So the hypothesis project not just another egg tech company now what this means when I say this is that we're not first of all Not just another tech company. We're not VC funded We're a nonprofit and this allows us to orient to users But also to the general culture of the web in a really different way from most tools You probably are being exposed to education setting but really across the web as well We don't advertise. We don't leverage user data and any our content in any way except to run The service itself. We're also not specifically an education company a hypothesis is a broad tool that's used across the web by everyday people But also we have focused verticals and scholar communication and Publishing this is our mission To build deploy and nurture An open interoperable annotation layer over the web enabling a conversation over all knowledge And to do so as a nonprofit with a sustainable Income model. So again, we're a nonprofit. It's very different from a lot of companies that you probably are exposed to an education technology Ted can drop in the link to the deck in the chat for folks who are asking about it and Yeah, it's our belief that annotation technology is sort of a could be a fundamental piece of infrastructure for the web and as such we believe that We were formed as a nonprofit to help Support and sustain that infrastructure Outside of a proprietary system so that people's contents not locked in a certain place. It's not dependent on a for-profit model These are some of our foundation funders mostly in the scholar communication space and education and journalism spaces And as I said our nonprofit position allows us to orient quite differently to users and you can see that if you look at our terms of service for one all public annotations created using that purposes are Creative commons in the public domain Like Wikipedia, we believe that this is a fundamental piece of infrastructure for a larger knowledge project on the web And it shouldn't be owned or controlled in any kind of editorial sense by one particular power Your own annotations in private private annotations or in groups are your own so you maintain the right to your The intellectual property rights to your contact This is quite different from a lot of other terms of service that you find on the web for even everyday tools that you use And this is a little inside baseball, but we're also we also have been advocating for years for open standards In web annotation I've been working closely with the standards body for the web the W3C over the past three years To put together these standards and they were just formally recommended by the W3C In February and so this means that there's specific protocols for building web annotation tools that people building those tools Can follow so that those tools will ultimately be interoperable that another web annotation service could read hypothesis Annotations you could build your own annotation tool and read hypothesis annotations and that generally the annotation ecosystem will look a lot like the web Ecosystem where you can use any browser you want to navigate and read websites. That's all because of standards We have a specific initiative in scholarly communication, which I think is relevant here The idea that within the next three years most all the works books articles and other digital media New and old will come the capability for readers to create share and discover annotations from colleagues Classmates authors friends and experts around the globe so all of this digital textual content will be annotatable That's our vision And it will be based on open standards just like the web and we've already gathered a coalition of many university libraries publishing platforms To participate in this for those of you that are scholars. You can probably appreciate the ability to take notes and have conversations across All this different content house to different places But even in education you can imagine students going to a library access in various databases and being able to use a tool to take notes across those databases or have conversations and discover conversations and collaborations through open and interoperable annotation tools across those systems So that's the hypothesis project now I want to talk a little bit about annotation itself as a scholarly and scholastic practice It's really one of the oldest education technologies we have When I was a classroom teacher I would share This poem by Billy Collins. This is a selection from the poem by Billy Collins Every every year every semester As an invocation for students to really take responsibility to grab their To be active readers and sort of take ownership over their books and over the knowledge that they were studying So I'll quote really quickly from Billy. We have all seized the white perimeter as our own and reached for a panopony to show We do not just lays in an armchair turning pages We press the thought into the wayside planted an impression along the verge So active reading and something I think he's sort of alluding to here And I think those of us that our teachers and instructional designers can appreciate People have been doing this for years well before digital technologies annotating in books This is a medieval text in Latin on those of us that I'm sure we all have had experiences in schools When we're students being asked to annotate or as teachers telling our students to annotate. This is time for my second poll I think I'm getting too fancied with the technology here, but To see if I'm right about this that Annotation was a part of our Education and that was a big part of my own education I can still see in my head those books I had in middle school when I first started writing in books and circling Unfamiliar words and defining them in the margins all the way up through through grad school But that may not be a completely common experience for all so I wanted to sort of take Or a poll here of how many people and it looks about evenly distributed some people were not encouraged to write in books as Students and many of us still do annotate readings. That's that's great And many of us have problems Annotating online indeed if you look at an online text like this version of the Odyssey We lose the physical ability to you know Dog ear pages whatever we do to mark our mark our places in our thinking and text we lose that ability Often with with the text that we're presented with Online there's no way to take notes here So we've lost a sort of fundamental literacy practice when we move online which adds to the urgency for tools like hypothesis and live annotation more generally to me more broadly adopted Let me see if I'll end this poll and share you guys are doing a great job 81 out of 109 people Responded to that poll so that's pretty cool The other problem that we have in reading online is of course and this is what I imagine to be many student browsers when they're being asked to Annotate up when they're being asked to read something online is that you can see the text there as one window of many tabs Some of which might be relevant to the reading like a Wikipedia article Or videos that might help explain things that they're difficult about the reading But some of them may be more distracting like like Facebook or even Twitter unless what is being leveraged by the Instructor in case there's a lot of distractions some of those or a lot of other ways that we might focus our attention rather than on the text itself And I actually think that web annotation and especially hypothesis Powerfully leverages some of the really Wonderful things about the web as a knowledge source, you know being able to look up things in Wikipedia being able to find videos that help Bring to life Reading while at the same time Restoring this traditional literacy practice of just simple close reading grabbing a selection of text making a comment And of course the most powerful aspect of it is that it can be social other people can See my intentions. I can share my annotations and we can work together to get at the meaning of text We can have threaded conversations about a single selection of text and I can learn from others and see their comments So this is a nice image from the New York Times that I think Beautifully represents both the sort of analog reading is not going away. You can stop your cat and your arm chair and your tea But you're sort of plugged in in an interesting way to others in a powerful way to learn from them and Co-create knowledge together This is a great quote from Jennifer Howard and the Chronicle of higher education I think also captures nicely this idea of what she calls social reading online a book Can be a gathering place a shared space where readers record their reactions and conversations those interactions Oh, can we become part of the book to the kind of amplified marginalia So the hypothesis app itself is primarily a browser extension And you don't need to to sign up and get the browser extension because we're going to be focusing on the canvas Integration but most folks that are using hypothesis are using an add-on to their browser I do encourage you to sign up for a hypothesis account. There is going to be a practicum later It's free and all you need is the username which can be anonymous and an email address and you will need to confirm But we will be playing later if you want to participate in the practicum. I would recommend going and signing up now Again, this is a live link from the webinar if you have it Maybe peck and drop in the actually dropped in the sign up But also everyone's wanting to drop in the webinar link itself so people can open this if they want And you don't have to do this but most people as I said are using a browser extension You can download from our the front page of our website. So this allows you to annotate across the web Outside canvas Let me show you really quickly what that looks like and quickly Stop sharing and then Reshare there's a more elegant way to do this, but I didn't figure it out Reshare what it looks like to be annotating using the tool and give you a little orientation of what it looks like So John can you confirm that I'm now sharing my New Yorker screen? You are okay? I'm subscribed to New Yorker now. Just kidding. So this is a great article actually recommend on this idea of What is happening to us as we move online and reading and what we lose by moving away from this physical tactile book? Towards something slightly more ethereal and in the web really wonderful article Let me go ahead and Hide my bookmarks toolbar and just see the New Yorker here on the upper right-hand corner here is my hypothesis extension And it's it's it's dark in or it's light and right now because it's not active, but it is telling me that there's 85 Annotations on this page is all I have to do to see those annotations is click and this Little sidebar pops out which I can expand and I'll start to see these highlights on the on the text and I can click on The highlights and read annotations. I can also scroll through the annotations Themselves you can see some of the annotations that images and links I share this article quite often when I'm talking my hypothesis. So a lot of folks have annotated it It's a highly annotated article. I can scroll through here and click on an annotation to jump to that piece in the text people are Having conversations. So here's an example of an annotation that's turned into a thread of conversation and Of course, I can also Create annotations and Respond, so what was I gonna? Yeah, so this one I was going to respond to there's a little reply button and I can say Not fully coherent, but now I've replied to that comment that person will now get a notification if somebody replied to their Comment and I can also create an original annotation by just simply selecting text You use medium looks a lot like sort of making any page on the web on the web Look like medium where a little bubble pops up little options to annotate highlights of private by default And so here I'm going to annotate and right now it's set to only me so I'll change that to Public I want to make this a public comment, but I could make an only me or private annotation And just say I never got any James. I know my grad school friends will Be ashamed that I admitted this but I really just never never got into everybody says it's so wonderful I'm sure he is but I know I never figured it out I Can also annotate as part of a private group. So if I was annotating this article as part of say a course I was teaching And I guess that's right now I'd have a sort of a completely different layer on the text as part of this group And you can see if there's any annotations as part of the canvas webinar. It wasn't assigned so there's not but there is one in my Spring 2017 group And there's a bunch in public So a few other things just to orient you you can see the numbers of annotations down here that there's still 36 annotations As I scroll down this turns off the highlights if you prefer to look at it without the highlights These are page notes So these are annotations created on the page you can see my colleagues Johnny Dell looks like he's created some machine annotations on this page But these are page level notes About the document so it's a great way to sort of add a headnote if you're doing something with a class say I want you guys to look for this But also sometimes we do want to make a comment about the text as a whole so that's what you can do here Peg look like you raise your hand if there's something that you want to say you can feel free to unmute yourself and Then up here we have a search I can search the annotations on the page I can also reorder them by newest or oldest I can share a direct link to this page the really neat thing about this is that if I was to email this to you Even if you didn't know what hypothesis was this via dot hypothesis link it would open up this New Yorker page with All the annotations displayed and I can even do that from a specific annotation So I wanted to share this specific annotation. This will open up this website Activate hypothesis and then scroll to this annotation which is really a revolutionary thing in terms of the web here too for We've basically always the URL has been the main way to point to people to information on the web But because now I can point to a specific selected piece of text and a specific comment on it we've really have a much more granular way of Engaging with content online So that's these share links are pretty cool, and then I have some account options I won't go too far into this except to show that all users have profile pages And so this is my profile page Because I'm logged in right now. You'll see annotations that are both private and part of some of my private groups that I'm a member of I believe that I am the All-time Highest annotator of John can correct me on that. That's not a robot at least there's an asterisk for not being a robot But you can see I use it to a lot a lot obviously here are some of my tags And this is basically a search across annotations that I have access to so I can this is a search for it Basically all public if I take away the Jeremy Dean user, that's all public annotations You can see what people they annotated more recently. I can filter by another username Say my colleague J. Dell since I'm thinking on him. So these are Johnny Dell's annotations And I can also filter by all his sort of info world So this is all his annotations tagged info world So it's a search you can slice and dice content online and you can also look at annotations for the group which I'm going to hold off on just for a second and Think I'll pause there and try to bring up the chat again because I lost and see if There are some Questions that people have at this point About the client. So that's that's what it looks like to activate hypothesis It doesn't look any different inside of canvas. I'll talk about specifically how it works inside of canvas, but that's the basic Way that hypothesis works and it works across the web as a browser plugin as I mentioned Jeremy the only question we have so far in chat that hasn't been answered Is this on Paul has asked if students can download their annotations into a document? that is an excellent question and it is Coming it is definitely in the roadmap. I think in the next three or four months I'd have to check but the ability to export annotations We actually have a prototype for this and can share it sort of on a one-to-one basis And we'd love to get your feedback about you know the formatting what formats you want to put it in So we actually can do that and you can do it through our API But to make it part of the client is something we're planning to do in the next few months Precisely because it's such a powerful thing for a student to be able to do especially when you saw my Collective annotations and I use it this way if I'm giving a talk like I'm giving a talk later this week at Middlebury Language learning maybe I'll just go ahead and pull this up and expose myself a little bit but So I can go and look at my tag For language learning And so these are all my annotations that I'm doing as part of my research for a talk I'm giving on annotation and language learning. I only have you know a 13 annotations so far, but I plan to get to work in the next few days for this talk But this is a way for me to gather all that research essentially and yes I would love to be able to export that put it into a file that I can then cut and paste from for a paper Or something else so export of annotations is coming There'll be a couple different formats as I said There's a prototype that we'd love some feedback on and you actually could use today if you if you wanted to So that's That's that anything else that's basically the demo of the client actually We've got a kind of host of questions that have popped up here Both in the chat and in the Q&A area Okay, and so Just in the testing ones in chat. Is there a tutorial for students to learn how to use hypothesis? There's a whole host of tutorials about how to use hypothesis. There is a student Guide if Peg could maybe drop in the sort of educator portal link You can navigate in there to a student guide. It's a student-facing guide that talks about the different ways to Different aspects of hypothesis like best practices for tags how to add images to your annotations Basics on how to get set up How to navigate the profile page? So yes, there's a host of resources out there for both teachers in terms of getting set up but also For students to get set up. Let me go back to Sharon.  We're gonna address the accessibility question a little bit later on For the person who asked that There's also there's quite a few questions here, Jeremy. So if you might want to answer them as quickly as possible Quite a few quite answered them quickly Are you ready for another one? Yeah, I am I'll just to say that the next slide slide 25 actually has a link to that student resource guide and to a teacher resource guide and to a couple specific tutorials on profile pages creating groups Navigating the group home page, which I haven't talked about yet, but we'll get to in a second And we also have a YouTube channel that has these some of these tutorials and video format as well I'm not in trouble seeing that the questions needs are the great if you pick and choose for me. I am Are there any preferred browsers or their browsing browser compatibility issues? Yeah, the preferred browser is definitely chrome for the time being we're gonna shift a firefax Firefox add-on very soon So that we'll have some parity with the chrome Extension and using the Chrome browser Safari and Internet Explorer. I mean it functions on all browsers, but really Chrome and Firefox are your best bet. I think that those some of the issues that come up with the other I will call them lesser browsers Aren't as big a deal within the canvas Setup that more has to do with adding this this browser extension Within the canvas set up as you'll see Hypothesis is sort of native to the canvas course So some of the browser issues don't come up as well as some of the mobile issues It's you know, we're not totally a hundred percent mobile Compatible as yet. Although it's obviously in the roadmap But actually I've heard from our canvas users that on mobile devices when in canvas things work better than When using the browser extension Great, um, so there's a couple of other questions from the question and answer module Can you restrict access to other annotations Susan Harlan asked and Susan we may not be entirely clear on that Jeremy can address he kind of went over the different privacy options But he can he can kind of point you to that again, but we basically may need more clarification on your question So there's you can make private annotations, which were arguable only to you And you can also create a private group invite others to the group and you know circumscribe that set of annotations to a certain set of Years and we're actually gonna do that in just a second. So let's let's take a quick look at the canvas integration I know what you're thinking right now, which is like wow, that's so awesome I can annotate any web page online. Why the heck would I want to go and do that within an LMS? well as a teacher as an instructional designer, I'm sure you know That you know LMS is our primary way of not the primary way to deliver content for courses And so the content is living there and hypothesis or whatever web annotation tool you're using needs to function within that Platform it's a critical piece for people to understand that Hypothesis not a place where you host content. You bring the tool to content So you add it as a web browser can navigate the web any website or PDF that's online You can annotate with the tool in the case of canvas We bring the tool there for you so you can annotate PDFs and web pages within discussion swarm are dead You got a poll about this. I don't know if folks agree, but I just don't think discussion forums are really built for discussion Let's see if I have a poll about this May have gone too crazy with these polls But especially once you get out of the sort of general maybe Introduce yourself type of discussion forums when you're actually talking about text so much better to be in line With the text and basically create your own organic discussion forums around Whatever a piece of you know organic material authentic, you know Learning object a line from a poem is actually of interest to students or a confusion to students are worthy of discussion rather than sort of artificially recreating that There's also some added functionality within canvas actually that you don't get from the web browser tool because We can sync with the speed grader and some really interesting ways which I'll talk about But I do think you know our belief is that This is a this is a tool that people can use within the LMS to introduce students this really powerful functionality But obviously our mission is all about taking it beyond the LMS using it out on the open web Having people be critical readers and you know critically engaged with content Outside of the classroom outside of LMS beyond the University So what can you do with the hypothesis app in canvas? So we're now focusing specifically on canvas functionality You can configure hypothesis to appear on readings within the LMS PDFs that are in the file repository for The course or external public web pages. So a URL for an article on the web You can enter into the app and then present within canvas with hypothesis active And what I pop the hypothesis app in canvas does is it negates the need for? for the extension to the browser so you may not even understood yourself what a browser extension is you probably really don't want to explain what that is to 200 students You don't have to because hypothesis will just appear on these documents natively within canvas if you have the Hypothesis canvas app you can either create readings that are annotatable and aren't assignments Or you can create readings that are annotatable and then students would submit their annotation sets From those assignments you could have a really great discussion on a PDF of say an academic article and then have the students Submit their piece of that discussion all the threads that they started or all the threads that they replied to and then you can grade it if you want to do that, but you can also offer private feedback through speed grader and The rubric is up to you. However, you want them annotating, but this does give you a way to I don't want to say hold them accountable, but to certainly Look more closely at the work you've asked them to do. I mean when I was growing up, of course as sure the case for many of you Teachers told me to annotate And it was sort of assumed I did this as a teacher to like it was assumed That would just be good for you to do that right in your books, right now We can actually see what that looks like help students develop the skill And and help them become better readers as a result So this is what it looks like here's a New York Times article that was actually assigned as part of this course Loading within canvas and you can see the sidebar there the hypothesis sidebar Just play real quickly here see the hypothesis sidebar did that work? Annotation feature within zoom see it's everywhere This is what the submission process looks like oh No, no my annotations gonna stay there. They need to talk to us about how to do a better annotation tool than zoom Clear they're my drawing. Okay, so here you can see now I'm obsessed with it though. I'm do it again You can see the submission piece here can enter a username after I've annotated the document This manual piece of having to enter a hypothesis username will soon go away If you're using the app today what you can and I encourage you to follow the links later to sort of get set up in a test Environment or even start using in a course this spring if you're if you're that excited This manual piece of adding a hypothesis account and we'll go away later and I'll explain why But that's how you submit how a student would have submitted an assignment and then Yeah, the annotation feature within zoom is not possible. I don't think sorry zoom. Otherwise everything's great very happy And this is what it looks like in speedbredder So these are all model students annotations on this particular Document which happens to be the poem marginalia by Billy Collins. I can see Because it's a screenshot I can't scroll down But he has or she has two original annotations and then you see this annotation by Alan Reed is showing up because later down Model student responded to that annotation. I can assess it. I mean the assessment is up to you You can make it pass fail or whatever you can give it a letter grade I can give it a number But I think the really cool thing is that you can you know give personal one-to-one feedback about the practice of annotation Which I think as somebody working for an annotation tool in a long time annotator is really neat to get that kind of feedback But this this assignment piece is not necessary You can just have hypothesis on readings and make it low stakes Something that you know, it's just good for good for good medicine for your critical reading soul of your students So how to do this there'll be links later But you can ask the campus admin at your university to install canvas in your course You can also do it yourself by creating an API token and we have very clear I think Straightforward instructions on how to do that to communicate some stuff to us and we'll get you set up And then hypothesis will appear appears an external tool if you used external tools before not yet in the app store Hopefully by the end of the summer will be in the app store and this whole explanation process will be less manual But really not that hard to do Even if you don't consider yourself tech Savvy here are the links. There's an install guide They can directly link to the admin Way to do it or to the instructor way to do it from here. Maybe Peg can once again send out the the link to this Webinar deck just so people have it because again there are these resources There's a teacher guide on how to use it and then again a student guide about the submission process and stuff like that That's like what they mentioned We do have some other integrations with WordPress and press books and scale our And if you're building your own website again, this is the canvas webinar So that the canvas pieces the focus but if you're building your own website, you can also add hypothesis to it with some simple JavaScript All right Now it's time for the practicum If you're not I'm gonna pause real quickly and see if Nate wants to surface anything for me before we get our hands dirty So this is a good time if you're all caught up. You feel really excited It's a good time to get signed up and confirm via email if you do want to play with us I'll also be jumping out of the slide deck and and Navigating the canvas course for this webinar and see to just follow along and see How everything works there? But let me pause for a second and see if Nate if there's anything to surface Yeah, so Jeremy. I just wanted to point out. There's a couple people that are vast about Pricing and costs and I know that Jeremy's going to address that at the end of the webinar So we'll get to that. We are not ignoring you. We'll we'll get to that when the time comes And then Jeremy just so you know, there's a couple of open questions in the Q&A that have more to do with Some of the pedagogical background of using annotations So I thought I'd leave that for the time when your fellow panelists are going to be addressed Great. Yeah, and I should speed up so we can get to that because we have some practitioners and Really, that's the heart of it all that's the part that I certainly could talk about all day But I think it'd be more powerful for us to hear from some folks that use in the classroom So I'm going to try to pick up the pace a bit I know I've already gone too fast. I generally include too much in these webinars But now's the time if you want to play to sign up for iPod's account and visit the canvas course Maybe I can put in those links for us And then choose one of the readings and if you want if you're enrolled in the canvas course, you can submit your annotation as homework I'll be showing what that looks like and maybe I'll grade you live Um, so sign up visit the canvas course and join enroll. So I'm going to upper right hand corner Some folks already did this You'll want to join the private group for this webinar And you can do that either by there's a link to it Basically groups work by sharing a link That somebody with a hypothesis account when they visit that link will be automatically registered in that group So it's privacy by obscurity But there's also I added the group homepage to the nav and it's a navigation in In my campus course and I have a tutorial on how to do that And what this allows is not only a quick and easy way for students to sign up for the group But also after you've signed up this link becomes a kind of homepage for all the activity of the group and so that I'm going to go back to my annotation tool. This is probably was taking maybe go so long but This little added piece in the navigation ends up being a an activity stream for the group listing all the documents So I can go text by text and see mine and my classmates annotations But from the group home pages where I can then go and see over the past few weeks if you've been annotating regularly What that looks like And so there's some in the practical there's like three different documents that could be annotated the marginalia poem and the 10 ways of annotating students and this article by Kelly at all about annotation in physics class I'm going to jump out of this And Jump into my campus course Give it give a slightly awkward transition John can you confirm that I'm now sharing the campus course? It looks like I am And so this is my campus course for the For this class for this webinar It's an it'll be a resource for you moving forward It has some readings if you're interested in the pedagogues of annotation or or why do it or what's so cool about it? I really love the same Anderson piece This piece by Kelly Hutchison Is a really wonderful piece about annotating in the secondary school classroom And really it's also it really starts with analog annotation and goes on to sort of digital possibilities with things like hypothesis on google docs jason jones is an amazing piece about annotation in the liberal arts classroom For those of you that are in the humanities this paul shocked pieces is also quite quite great And then this kelly piece is about a physics classroom at harvard using a different tool But it's you know heavy-duty research about the power of annotation. So a worthwhile read There's a piece by me and about me again and by an english professor in florida about using a hypothesis specifically in the classroom An article by jesse stommel john michael moore. So these are these are readings relevant to the stuff But and there's a discussion forum where you can test out this theory that discussion forums are dead We can take a quick peek in there and see what people have said Then see I actually look you know, I'm sorry annoyed by it because I have to Scroll through the whole poem first and then get down to here and see some annotations And I maybe I'm just too much of an annotation there, but I don't like this way of interacting find this one to be Um Much more powerful so we can look at This one and uh loads in another window to give us a little more real estate. That's an option within the assignment settings um And here we are to see It automatically opens on the canvas webinar group because that's where I was annotating most recently But there is a public page and I created an annotation there letting people know That they uh Were in the wrong place and then a couple of people annotated here. That's fine It is the biggest mistake that students make to land on a text and if they're being asked to annotate in a private group Not necessarily toggling to do so. So public canvas webinar. Here's what folks have said Um, we can see uh, c.a. Turner and I already engage in conversation. Um, some of my dummy accounts Folks responding to alan's annotations here And I can also sort of go through the text There and I can submit here Let's go back to the modules so that's uh, that was a webpage ported in to um To uh canvas, but this is a pdf So this is a pdf that was uploaded into the file repository of the course and then an assignment was created from that file um, and you can see that uh folks have uh The miss hitchcock has been annotating it and uh even in conversation about that. So pdfs and websites within canvas And briefly leave The student view just to show you When I'm creating an assignment, this is after already having installed the uh The the app, um, which again, we have clear documentation for so I give it a title and then I come down here, um And I click on external and I find it and I add hypothesis And I'm given a choice between uh adding a pdf To be a list from my file repository in the course or an external webpage So that's the workflow for creating assignments the same workflow for just adding hypothesis to a reading as part of module um, let's take a look at uh speed grader and let's go to an assignment um And I really appreciated that miss uh That uh, let me see.  Um, and so here Maybe she didn't um That's waiting. So, uh These are all miss hitchcocks annotations on that particular document the pdf about the physics classroom at harbor um, and so i'm just seeing her threads that she's involved in so she has two top level annotations um And I can give her a five out of five and tell her great work We'd love feedback about this piece of how it's working in speed grader. Um I think it's pretty neat that you can sort of take this This, uh Cross-section of a student's activity and look really closely at their practice and yet I'm not necessarily pushing the grading piece of it, but I like the ability to give miss hitchcock Feedback there. So that's what it looks like in speed grader. Um, I think that's all I want to show about Jeremy Jeremy, can you make it clear that the annotations are still visible on the document itself as well as separately in the grader Yeah, so amy's asking she's she's uh concerned that they at all the annotations are still linear and separate from the document No, uh, that's the the the document is where it's said the in-context annotation is what we're all about really at hypothesis And so I can see miss hitchcock's annotations right here. Here they are in the context of the document Um, I can as a teacher reply to them, you know actively here If I wanted to give sort of a non-evaluated feedback or just engage with her in conversation I can do that right here. Um, so it's all part of the doc. Um, I can also, you know This is a robust archiving of of user content So I can go to miss hitchcock's hypothesis profile outside of canvas and see her annotations there Um And so these are all of miss hitchcock's annotations. Wow miss hitchcock. You get an a for the course for sure um For all your work, uh, just in the past seven days. So these are all her individual contributions to um You know outside of the context Hypothesis I can also view those document by document and speed grader and I can also view Again, they'll all be saved in context, but I can also view um the groups activity Out of context in at the group home page So these are all just different ways to see the same content again, they're they're anchored on the page They're safe there But these are other ways to sort of get a broader sense of what's going on if we were using tags across multiple documents I could get interesting views on the activity Um, but here are all the people as part of the course But I wanted to just say not uh, if I didn't want to use speed grade or somebody's not using canvas I can for example See just Annotations as part of the canvas webinar group here Um So there's other ways to view the annotations out of context. Well, yeah the in context piece is what hypothesis is all about So that does not go away. Uh, thanks for that and I'll just point out that jeremy also just addressed The ability to be able to see a specific students annotations and uh in isolation So apart from all the other students work. He was just quickly showing up Yeah, and I'll just let me just show one more thing really quickly To start to pick on you, uh, miss hitchcock, but um, let me go to miss hitchcock's contributions here Tina you haven't submitted your annotations kathleen. That's gotta do your homework. Um, Where's miss hitchcock? There she is so here are miss hitchcock's annotations As part of uh speed grader, right Let's say I want to step back and say, okay miss hitchcock I really want to think about her work across the semester Then I can click here and I'll go outside of canvas. Uh, oh, this is the wrong link john. So this should normally go to their To their annotations, I think but uh, you can hear actually you can export annotations here I can see all of miss hitchcock's annotations across multiple documents So if we really want to step back and see her work across the semester Especially if i'm advising her maybe on a final paper a final project And looking at her annotations across multiple documents and how she might translate that into another kind of, uh project. Um I can do that. So Um, I'm going to yeah, Jeremy not to uh do all in this But so a student could also see their own annotation in isolation, right? Yep And eventually export those annotations to generate the raw materials for that For that, um Someone to the Simon if that's the direction somebody wants to take the annotation work I am woefully behind um, I want to accelerate To the teacher round table and really give our teachers a lot less time than I said they I said I would so I apologize for that Um, but now is the time where I'd like to hear from uh first chris and then michelle and then alan I'm sorry to cut you guys short. I did not do the timing. Uh, well for this But I think this is the most important piece obviously is hearing how teachers have used in the classroom hearing their enthusiasm It's the best part of my job. Um, so let's go ahead. I'll stop sharing um, and you guys can unmute and, um Let's talk about your experiences even hypothesis in the classroom chris, you want to start out? Okay, so I think you wanted to go sequentially so Um, I'll just share real quick. Um, hi everybody. My name is chris long I'm an ed tech coordinator at hind to beach union high school districts And uh, I just wanted to share a couple of examples of how our teachers and students are using hypothesis So I have a quick screen share so you can see what I'm talking about Let's turn that on real quick Is that was that working? It's not working Forget the screen share so um So just just a couple of examples, uh in uh in a in a high school class where we have It's a develop developmental reading course So these are real low level level readers One of the instances where they're using hypothesis is they're using An article of the week and so one of the articles of the week was an article from the los angeles times It talks about in the land of the free Are you free to sit out on the national anthem? So I was talking about uh call in capronix Stance that he's taking and so it was good to see that the the students are engaged in a current event And then taking a stance on it, but as I was helping the students with the teacher We realized that a lot of the assumed background knowledge that the article just kind of assumes that a reader would have these students were totally missing So one of the ways that um the teacher and I uh used the tool was they would highlight people in the article and There's a lot of people. There was over 20 people mentioned in the article A lot of them didn't even know who call in capronix was so they found a picture Uh kareem al-dul-jabbar was mentioned So one student found a picture and then all of a sudden it's like bringing the reading to life So now they see oh, there's there's a lakers player They may not have grown up watching kareem, but now they know he's a basketball player And they know his color And then a lot of students were able to find like wikipedia articles or websites of of things that were mentioned in the article So that was one way that I think it really helped the students to actively engage in the reading and bring the reading to life And bring that background information that they didn't have to the table Another example is uh in a hybrid economics class. This would be a senior level class for us We're one of our teachers. Um, he actually kind of flips the assignment where the students are are are actually charged to go out and Kind of scout and find current event articles that relate to the content of the course And then they they do he has a protocol for them Where they're going to annotate it together the student that finds it does a screencast video of of their thoughts on it and then they do a writing assignment afterwards and um, he was also Really impressed with how the students were they're they're writing after Annotating in the discussion they have during the annotation phase has increased the quality of their writing And I'll go ahead and stop there and and let the next panelist talk Thanks, chris michelle. You want to tell us a little bit about your work with hypothesis and maybe specifically the Grading a rubber piece. Yeah. Hi everyone. My name is michelle Sprouse. I'm currently a doctoral student at the university of michigan I'm studying english and education But in my former life, I was a middle school teacher and I taught an english language arts course So I want to share a little bit Oops, sorry there. I want to share a little bit about how I use the rubrics in canvas to give my students feedback on their annotations I think that's one of the really great things about this integration here Um, so let me see if I can share my screen Give it a sec. I think uh We were told that chris has sort of popped up there. I can see it Okay, so I think what we are looking at right now is um a set of annotations I'm there. I was my test student earlier this morning um, and you can see my two annotations I set up the rubric and just like I'm grading in any other um canvas assignment with a rubric. I can select um the the um quality of the work that I see there and um give my students feedback We saw earlier. Jeremy left some comments All of that can work together to give our students some formative feedback on how they're doing with their annotations I also want to share um A rubric that I used for my middle school students and english language arts tied to the common core state standards All right. Can you see this reading literature rubric now? Yep. All right. Awesome. So um, this was before canvas was integrating with uh hypothesis So we don't see hypothesis annotations next to this But I was able to set up Some categories there aligned to the common core state standards for reading literature And so I might be able to um use this if I were teaching middle school students again to give them More specific feedback on the different standards in terms of reading and what I see in their annotations And um, I think for the sake of time if um, we want to keep going Um, I would just say like the idea of the formative assessment is really important. Um I typically just give my students credit for completing assignment versus um Being really picky about grades and things Here and I'm able to use the kinds of things that they're bringing up in their annotations to build on our class discussions for the next day So I really love that ability to only to see In hypothesis the broad picture of how students are interacting together And then in canvas I can really narrow down into how individual students are are engaging with the text That's so cool. Michelle. Thanks. And I hadn't seen that rubric yet, but I'm hoping that we can get uh, maybe you'll share that in the canvas community somewhere Um, and that will get more like that. I mean I could see somebody really translating that Common core alignment into a rubric that then was a kind of canvas piece and I haven't waited in myself to rubrics, but you can add these rubrics You can create one and add it uh to your, you know, assignments or you can just be greater somehow and Definitely develop a tutorial about that. Uh, talk more to uh to michelle about that But uh down the line I could see lots of different types of rubrics going there Representing lots of different ways to think about annotation Alan very briefly. I'm sorry to cut everybody so short Um, but you want to say any last words looks like your twins are still sleeping Luckily, yeah, um, yeah, we're just going to touch on peer review using hypothesis within canvas really quickly So, um in my courses I teach graduate courses in a master's of arts in writing course, so it's heavily Writing intensive and so, uh, what they do is the students each have their own assignments So they they choose one text that they would like Reviewed from the other students and we do a sort of writer workshop on that And this is what it looks like sort of similar to what jeremy was showing earlier When students open the assignment they they see in this case kimberley's paper And what I ask my students to do is as the author I ask them to come up with at least five questions that they would like to ask Their reviewers to address so It's kind of small text here, but she's asking her reviewers five specific things that she would like addressed in her paper And then all the students in the course Uh, sort of go through her text Doing a close reading and provide all of these close annotations to it And then on my end because it is an assignment I am using the speed grader and assigning a grade for the quality and the volume of the Annotations that the students are providing on the work. So again doing similar to what jeremy showed earlier I'm clicking on the user in this case chris. I'm clicking on his annotations for that document and then assigning it a grade So, um, it's a gradeable assignment and uh, the author gets valuable peer review feedback And everybody sort of wins That is so awesome alan Uh, I'm really sort of mind blown. I'm so glad you brought in this peer review piece and I remember teaching freshman comp years ago and Feeling like peer review was kind of this throw away thing I mean it was something I thought was important for both the the reviewer And for the reviewed in terms of improving writing, but it was hard to pin it down as something that we talked about You know, what is good feedback what is not good feedback and to see that it's it's amazing I can I imagine that the papers must be so much better when they get revised quick question. Um Do students send you their papers and then you upload them to campus or can they do it themselves? I've been experimenting with that in the beginning. They were sending them to me and it's a small class So I think eight or nine. So I was uploading them individually, but In canvas, you can just open up the file section. I believe and they can drop them in Uh, just real quick Okay, all right Yeah, if you if you go to the file section I have a folder for student writing and they should be able to upload the Documents there and then when you're creating the hypothesis assignment, you can choose the pdf from that list Okay. Wow. That's such a cool example. Thanks alan.  All right. Um, we are Out of time. I can we can keep going. I'm going to keep going. I have a few more things to say Folks can obviously drop off. This will get recorded. Um, but I do want to just share a few last things I know there's some questions about Uh pricing and things like that that I'm going to get to in this just last few minutes. Um, but again if you need to drop off, please do and then um, I'm always available Not always add to little children, but you can use my email direct email to get in touch with me. Um And I can help to get set up. We can review, you know, we can talk about Getting started one-on-one. I already see some folks have emailed me keys and secrets to get their App installed. Um, so what's coming? There's some big pieces that are coming in the next few months I think are going to I'm sure your minds are already blown But there's some big pieces coming in the next few months that are going to really Completely blow it out of the water. I think it's just an awesome tool for hypothesis for for canvas and for classrooms And this stuff most of it is coming by fall. So we're looking to really push in pilots at some universities in the fall um The first is the big thing is authentication Because you might have noticed right now you have to students would have to individually sign up for hypothesis accounts They have to join groups, uh, you know manually and they have to Manually type in their hypotheses using aim to submit assignments not all that crazy of a thing to do It's all a pretty easy process once you join The group it's done Entering username is not too difficult, but definitely understand, you know Foreigner person lecture course might be hard to really track down everybody making sure they sign up and that they You know submitted their assignments with their proper username. Uh, so eventually and quite soon we're going to have Authentication through the canvas lti so that students would show up in a course and be provisioned with an account Probably being asked if they already had one And then be provisioned with account if they don't given some kind of username from the canvas From canvas, uh, you know data like um, and then automatically logged in So at that point that means next fall students showing up to a course Since you might not know what hypothesis is because it will just be active on the documents needs to be active And they'll be provisioned with an account. So it'll really be a seamless frictionless part of The canvas experience of reading a text The the group piece automatically assigned to a group may come later. So we'd have to wait and see how this thing working on currently Will play out But again, eventually you'd be automatically given an account automatically logged in and automatically placed into a group Aligned with a course if that's what the professor wanted or possibly even to a section within a course So there's 400 students in that lecture course. I mentioned probably don't want to just be in one group That might be 40 different groups or 20 different groups can't do the math So you'd also be automatically enrolled aligning with the sections of a canvas course into a sort of subgroup as well Privacy you may have noticed that currently it's privacy by obscurity again It's this it's this link that you click on to join a group This makes it vulnerable for a bad behavior somebody could expose a group one of you get one of you could tweet Out the link to the group For this webinar and then expose everybody's annotations to to view So but with good citizenship There is privacy If people aren't sharing that link So we're further compliant if everybody's behaving in that way But we are going to create a more robust way of joining and And informing groups Probably some kind of invite only situation may come sooner or later depending on on how that lti authentication works Accessibility was asked about before this is definitely a priority. We're a small team. So it's it's not something we totally We've been able to get to but the first stage will be completed. Hopefully by this fall, which will be making annotations Readable through a screen reader And we'll have a VPAT by then to have University be able to work with To provide accommodations and then a quick follow to that will be the right ability of annotations being able to actually write annotations Through a screen reader What hypothesis does and i'm sure all your minds are blown what hypothesis does is pretty unique Because it's not a website. It is not a platform And so it's you know, a lot simpler to make websites and platforms accessible But some of the things that we're doing selecting text commenting on text reading comments on text is sort of New especially when it's out in a while of the web and in different types of ecosystems. So Accessibility is is tough, but we're absolutely committed to it And it's coming. Um The last piece I want to talk about in the last five minutes is our Sustainability model notice. I'm not saying business model. We're really not a business as a non-profit. So it's just a different approach to Software a different approach to education technology We have several sources of sustainability mostly from philanthropic foundations Philanthropists individuals can contribute. We launched with the Kickstarter campaign But we're moving more towards a model where institutions will partner with us and become sustaining members of our sort of coalition And that includes publishers Platforms possibly even canvas hint hint And educational institutions And so the idea there is that for organizations that make substantial use of hypothesis technologies and services to become sustaining members Um and to help store the technologies and services that they're using as well as the practices and communities Surrounding those technologies and services really to make this broad vision of web annotation come true not just within campus, but beyond And then there'll be certain services associated with this which I'll go into in a second but This is all in the interest of openness sort of a first stab at what we think a fair way to work with Heavy users heavy using institutions of hypothesis hypothesis will always have a free fully functional You know application both within and outside of canvas So again, you can sign up and use hypothesis in the course today at no cost and you could continue to do so At no cost the functionality will always be available So it's really a different approach than probably what you're used to in terms of education technology and business models But in terms of the sustaining services we would offer institutions Obviously this sort of integration with LMS is could be a big deal Something we need to coordinate on and providing a single sign on for all users training and resources relating to the implementation for staff hosting all the software and data necessary to you know Keep this stuff protected but also accessible To you and your students to teachers and students administrators And then you know tier one and to support for students faculty administrative users Using the technology. This is all sort of in process And so we welcome feedback. There's a survey at the end of this Webinar that asks for feedback about the the business model So please do fill that out and and give us your thoughts if you're in the position of a purchasing technology or partnering With technologists. Let us know what you think about if this makes sense No fte for examples can be really different for big public universities and for for smaller institutions And one thing I can say for sure is that big public institutions like University of michigan where michelle is It may be by college. It may not be for the entire university that we that we do our first pilots with so will be Whatever tens of thousands of students at michigan, uh, at least to begin with um I think that is it. I'm sorry for going on long. I'm sorry people had to drop off again. This will be recorded I encourage you to sign up for hypothesis Um become a canvas alpha tester again You can install the app today by exchanging some information with us and get get cracking with it. So please Let me know Get in touch with us if you want to start playing around they're actually using in the classroom And then this is the survey link Or the form link for if you think your institution if you're either in a position to say this or you're just gung-ho about Hypothesis you want to bring this to the attention of the folks the powers that be an institution about launching a Campus integration pilot in the fall a little before the fall. So we have everything in place You can sign up here and give us some information If you're interested in that more campus-wide integration So again apologies for going long jeremy dean dr. jeremy dean dr. jading at Twitter and that's my direct email address If you have any questions follow up from here I'll be sharing the the The video for this webinar to all registrants. So you'll get an email with a permanent link to the video And I will stick around because I my schedule is open but I understand people have to drop off But I will stick around and do a little q&a um, and I think Nate and john if you guys want to come out at hiding peg. Uh, you're welcome to but Nate you want to tell me a little bit if there's there's questions that people are sticking around to To respond to Yeah, so first of all, um, Jeremy. There's a lot of call for uh to make sure that you attend InstructureCon I will be at InstructureCon Good to have friends there uh, so you'll be um You'll be giving a presentation at InstructureCon the schedule is not published yet though, right? Yeah, right, but I'll be there and uh, happy to sit down one on one two and talk to folks hear your ideas However, I can be helpful In colorado could be a great setting to to do some live workshops Uh peg and you also put the link to the um the interest form for uh to join the canvas partnership Okay, great um and then uh Jeremy someone else is that Cindy's asked if we have any other lms integrations on the road map Uh, we don't have any other well, they're on the roadmap We want to become a full fully compatible lti tool, but again because of the way that hypothesis works um, this is going to take work to integrate with each of them in terms of You know How PDFs are stored and things like that, but it's on the roadmap john. You want to say anything about that? I was just going to say we uh had the opportunity to take a vote on which were the next most requested But maybe we can send that out afterwards Yeah, that would have been good. I thought it was this was a canvas uh proud group, but uh, we would love to know generally I mean whoever asked the question Cindy, please, you know, let us know we're keeping it tally of what should be next. Um another uh Tina had the suggestion that um, she'd love to see the group home page be more attractive Like like a google plus community page she suggests Or something like that. Um You know, one thing tina that comes to mind about that is um hypothesis is actually used We realize that the design is very minimalist, but it's used in so many different contexts Including education and scholarly publishing and scientific research and things like that that um It's difficult to choose the right aesthetic that will meet everybody's needs And so I think in the meantime, we've sort of defaulted to something that's um, as you point out are relatively minimalist But It is a version one of the kind of recall them activity pages both the profile page and the group home page And so they will evolve and become uh more attractive. I already have some suggestions. Um, I just shared another poll um about, uh Product priorities those of you guys that are hardcore and have stuck around here, which looks like upwards of 50 of you Uh, please feel free to vote there Some one of the first question is really about campus integration and what the most important thing for campus integration is um in the second is uh Along the lines of that comment in terms of what functionality for more pedagogical standpoint, you would see as most valuable So that's where you can vote on export for example, um to move up as a priority within our Our roadmap, but that the activity page is our version one. So they'll they'll uh, They'll be getting a look and I know that we're hiring a designer. So, um, they'll get an aesthetic look as well Yeah, I think we actually managed to address a lot of the more specific questions I mean a lot of the questions that were left over In a way had to do with those deeper deeper points about, you know, the pedagogy of using annotation Um, you know questions around for instance, you know, how do you how do you encourage students to? um Give annotations that are more meaningful rather than just uh, I agree with you or something like that was one example Right. Yeah, this is a I feel bad that we did not have more conversation over pedagogical because that's really the most interesting point. Um And it's something that I'm happy to to talk about offline with anybody Um, and we have a community of educators and we can have further webinars about Specifically the pedagogy effect. We have some webinars On our website, I didn't know teacher resources about various things like using hypothesis with the In comp courses using hypothesis with literary anthologies using hypothesis and history classrooms of some disciplinary specific webinars, but um It's up to the teacher really I mean if you look at just the the breadth of how people were using it from chris's examples to allen's Um, it's quite a wide range of ways that somebody can use hypothesis and and ask students to use hypothesis So, you know allen was obviously doing peer review. It's a little different from reading a sort of primary source work of literature um And uh chris was talking about both sort of more remedial classes doing certain kind of annotation And then upper level courses doing another kind of annotation. So how students annotate is really largely up to the teacher We have a lot of resources With, you know different rubrics not canvas specific rubrics about how other teachers have encouraged like for example How to use it in a history classroom? What's my rubric for history classroom? We have those in our teacher resources, but um, it's it's flexible for the teacher to sort of set that up um How how students are annotating and I think the canvas feedback piece allows you to sort of say, you know, these two line answers Nate are not enough. You know, I want you to say more to your classmates. I want you to engage more with the text I want you to make stronger claims You have the opportunity through that feedback mechanism to push Nate to be a little more verbose in his annotation Yeah, you might not want to make me more verbose You know, uh, actually Catherine Kathleen sorry had a great suggestion And that's that maybe there's the opportunity to have another webinar that focuses Just in on the pedagogical aspects of annotation I I it's a done deal now that I've uh Got the trial and error down a little bit with uh zoom webinar. We'll make a plan on doing that Uh before the end of the semester So I'll actually get that scheduled and send it out to all registrants when I send out the video for this But that's a great idea because that that's the most exciting part and I feel really bad Alan chris and melissa for I'm sorry michelle for not giving you more time because obviously I mean that that was a highlight for me personally to hear those stories And uh, there are many many more as well. We have a cohort of over 20 alpha testers with the stories as well So maybe we can bring them in for that time Great Well, we you know, there's there's not really another host of uh, you know, deep questions to answer right now So maybe we should bring it to an end Great. Uh, thanks nate. Thanks peg. Thanks john internally for for helping out Thanks, alan michelle and chris for telling your stories against sorry for cutting you short Thanks everybody for tuning in As I said, this will be available as a resource. I'm available as a resource Moving forward so feel free to reach out I can already see on my phone that I'm getting a lot of emails But we'll get help you get set up happy to chat one on one about the pedagogical annotation happy to chat one on one and help you get set up with the app if you're confused about the How worse to get things set up in canvas? And uh, yeah, thanks for tuning in if you're a real annotation nerd after this hour and 15 minutes We do host an annual annotation conference Which we'll we'll send out on the on the chat here The since then I spoke at the beginning of may so if you're in california and you really want to dork out About annotation and annotation the classroom friday afternoon will be dedicated to the education use case But yeah, please please stay in touch and thanks so much for The overwhelming interest here. I again, I've never spoken to so many people even though I can't see you It's it's thrilling Thanks everybody