolling Stones song for better or for worse. And you'll actually the schedule for all those things are on the blog post that you originally went to to sign up for this webinar, but we can also distribute those to you again, you know, hey before you have to run off to Veronica, there's a couple of questions here that I think would be really interesting to hear from from everybody from each school that's that's part of the panel here. And maybe if you want to start Veronica if you have a couple minutes. One question is around any use that you've seen in the sciences or STEM fields and whether you've had traction there. So I support more of a professional school in the social sciences, so I don't have any experience with that. So I really couldn't. Sorry, can I pass on that one. Yeah, you can pass. And maybe that's one that, you know, Kat or Monica and Ben have something to add to. Yeah, I can jump in. I think I definitely I think are at least are people who are initially attracted to hypothesis tended to be in the humanities or English and social science instructors but we have gotten a lot of STEM folks interested, especially kind of after the shutdown as people a lot of our STEM faculty found themselves kind of lecturing to these block tiles on zoom where you're kind of wondering like are my are my students there or they not and you know they'd contact me and be like, Well, how can I get my students like how do I know if they're paying attention or how do I you know that I think face to face instructors were looking for that way to kind of connect to students and some started using hypothesis and digital annotation to try to draw students in whether that was, you know, looking a lot of times pulling in some kind of current resource so if it was looking at, you know, the way that the virus was spread or current thoughts about the vaccine and kind of connecting that to you know, biology class or you know and so you started to see some interesting ways that people were trying to I think people were leveraging hypothesis to show that their content was still relevant during a pandemic when suddenly it was hard for people to feel sometimes like their academic subject was super relevant so that was really exciting. I could jump in to say that. Ecamp is a voices state money can I really interested in looking into how other disciplines outside of typically typical disciplines to annotate their materials can leverage social annotation in their classrooms, especially online. And one of the big things that is really great with hypothesis and a lot of social annotation in general is that you can actually assign students paper research papers to read or to go find resources and then come on the resources they find on the web. And because of the way groups work students can really kind of follow each other on the web or annotate a research paper together or really dig through a lot of dense material that typically they would do outside of class and then come to class prepared for. And in that way social annotation provides kind of a new way to do instruction as far as having people collectively closely read together, especially in stem. And so, you know, a lot of preparatory courses instead could really use, you know, a guidance like a guidance facilitated activity with reading closely with research with finding resources and that really would help to that's great and I know we want to get over to the work we're going to do with my second and maybe we even would want to stretch our legs or something I don't know. But there is one other really juicy question here. That was teed up a little bit for for you guys Monica and Ben, but Kat might have something to weigh in on it too. And that's how you manage to align hypothesis with your institutional values that Boise State, because I can be this is really near and dear to my heart to because aligning tool usage with the mission of an institution seems like the very first step one would always want to take so can you talk a little bit about your experiences. Sure. So thank you for asking this question, whoever was that. I really appreciate it because we try to vet our technology carefully at the campus we don't have control over what the institution actually goes on to support, which can be tricky, because we require different tools than the rest of our institution does for in person classes. My role on our research team is dedicated to we are that means my first and foremost goal is providing no cost resources for students. And so we did not do an LMS integration. Instead we did hypothesis out in the open world, and we've loved that usage. It does add a little bit of legwork for the faculty but what I appreciate about it is that it lined with our values of meeting our students with tools they could go on to use throughout their career hypothesis is so powerful. I don't want them to lose access to that going on to the future. And so our like our graduate programs are interested in using it because we can leverage that tool across any platform anywhere. So that's kind of how it aligned. It was really important for us that it was a no cost integration of some sort, because we are is where it's at for us and we're working on building our first C degrees. So that's kind of how we aligned it. That makes a lot of sense. Kat, did you go through a process like that at Diablo Valley. Yeah, I think, you know, sort of I spoke to this a little bit earlier but because the focus I think that a lot of the community colleges is so heavy on, you know, teaching and instruction and because hypothesis is such a really valuable teaching tool that allows instructors to be kind of hands on with students and support students. That was how we were able to to really sell it and we all we also had a lot of people who on our campus who were using hypothesis like in the wild on the open web. Who were excited about it and excited about the company and their mission statement which which which made it, you know, easier to kind of get some momentum there. But I know like all of us, you know, we're all hit with a lot of ed tech all the time and I mean I just I see so much value in hypothesis that, you know, that it was in some ways just the product itself made it an easier self. That makes sense. Well, I really want to, I want to thank all you guys and Veronica in absentia for for being it was really great to hear from you guys. Thank you so much for coming and presenting today. Thanks for having us round of applause. Yay. I'm sorry that we had to move this into the webinar mode because it's much less sort of communal and interactive than I would want it to be.  Fantastic people here, many of whom I recognize many of them who I don't and I just want to thank you all for coming. It's really, really great to have this kind of attention and outpouring for this kind of work that we're doing at a time when I know you probably all attended way too many zoom meetings and are really tired of sitting in front of your screen so thank you for that. And the next section is going to be a hands on activity. We're going to be using the annotation tool hypothesis to read and discuss and annotate together work by Martin Weller one of the keynote speakers for the OLC conference the conference at this workshop is part of and Martin has joined us as a panelist. Hi Martin. Jeremy. And so the way this is going to work is that we are going to give you a link to Martin's chapter from Martin's book. You will need a free hypothesis account to join this activity you can think this is a live link right here to go and create an account. Just click here and create an account there free all you need is an email, you probably will need to confirm your account via your email. And yeah, I can post that link in here in the chat when my colleagues can but I've got it right here. So go to get started there. You can ignore the part about the Chrome extension just need to do step one. And yeah, you're going to experience the sort of collaborative knowledge building that's been described both as a classroom activity and as a professional development activity by our, our panelists. There's more information that you need here. But there's a lot of information on this slide and again you can get the deck maybe one of my colleagues can drop in the deck link again or it's actually in the upper right hand corner of the slide here. So there's really just some basic introduction to how this kind of tool works. You're going to, you can select text on any digital document on which a tool like hypothesis is activated in this case you'll be using hypothesis so when hypothesis is activated, which we're going to do for you using magic. Then you can select text and annotate and say something smart. You can also reply to another annotator and say something smart and also gracious in response to somebody else's ideas. Or you can of course get into a little bit of disagreement I love your description Christine of Charles and you you know having a conversation using the tool. The reply feature really is the key to discussion right into collaboration. And we'll be annotating as part of the public layer on this document but we could also you'll see great private groups to do that. And without further ado this slide links to Martin's work. I'll go ahead and grab the link. It is a magical link that if you follow it will automatically activate hypothesis for you through a proxy server. So it is a link that goes to version of Martin's work that has hypothesis already on top of it. Did I drop that link in there correctly up it's back up there. You can also activate hypothesis in a browser extension inside the LMS you don't need any of these things it's something that's activated through the tool through the application in the browser. In the in the LMS but for now, anybody on this slide can just click on this link or click on the link in the chat. And it's going to open up a PDF of Martin's chapter. And we can already see that there are 11 annotations here right. I'm on top of PDF open it up cog dog has been here. Nate's been here W teach. So we have some existing annotations that we can engage with. Some of it some Kurt. Curtis has used a video you can that's extra points if you can use a video or an image but I'm going to stop talking and just let folks start to engage here and I'll pay attention to the chat is when my colleagues to help people get into this document. But this is a collaborative annotation exercise so I challenge you to get up and running with a hypothesis account. Join us here on the first chapter from 25 years of ed tech. And then start annotating. I'll just show you quickly what that looks like a select text highlighting would be private annotation can be public or private. It's a very flexible bubble here lots of different things can happen in here you can add images or text links to other documents. Can use tags. But for now you know I just encourage you to read Martin's work to engage in Martin's work he's going to be giving the keynote next week. And maybe two weeks we can have from now as part of the OLC conference and this is your chance to start to engage with his ideas he's a learning pioneer been around in the space for a while has a lot to share from from his experience over the years. And yeah let's engage with his work I'll just point out one thing which is, you can see here this little red icon up here is an indicator to me that there's new annotations on the page so I can click that and refresh. And if I sort of resort by newest. I'll see that Curtis is the new the newest annotation looks like there's probably some. Some replying going on so I'm going to let you loose and go into the chat. Martin is here hopefully Martin can engage with you. I was automatically logged in you may have to log in when you when you jump here. But let's read and annotate together. Martin was there. And first annotation that was like a fun type of thing that was going to happen first before people will let people loose on the entire document. I think Nate mentioned that one of it. Just a few people. I don't think so not as far as I know, I think it's just everyone dive in. I resisted annotating my own documents I thought it's a bit like. If you're, if you do online tutoring, you know, as soon as the tutor comes in and says something it kind of shuts down all conversation and debates. Pretend like Martin's not even here. He's not watching you. If you say something really insightful who will respond. And perhaps even in the next edition of the text includes your insights as a as a revision. Yes, I like that idea at where you could ask a question of Martin contextualize. Ask me anything. So already at 16 annotations on the page on the document. The thing that we can do is we're annotating here that I might encourage some folks that are ready for the challenge would be to use tags. And you might look at what other kinds of tags other folks are using. And that would allow us, I think Alitsa mentioned this that would allow us to have different lenses on Martin tech on Martin's text, you know, sort of using the folks on folks on me as certain themes arise or they, we can then search that the annotation pain to get a vision of just that particular layer of commentary. Shout out to Kyle at Wake Forest for embedding a link here. There's a question in the chat about tags. And I'll just show real quickly the tag bubble is right below the annotation bubble. You do have to press the carriage return or enter to make your tag save. So as the instructor of this de facto course that we're in here I would just encourage folks to not only read the text but also read each other's comments and engage with each other and use that reply function. There's a lot of top level annotations which is great. Thankful for the engagement but listen to each other as well and build build knowledge with each other through the through the reply and the discussion threads that can be created in that way. One neat thing that I've experienced just now is getting a message from hypothesis telling me that Kyle has replied to one of my annotations. Which is an experience that I always love getting that notification. And it brings me back to and it's also kind of meta because I'm actually responding to one of Kyle's annotations here in the screen share. And I get a message that Rami replied to me and so now I'm just jazzed right I'm like oh people are replying to me I've got to go check my annotations. Which I think in a classroom I mean first of all just as a intellectual I'm so happy to have people replying to my ideas, even if they might be saying I'm wrong I have to go dive into it to see what they're saying. But as a student this is a way to bring your students back to the text right when they get replies they from you or from their classmates they may be inspired to go back to the text and hopefully you know return to rethinking about the text and rethinking their own ideas or building on their ideas so. That's just one of the great ways that I think annotation whether for scholastic or scholarly practice, you know, has us reengaging with text and reengaging with their own ideas and engaging with others in the sort of fluid way that you know the way knowledge is produced. I will note that you can also create page notes page notes are annotations that attached to the to the document as a whole rather than a specific. A specific piece of the text. I wonder how hard it would be to get an image of tell you or Taylor or Bruno in here, Martin. And I used to be on Instagram I remember seeing your, your dog walks quite often, we can Susan drop the link in again. You should be able to just grab this link right here from historical amnesia that tech and it should have the ability to not only take you to Martin's chapter but also with annotation on top of it. I'm going to go ahead and surface some of the questions in the q amp a for folks as you're working. Lucia asks if any clinical psychology social work human services educators are with us today. I don't know in terms of the participant list that there are but I can tell you that. Obermann at Metropolitan State University in Denver is in social work and has marked has mobilized many in her department to use hypothesis in the context of social work education and some really powerful ways we actually have a link to a presentation she gave it. I believe it will see in Denver. Last year or the year before. That's where she talks about that, but she's also very generous scholar and colleague and I'm sure would be interested in connecting. In fact, I just connected her with an educator at at Boise State also in in social work. So anonymous attendee. What are the steps involved in uploading this book as a PDF. There's a few steps there one right is the permission of Martin I believe I'm not the one that did this but imagine we got permission from Martin and hopefully his publisher to host it in this way. It's a small selection of a larger book. Go buy it somewhere at your local bookstore or online retailer. This is hosted actually through our dock drop prototype which allows you to drop in a PDF and it will OCR it and add hypothesis to it. You can also annotate on PDFs that are locally stored. And you can also obviously host PDFs online in different ways and in other ways and also host them within the context of the LMS, which would allow you to do the same thing that we're doing here so I could upload Martin's chapter to a canvas course for example have students annotate there. So if you go to dock drop dot org you'll see an interface that allows you to drop a PDF in there, and then host it, but you want to do that with something that you have permission. One interesting things in terms in terms of how hypothesis works is that normally on a web page we're triangulating users and their annotations on top of content via the URL. On PDFs there's a unique fingerprint in every PDF that would allow that allows us to bring users together on top of that specific document. So, if you were to download and then maybe you have a colleague that you really want to read this article. You could download this PDF and an email it to them. And if they brought it into the browser they could annotate and they'd see all the annotations that that we've created because there's a unique fingerprint to this particular PDF so that we can share it later and we can share it with others. So generally just add a few people asking about the book. Yeah, it's openly published with at the basketball university press. And I stuck a link in there but I'll just stick it in later as well. So you can just go and download the original PDF as well if you want. And reuse it as you like. So should just send you checks directly then. Okay. Take payment in beer or coffee or tea. All right, fair enough by the physical copy. Feel free to do that. I'm just saying, if you want to get there. I take a version you can just download it. Great. Good to know. So that's in the chat. Ariella an image does need a URL. We're never hosting the content itself, whether you know PDFs or web pages they're they're hosted at the source I think that's one of the unique things about hypothesis as a collaborative annotation tool. There are other technologies that should be said and we really want to foreground that here. It's nice to hear the praise for hypothesis but there are other technologies that allow for a collaborative annotation collaborative reading. One of the unique things about hypothesis is that it is not a platform that ingests content and rehosts content. It is a tool that is brought with individuals as they move around the web in LMS on web pages on PDFs move around different digital documents you know through the internet. It makes us a little more versatile a little more copyright friendly, but ultimately really user friendly in the sense that the user sort of owns the technology and annotations, as opposed to being dependent on a, on a platform to host and present everything. That was a philosophical way of answering Ariella that images do need to already be hosted online and do require a URL in terms of adding them to the to an annotation you can drop a YouTube video in I think somebody already did that anonymous attendee where we have image and video annotation in our long term roadmap but currently right now we're just annotating on top of text. So we're up to 67 annotations here. Got some nice threads going. Great one. Thanks to Alan Levine who looks like he was here. I suppose I don't even know that's one of the interesting things to point out I don't know that we asked Alan to to annotate as part of this exercise. He was annotating here over a week ago. It might just be because of the again the sort of triangulation on the PDF that he chose to do the annotation, you know, annotate this text as part of his practice, you know, intellectual practice online. And his annotations were already here, not as part of our activity but just because they were made as public annotations on top of this document which we recognize as, you know, through the PDF as a unique you can annotate in private groups. These are some of my private groups. So right now we're all annotating the public, but if we had chosen to annotate as part of a private group we could have created one and shared the link and all joined a private group. Yes, gifts. I think I'm going to hand it over to my colleague Nate, who may have more to say about the exercise we're engaged in here and and and thoughts about how to to work with us, work with this text today. And I'll focus on if Nate you're I think you're on. If you want to take over you can and I will try to answer some of these questions in the Q&A. Thank you, Jeremy. Wow, what a lot of activity is going on. I'm just getting a handle on it now. Nate are you on mute. I'm not saying anything quite yet for any. Hi, good morning. Sorry. That's all right. Yeah, I'm just starting to get a handle on what folks have done here. So many great annotations happening. One thing that I have you guys already taken a look at what these annotations would look like if we put them into crowd layers to see the statistics on what's happened so far. We have not done that yet. I was just about to do that. You want to introduce crowd layers and I'll, since I'm sharing, get it up. Yeah. So, and have you talked about analytics at all yet? No. Okay, great. Well, one of the things that we're sort of most excited about right now is all the different things that are beginning to happen with analytics on top of on top of annotation. Because, you know, as you probably discussed already, you know, the way in which annotation enables reading to start to become a visible active practice that, you know, in addition to being social is also something that we can, we can look at as a kind of activity that happens over time. And one of the nice things about hypothesis having an open API is that other, other projects can kind of make use of that and tie into hypothesis to kind of add extra pieces of functionality on top of it. And so one of those projects is crowd layers, which is a joint project of a couple of educators on Colorado, University of Colorado. In fact, they might even be here. I'm not sure if Rayme call there or Francisco are here. Don't see them in the list. So they have created this utility called crowd layers. That is a kind of standalone analytics engine that you can point to some annotations that happen on hypothesis you can see Jeremy's doing in the background right now. Basically, you can plug in either a document URL, like Jeremy is done or even a group, and you can start to see all the different kind of activity, annotation activity that's happened on top of that document. So in this case, you can see that we've got 131 annotations so far, 48 different participants on top of this one document. 26 threads. The annotations have happened over four days. 27 different tags that they use. And you can see that it, in addition to listing out that the annotations itself scroll down a little bit, Jeremy, you can see in this participants graph. You can start to see a map of the activity that each different participant has done. And so that breaks it down into both annotations and replies. So each little bar graph there is little column on the bar graph is a different, a different annotator. It breaks it down between the actual kind of root annotations and the replies that they made so you can see certain people have been much more into replying and some people have been making a lot of root annotations in some of the mix. And then you can actually like in the threads section that's a little bit even further down you can actually dive down into particular threads and so if you highlight one of those columns. You can actually use it as a navigation tool to just surface either the threads or the other paragraph that you're on now Jeremy's the tags. So then if you went back up to the top you would see, you would see the annotations that would be highlighted up there would be just the ones in a particular thread or a particular tag. So that's the way of navigating through and and seeing. So that is just just the annotations in a particular. I didn't see if you click on a tag or a thread there. But you've been. Yes, a thread right so you've isolated it to one thread that has five different participants in it. As you can see there Jeremy as well as a couple of other folks. We've also been. We've also been working with analytics quite a bit in a way to start to explore what you might what you might look at in terms of all the activity that's going on and how that might be helpful either from the perspective of an individual assignment. What it feature might be interested in in terms of the class as a whole. The class activity might look like over time. What activity at a whole institution might look like. And we're working with the different organizations that are actively piloting right now to explore all the different kinds of analytics that could be sort of derived from this work. And then and start to pinpoint which ones would be actually most useful for educators as sort of pursuing your practice. And there's just so many different kind of angles of analytics that could come out of it so for instance on a particular document right there might be hot spots right like particular areas in the document itself that have gotten a lot of annotation that might mean either that you know people are finding the material in that particular section to be very compelling, or it might be that that particular area is actually causing some difficulty in understanding and it might be an area where you know the class needs to spend more time and more focus because so many people have focused their their annotation and the reading on that one section. And so you can see in people asking questions through annotation. There are there are patterns that you can see that come out of the ratio of annotations versus replies. There's all sorts of kinds of deeper levels of information that can be elicited and so what we're trying to do is work with work with educators who are active in this field to identify what kinds of analytics are actually going to be useful for them. And actually pursuing pursuing your course goals. So in, I know in my slides Jeremy, there's a there is one slide where I had brought together some. That's a little bit further on here I brought together some screenshots there we go. From you can see crowd layers on the top there, but I brought together some screenshots of some of the different kinds of analytics that we're pulling out of a little work that's going on today. And so I know this is a little bit abstract I didn't want to violate anybody's privacy or anything. But the the in right in the center of the slide and a little bit to the left where there's those sort of black. Kind of linear graphs right there's kind of inky lines going across that shows activity across multiple different institutions over time. On the left you have last fall semester and on the right you have in the spring semester. And so you can start to see like all the annotation activity across an entire institution. That's for a full academic year really. And so you can start to see you know some people hadn't even started using annotation till the spring and so their activity ramped up in the spring. Some people did some in the fall and more in the spring and vice versa. You can imagine the same kind of information not only for across schools but across different classes in one institution right like where is the reading activity happening in vibrantly and what classes are institution. Then on the right you see this sort of a bunch of different tiny bar graph so you can't we can't really read that's really kind of an overview of a school itself. So the number of different class groups that are formed the amount of annotations per day. How many students are actively annotating per day. And then across the bottom is this idea of a little bit like we were looking at in crowd layers is, you know, in one particular class when you start to graph the activity of particular students or individuals in those classes. What does it look like. And this is something that can is, of course, interesting at the meta level, but it's also interesting when you dive down into just a single humans practice right, and you start to think about assessment and individual students engagement with texts. You can start to see patterns and how people are interacting with the text, and you can either use that in assessment context or just in the context of understanding how deep their engagement is with reading material. I know Jeremy is busy answering questions right and left there. So, Virginia. I'm just addressing the questions that have to do with with analytics, specifically. So Virginia said who has access to this dashboard. So, the one that we've shown off in crowd layers right it's a public service that the cod layers team is made as made visible. So, you can anyone can use it to view public annotations annotations that are made publicly into any document. But if you actually are the member of a private group, you can go to crowd layers and use it as a way to plug into activity that is happening in the context of your private group. Other analytics dashboards that we just given you a kind of preview of are actually derived out of work that's happening in the context of learning management system integrations. And so it's a much more kind of locked down private set of activity. And so that's analytics work that's only visible to people that are working institutions that are working closely with hypothesis and starting to explore this sort of beta capabilities around analytics. So, when you ask who who has access to the dashboard, can you see the threads. If you're asking specifically about the crowd layers interface. It's a little, it takes a little bit of getting used to the interaction because if you, there's that area that like Jeremy has on the screen right now of annotations. And that area is showing the annotations for whatever he has highlighted at the time. And so right now he has the entire document highlighted so all 144 annotations are somewhere in that list. But if you went down to see us now and highlighted just a particular participant, you can see that the list of annotations in the dashboard actually changes to be filtered just on that one. That one participant and you could do the same thing with, in this case, it's Rebecca Frost Davis on a repellent. You can do the same thing with a particular thread or a particular tag and so that list of annotations up at the top changes based on sort of what part of the rest of the graph you're interacting with. I'm just trying to catch up here and what's happening with some of the questions. Just showing their live how to search the sidebar. I can sort of hone in on a user or a tag or even some free form, you know, concept and use this search this little magnifying glass to search so I can see all of Rebecca's annotations as once all 14 of hers, or I can search a term and see all annotations that reference that term. If they were consistent use of tags I'd be able to surface all tags of a certain with a certain type, which, you know, offers another lens to the text. I noticed also in the chat. I'm Haley has asked about the chat functionality and zoom. You should be able to change who you're addressing in your chat. Do we have it set so it's locked down to only communicate with the panelists. Yeah, I think it is because it's webinar. Yeah, I'm seeing. I know there's all. Privately, or with all there, you know what I just, I just, I just changed the setting. My apologies for that. So, there's a little blue drop down menu. Yeah. You're able to chat with. And you can now switch that to be all panelists and attendees, for example. There, Haley's got it. Yay. Sorry about that. I feel like every time zoom updates, I have to relearn some of the interface. Thanks George. That's so true. Thank you. Thank you. Thank you. Thank you. Thank you for the conversation with just the panelists. My apologies because we didn't want to do that by, we didn't want to have that set up by default. We wanted, we wanted the possibility for everyone to communicate with everyone. And obviously it would be great if people could voice with each other too, but with, you know, like a hundred people here or whatever. It's, it's a little bit hard to do that. So chat is. So Haley is finally able to pose the question to everyone. Thank you. Thank you. Thank you for other instruction librarians. Yes. Yeah, the librarian community is a rich one. With an annotation. We see, of course, a lot of, a lot of traction with. With instructors and teachers of different kinds. But because librarians are so often asked to help people. They're not only on the top of texts. And with kind of digital literacy efforts, which annotation can play a role in. There's a pretty vibrant. Librarian community as well. Helen has called out great to see, great to see both here. Are there any other librarians in the crowd. Who want to. Shout out to the crowds and identified, the community. Another librarian, Edward. Greetings. Nice to see you. Nate and Jeremy, I don't know if you mentioned this earlier, but one of the questions in the Q&A panel. Asked if there's a way for students to archive your annotations, like from one class to the next or something like that. Let me show you what I'm showing on my screen right now. It's always a little risky to do this is my. My last two annotations were on the doctor. We're all looking at, but you can also see what I've been annotating recently. California community college chancellor's office documents. Why zoom so exhausted at the Chronicle of higher education, but this is all 5,000 plus my annotations over the past seven years. And you can see tags, my top tags as well. So this is my sort of personal portfolio of annotations. Right now you're seeing annotations that are mined through my logged in account. So this would include. Things that. That I've annotated privately. And just because my boss is on the line, I did want to let you know, I'm not actually looking for a job at home depot. Dan as project manager, senior manager. This was a. Exercise with a class that was. In a business school, trying to. Annotate linked in portfolios or, you know, job listings as part of their professional development. But I can also search by. By tags. So I can see all annotations by me tag digital humanities. And so this is also obviously something a student can do. With their, look at their annotations across time. I can look at all annotations tag Jeremy Dean digital humanities and MLA. So I can do different things. And I can also look at. The broader feed of all public annotations. You know, this is what's happening over the past seven days, right? You can obviously see there's 65 annotations were up there, right? But there's. Translation of Naomi Klein. Being annotated. Stuff in Latin, it looks like this is all public annotations stuff about COVID. And I can search here for a user. I could see all of Rebecca Frost Davis's annotations that are public. I could search for a tag. I don't know what will happen if I do this. This is all. Wow. A lot of tags of COVID-19. That's interesting. So this is where annotations, public annotations or annotations that one has access to privately or through a group can be searched and are archived. And you can see they're attached to a document. That it, you know, this, this is all public annotations. They're attached to a user and they're attached to a, a reference. There was a question about printing annotations on PDFs, you know, the dynamism of what we're doing. Threaded conversation on top of a document online. It's not something that can just be printed. You can export your annotations and the metadata surrounding them. You know, the, the time they were made, the document they were made on. And you can see, you know, they're not going to be in context in a printable version or an exportable version, except that you can, of course, reopen a website or reopen a PDF and see the, the annotations in context. I will note that this is not currently possible with LMS integration. The LMS integration is really focused on the document in context view, but we are going to bring it back to you. So, you know, we are going to bring this sort of activity board to the view within the LMS. So the student would indeed be able to see their annotations across a course, across documents, across multiple courses, and hopefully eventually be able to take those annotations with them in one form or another when they leave a formal educational institution in which they were introduced to hypothesis. There were some questions about that. And there's a lot of work to be done. Anonymous attendee asks, if a student leaves the college and no longer has access to the LMS, would the hypothesis session have to be public in order for previous students to view their work? Yeah. You currently, when you leave St. Edwards, you're not going to have access to your annotations. They are archived. They are, you know, they are attached to documents and they are stored. They are not going to have access to your annotations. They are, you know, they are attached to documents and they are stored. But right now, since Rebecca students logged in through canvas, there's no way for them to, you know, log back into that hypothesis account and see those annotations in a context. But essentially the architecture is there to eventually allow that student from Rebecca's class to maybe a new institution, open that article from J store and hypothesis will recognize it, will recognize them and be able to present their annotation to them again. So they exist. They're just not easily visible. I have heard of some schools leading access to courses in LMS is open to students so that they can go back to that content.  I haven't done this in a long time, but I really love looking at the sort of public fire hose of what's being annotated, right? Different languages, different types of content, stuff at the Washington Post, all kinds of interesting documents being annotated publicly, using hypothesis, managing your warehouse, for example, open access transformation, something in German, model based construction of collaborative systems, such diverse topics and areas. Back to you in Portland, Nate. There was just a vibrant chat conversation starting around keyboard campaign, keyboard commands. Sorry. One of the things that we've been highly focused on accessibility lately. And one of our, one of the things we've come to learn in our journey through accessibility is the degree to which when you address accessibility in general, you end up making the capabilities or a tool more useful for everyone, easier to use for everyone. And so one of the outcomes, for instance, of focusing on accessibility has been to standardize and regularize the keyboard commands that are possible with annotation. So they can form with kind of standards that are out there. And also so they can be used by people with any range of abilities to more quickly or more easily navigate through a document. Just recently had an outside accessibility review by the Inclusive Design Research Center up in Toronto, which confirmed that we've reached WCAG AA 2.0 status. And I'll put the link into the chat there. As you all know, if your accessibility, accessibility fans is that accessibility is a, is a never ending ongoing sort of orientation to the world, making sure that a tool is accessible and inclusive for all users. So we're very happy to reach in this milestone and accessibility journey, but we also know that that's just the start of what's going on. If you're interested in the kind of full accessibility picture too, you might also look at our overall page on accessibility that kind of talks about how we approach it and what our current status is. There's a VPAT there with the current accessibility of the tool talks about what the next steps that we're going to be moving into. So Jeremy, I don't know if you know anything about this, but Debbie has asked about studies that we may know about that consider digital annotation tools and the cognitive theory of multimedia learning as in cognitive load. I don't know of anything specifically about that. Do you, Jeremy? I don't know of anything specifically, but I think Ramey and some of the folks in the chat that are on our call might be able to. Ramey is here. I see that now. Okay, great. Another thing that we've started to do as part of the, the kind of collaborative work across annotated is gather together the research into a common, a common place so that we're able to identify it and see it together. I'm just sticking that up now, but we've been bringing together a bibliography of research on annotation in a collaborative bibliography tool called Zotero. Some of you may be familiar with it. I'm just looking for the link now. One question I wanted to surface that I feel like my colleague Michael has answered before. That's one that we've been getting a lot lately. And I don't know that I had the best, a best answer for is from Danielle at Temple. Hi, Danielle. Are there any problems accessing hypothesis from certain countries? For instance, when we transitioned online this spring, I had students return home to Brazil and Taiwan. What difficulty accessing websites like voice thread and zoom. Definitely know we've gotten this question. I believe the answer is that hypothesis has largely been accessible in other countries. I know we were working with some students in China, but Michael, if you could respond to that in the chat if you're still on. And I don't know about China, but it has been accessible from. I don't know if you could respond, but that would be great. As I said, I haven't had them been doing them together. I've had assignments both ways just noting that it was easier to get them started with a hypothesis than Zotero. I've had a scaffold mark. Yeah, I guess annotations. What were you saying about I but I just I was annotating so I only got the statement. What have you guys been doing with Zotero? Well this has actually been a couple of different things with Zotero. Our colleague John Udell, I'm not sure if John's here as well. He's done some experiments on ways to kind of have the two tools talk to each other and I could link you to some experiments there because you can imagine as I mean that's maybe what you're getting at Rebecca where the utility of when you're making a bibliographic record like in Zotero and you might want to attach that to a series of annotations on the same document and Zotero does have a built-in kind of note-taking capability as well. It's not exactly the same as annotation. Yeah I mean it's got annotation but you're really just kind of keeping notes for yourself and they're not on the text. Right yeah they're not anchored in the text right in the same way that hypothesis is and at the same time hypothesis doesn't have any kind of formal bibliographic or citation capability built into it the way that Zotero offers so there's there is a nice kind of you know sort of a marriage between the two can be a really powerful and interesting combination.  No I was just gonna say it's like turning your research notebook inside out instead of putting all your citations and your notes in your notebook you turn the web into your notebook and you put your stuff out there. Yeah that's actually when I first started to get interested in hypothesis that's actually how I thought about it was as a kind of research notebook that I carried with myself and maintained for myself and then brought to whatever documents or research I was doing across across the web and of course you know if you're going to be a formal researcher having that kind of formal bibliographic reference capabilities that something like Zotero offers is key to that as well and so you have to then ask the question like you know which which tool is the parents you know do I want do I want to have Zotero be the king of my list of references and then have you know have it linked to or copy the annotations that happen in hypothesis or vice versa do I want my annotations and hypothesis to always refer back to you know a Zotero record or something like that um and so there's there's still people exploring the different kinds of relationships the two systems might have um and whether you know whether I think John's tool enables you to import hypothesis annotations as Zotero notes into Zotero which isn't that isn't actually what I would that wouldn't follow my practice because I would actually want to keep my I mean it doesn't take the notes away from hypothesis of course they're still there like Jeremy was saying there the annotations always continue to exist inside the hypothesis database but for people that are would maybe in the course of their research writing or something would really want to see their notes attached to Zotero records that they had them all in one place attached to the bibliographic record that might be a model you know how you can get that right you can get a link to share your hypothesis can you get a link I might be thinking right into a tool like to share here's the annotated version of this page with hypothesis I used to be able to do that with Digo and yeah all right and so if we just pull that if there was some way that it could automatically harvest that link it's more like when I'm in my Zotero I want to know oh do I have you know I can see that I have notes in Zotero if I could also somehow indicate oh you have notes on a hypothesis so you could go check them in case I forgot that I took notes somewhere yeah um let me just point out by way of sort of circling up here I think we're done at the top of the hour right Nate yeah so this let me just make one last point here is that you know the conversation can continue here this is a link at the top I grabbed it by pressing this little arrow and I can grab the copy of this document plus the annotations and share it with a friend or a colleague so you can actually share this you know document I'm sure you're all engrossed in Martin's thinking here and have other colleagues that might enjoy it so you can go ahead and share it and say hey why don't you annotate with me in this community I've been working on another really neat thing about hypothesis is that you can share a specific annotation so this is also a link to this specific annotation and with these links somebody who doesn't know what hypothesis is will be able to open the text see the annotations and if they create an account then they can reply and then create their own annotations but you can share this annotated document with anybody who has access to the web and they'll be able to open it up and see what we've done here today so thank you all for coming we'll hang out here for a while and we'll kind of be active in the chat and so forth in case anybody has any lingering questions but if if not we really appreciate your coming and I really want to thank all our panelists for coming Rebecca, Amica, Charles and is Christine, Christine still here, Jeremy and Franny also many thanks to you thank you thanks everybody I hope you guys record a second session so we can watch it because our time difference is severe I can imagine yeah what time is it there Alitza it's seven o'clock right now in the evening it's not that bad but um I don't it's Friday night I don't know that I can stay up that late yeah I don't blame you and it looks like you're in like a gigantic auditorium all by yourself yes pretty lonely here that's a real room it is it's where the communist party is to meet actually and this is part of our university building right now so oh wow that's amazing yeah it's found a lot of history around here so so cool yeah I can imagine well it looks like you're doing a good job of social distancing since no one is I am populating I was going to say this all this you know all the students that are missing here they're present on hypothesis so thank you so nice to meet you very nice meeting you I really appreciate your coming I know I know it was it was a bit of a struggle for you all the way from Armenia so I still see that there are a couple of questions in the chat on John I see your question about partition participation being identified as blackboard gradeable exercise thanks to the gradebook integration that we've done that actually goes across any of any of the LMS's that are that are you know you are able to use LTI based tools like hypothesis um blackboard has gradebook intervention integration just like the other LMS's and so um you can make annotated documents and annotation around documents into a gradeable exercise that would appear in the blackboard gradebook as well I don't know if that answered your question John yes I see that thank you okay great I can link you to a blog post about about that integration but the real the real if you do want to try to move forward with LMS integration I don't know if you do you already John you already have an integration with blackboard and hypothesis at your institution because if not that the first step is it can only happen in the context of that LTI tool if you haven't started the conversation yet here's the here's the link to the post announcing back in November 2019 when we extended gradebook integration to all the all the LTI compliant LMS's we had started with Canvas and then moved on to the others so last fall we announced that gradebook integration with all of them if anyone is interested in actually beginning the conversation about getting the LMS integration going at their school I just put that that second link I just put in takes you to a place where you can sign up to start the process to talk about integration with your LMS at your school thanks John have a great day I see uh George station has already left but he had asked the question about if there's a point where public annotations overwhelm the social aspect or engagement how many is too many that is or that is a really good question there's a time when a document can become sort of oversaturated and I know there was some conversation about this in the chat the use of private groups for annotation can be one way around that because in the context of a private group right you're only seeing the annotations for that group and so it sort of limits the amount of the amount of annotation noise if you will on a particular document just into that group this group's container obviously the public layer is there as well if you're annotating out in the wild in the context of the LMS integration all the annotation happens in the context of a private group and so each you know course section or course shell sorry inside at LMS kind of creates a private annotation group for the roster for that course and those folks are annotating together we just rolled out for canvas the ability to also enable sectioning capability so that the annotation groups can match the sections that are available in an LMS like canvas we did canvas first because it was easiest to be there and we wanted to make sure that we got it right in one LMS before we rolled it out to the others but one of our next steps will be to roll out that kind of section support to other LMSs as well and so getting back to George's question you know the public layer can become a sort of fire hose of annotation that on a on a very closely read and popular document can get to be too much but that's where the grouping capabilities come in either in the context of private groups out in the wild or in in the context of an LMS just for the record I'll link you to a very recent blog post about supporting that section's capability first with canvas I've got a slide up here that's a little bit about how to get prepared to do some annotation yourself because one thing that we wanted to do in this in this workshop was stay away from kind of the pesky technical details and like you know how do you actually do an integration and blackboard and that kind of stuff that stuff is important and we would love to work with anybody who wants to work on that but we really the way we think about OLC innovate as a chance for us as professionals to get together and actually develop our own practices and our own thinking right and so that's why we decided to make this workshop focus on on things that were related to the conference themselves like the like maha and martin weller's session that was in the morning and so we asked maha and martin to each pick out a particular text that they thought was particularly revel relevance and might be interesting to annotate together and so the next thing that we're going to do is spend some time annotating together just like we would with the students on a text after a little a little maha's going to kind of set it up for us but if you want to if you don't already have a hypothesis account for use in the wild so to speak you can take a few minutes now to go ahead and make one there are directions here on this slide and I'm going to put in a link in chat to the page that this comes from so that you can go to it directly that link takes you to a page that has the same information on it that I was just showing in that slide and you can follow the directions there to get yourself set up with a hypothesis account and kind of get oriented toward the idea of doing some annotation because that's the very next thing we're going to do so if you don't already have hypothesis account set up for yourself now would be a great time to think about doing it as we as we kick it over to maha and have her start to talk about why she's here why she was willing to do this even though it's already late in the evening for her so maha welcome hi thanks nate for having me and thanks everyone for joining there's a great group of people here and the reason I jumped into this I sort of I think I sort of imposed myself into this what I was thinking about is I've done a lot of virtual conference presentations and situations where there were other things going on but right now imagining doing a keynote at a conference and then not necessarily having a chance to talk to people before and after that felt wrong to me whether I'm in the middle of something so I was thinking that you know scholarship is a conversation and it shouldn't be I come in give a half hour keynote and then I'm gone and so my keynote is actually in three parts one part has already taken place on Twitter so if you've been following that thread that's that's a third of my keynote another part of my keynote relates to the article that I wrote and I was planning to extend it beyond what was there and this is actually your opportunity to be part of that so this article this article about literacy's teacher's needs during the times of COVID-19 came out because I feel like people you know especially administrators expected that all that's needed is technology and digital skills and I think there's much more needed than that and I loved what Monica, Ben and Kat were talking about you know in terms of supporting students and in terms of the inequalities and how to create inclusive learning experiences and that needs a different mindset than the mindset of let's help people use the learning management system right and then there was also a beautiful thread by Elise Caller of the set on Twitter I don't know if anyone's seen that one she was talking about how the discourse of online learning being bad and it's not the same as face-to-face and how you know as faculty we sort of had the responsibility to try to make it a good experience for students even though we don't know yet not us but you know people who don't work in online learning don't know yet how to do it they don't know how to express emotion online or things like that what happens is when I go to my article which hopefully some of you will be willing to read right now and annotate is that I think it might be really useful for people to say in their own context how they implement these literacies that I'm talking about so that's what I'm hoping you'll do today so I'm hoping you'll do three things just whichever of these three things makes sense to you there's part of it where I talk about online third spaces or third places that are like a cafe that we need online especially with this physical distancing where we don't have a social space anymore in our face-to-face environment so online you have to create that for students you know like meeting them on campus or in a cafe or something so if you want to you know pop something into that one there's already a few people who did that the other thing is for each of the literacies that I'm suggesting what are some resources you're using what are you doing in your classes I know Kathy S. Miller already actually gave a good resource from teaching talents which is a great website and show Michael Morris who's always always awesome to listen to and read read from and the third thing is do you think there are literacies that I'm missing because this is the second version of the article and it's got a different set of literacies and actually when I'm going into the keynote I'm going to focus on particular ones I'm not going to be able to cover them all just because of time but if there's stuff Nate you just called me Masa instead of that's a new one I think you're talking about me that was a typo sorry um so uh so yeah so whichever of these three obviously if you want to write something else that's fine as well but um I someone in I think the previous session was talking about how when you give a more specific direction rather than say go forth and annotate it helps and obviously t