Welcome to this annotated workshop that's being delivered in conjunction with the online learning consortiums Accelerate 2021 conference, which has both a virtual and face-to-face components this year. We've done this workshop a couple of different times now in conjunction with OLC. I really want to thank them for making it possible to do this sort of special events that invites both OLC attendees, welcome if you're one of those, and outside folks too who may not also be attending OLC Accelerate to this workshop to talk deeply about social annotation. So we've got a pretty exciting show here today, and I'll introduce our guests in just a second. I just wanted to take one minute to explain what we mean by annotated as institutions start to get engaged with social annotation in a really formal way. They join something that we've been building here at hypothesis called the annotated community, which is at social annotation in education. And there are so many institutions participating now that I'm sure you can't even make them out on this slide, maybe some of the really big letters here, but it's now over 350 schools. So we really see this as part of the community that is gathered together to kind of think about social annotation and move it forward. And we think about these workshops as being an event where those folks come together and invite others. You don't have to be a member of the annotated community in order to join and participate. We welcome you regardless. There's a little bit of explanation around what annotated is, and you'll see here too that these slides are available online there's a bit like up here in the corner which I'll share with you in the chat as well. In case you want to actually get to the slides yourself. In the slides to various resources. Not absolutely necessary will be showing them on screen as well. So one thing that I wanted to just briefly point out here is that this is a workshop where you will be asked to actively and actively annotate yourself with other folks during this workshop. And so this is a page. And if that explains what that process will look like we're not going to do it right away. My colleague Jeremy Dean is going to kind of get us all in the same page about social annotation and what it is first, but you will need a free hypothesis account in order to participate in the annotation. And if you don't have one yet that might be a time to get that set up. And so here's a link to this sort of guide page about how to get involved in an event with where annotation is happening live. And so I just wanted to make a brief mention of that so that people could take a little time to get set up with our accounts in advance of the need to. So as I said, here's our agenda for today. It's pretty straightforward. We're going to do two main things. First, as I mentioned my colleague, Dr. Jeremy Dean say hello to the folks Jeremy. There he is waving it. Hi folks. And so I'm sure many of you have seen him before he's going to take a few minutes to kind of get us all in the same page about what social annotation is how we think about it.  And so we take that meant, you know, just a few minutes to kind of get everybody together. And I have a common understanding about what social annotation is so that then we can move forward to the main event, which is going to be with our special guest, Dr. Rajiv Janjiani who will be here in just a second he's popping between events right now and will be tuned in in time after Jeremy finishes his, his introduction. And I'm really, really proud to welcome Rajiv today. And I know he's not here to hear this. It will be really great to to have him as a guest on the show. He's a long time, deep advocate for social annotation, and also open education in general and I'm sure we'll hear more about that. And part of the reason why Rajiv is here today is that he is delivering the keynote address for the OLC Accelerate Conference virtual session next week. And this is a little bit of a kind of preview of that in the sense that we're going to be talking about the themes of his keynote and annotating around those on a document that that Rajiv has picked out for us. So that will come up in the second half of the show, even though it's it's much more than than half of it. So, without further ado then I'm going to pass the baton over to my colleague, Dr. Jeremy Dean who serves as the VP of education here at hypothesis. He is going to take over the slide deck here. And I just want to also give a shout out to Jeremy who many of you may know already but some of you may not that he has also has been and still is a deep educator in using social annotation so yeah, people and Jeremy have turned our attention over to try to help other people get involved with social annotation, but at his heart Jeremy is a teacher and so I what I, I just want to make sure that folks know that, as he kind of helps us understand how he thinks about social annotation as a teacher and as an evangelist. So take it away Jeremy. I'm going to tell you about something that's going to change your life today if you sign up today. It's absolutely free. No, yes, I'm an educator by heart. I know subtext there was that Nate and I turned to the dark side of actually working for something that is not physically or definitively within the community but kudos to Nate and friend who I believe also are educators at heart and for this great event. I did want to do a shout out just because they are so hard to see here to a few institutions that I can see represented by individuals in the chat here so CSU Pueblo Colorado State Pueblo shout out, Kenyon College National University of Ireland Galway shout out and Rarikim Community College shout out. I'm sure there's others but that's what I could pick up from some familiar names in the chat. It is true without our partners in the annotated community. None of this happens. So thanks to those of you that are instructors that have advocated for hypothesis and technologists have advocated for hypothesis and are supporting hypothesis through bigger institutions. We wouldn't be able to do what we're doing today without that. As Nate mentioned, I am an educator by heart. I became a high school and a teacher right out of high school college rather. And then when I got a graduate degree and during getting my graduate degree I taught composition and literature for many years the University of Texas. And I think it was back when I was teaching high school that I got in the habit of handing out this poem to my to my students on day one of their courses because before any kind of computer and teaching came into my practice annotation was always part of it. I was part of my own practice as a student my practice as a scholar my practice as an educator and not that I'd read a bunch of research articles on it but fundamentally I believe that it was going to be critical to the success of my students in my courses that they write in the margins of their books. So I tried to inspire them on day one with this poem by Billy Collins. We've all seized the white perimeter as our own and reached for a pen fully to show we did not just lay in an armchair turning pages. We pressed the thought into the wayside planted an impression along the verge. This is what I hope to my students would do outside of class and this is what I believed would be useful for my students to be successful in the course to better understand reading. If we did reading quizzes when I taught high school to better begin to comprehend and analyze what we were reading and studying when we were papers. And of course there's nothing radical about this proposition right I didn't invent this idea annotation is probably the oldest piece of education technology that we have practiced for centuries. I mentioned the kind of chat in a webinar is a kind of annotation probably key paintings are kind of annotation annotation has always been around and especially since the advent of the book. It's something that students and scholars and everyday readers have done to be more active and critical in their reading to better understand what they're reading and to begin to formulate their own thoughts about their reading which of course becomes their own writing. In the previous session that we just had for liquid margins we were talking about the teaching of writing and it's, you know, I'm sure the scholarship is out there and people are talking about this but it's so clear that writing begins with reading and reading the sort of writing part of reading is the annotation. And so anyway, this has been around for a long time it's not a radical proposition. But we do face some challenges when we start to read more online, or even when we read an analog format in a digital era, and I think I got interested in social annotation when I was in grad school and exploring digital pedagogies. And I came across this quote is now a nine years old, an article from the Chronicle of I read that I think still really captures for me the power of social digital annotation with tools like hypothesis. Online a book can be a gathering place, a shared space where readers record their reactions and conversations. You can see here both the idea that readers are sort of taking notes, they're making traces on a page that help them through their reading. But what's really powerful about social annotation is obviously sharing those notes, sharing those pathways of thought, and I just became so excited about that in grad school for English. I basically jumped the academic shift and was like I really want to bring social annotation to classrooms that's what I've been doing for the past nine years. So this is our vision of annotation at hypothesis that any website article ebook document or piece of multimedia can have multiple layers of annotation. A private layer of marginal notes like Billy Collins is talking about that just your notes, you know, you're taking notes on online reading, for example, they don't, you don't always have the ability to take it and make annotations. This is a tool that allows you to do that. These notes and comments can also be public right there's a public layer. I think that's the layer that we're going to be working in today. When we read and annotate with Rajiv. There's a public layer for this annotation practice. This is a really neat thing actually for those of us that are educators and have been telling students to annotate forever. This is a tool that allows you to annotate the web that exploring the web, which of course everybody does every day can now involve a practice called annotation that's normally been relegated to like the nerdiest of nerdy English instructors trying to get their students to read more critically and deeply now it's out there it's part of common, you know, digital internet practice. For educators, the most important part of what hypothesis is building are the private groups that you can create with hypothesis that allow you to annotate with colleagues that you might be teaching with or exploring scholarship with and with courses that you teach to private reading annotating groups for courses. Quickly, I'll just say practically what hypothesis does some of you guys will be doing this in just a second. It's a simple tool, very simple tool, we were just in this last section and one instructors like super easy and intuitive for both instructors and students to use. You select text to annotate you highlight something on a digital document, and you can create an annotation. You can reply to existing annotations and have conversations and we'll be doing that I hope a lot today. So we'll be reading and annotating with Rajiv welcome Rajiv good to see you. And you can annotate together and groups I think today will be annotating as a public group. But if we wanted to have a more private conversation we could create a private group and have that smaller cohort for reading and discussion. Just a quick shout out because so many of you guys are coming from an educational context. We do have an integration with learning management systems that makes it a lot easier for students and instructors to get started with the tool you don't need to create account you don't need to create private groups, all of that is done for you with LMS integration. And it basically just allows you to add a layer of annotation on top of readings that you are that you're having to read already. And one thing I like to point out is that this isn't something that it could radically transform the way that you teach but it's not going to require you to radically transform your course, because you're simply adding very simple functionality on top of reading that you've already assigned. I'm going to share three top level takeaway that we've learned from instructors and students. As we've gone on this journey with them around the value of social annotation for teaching and learning. The first goes back to that nothing new aspects of annotation that it makes reading active. Active learning is kind of almost a given these days that we want us to be active learners not just passive recipients of knowledge and want them to be more creative and engage in different ways. While in the context of reading tools like hypothesis helps students become more active reading which of course is a gateway to all other kinds, a lot of other kinds of activity and creativity for students. Although I will just say one neat thing about annotation that slide always reminds me of is how students can be active. And how they can share their experience or show their expertise through annotation is expanded through multimedia, multimodal potential of hypothesis annotation you can see here since we're actually annotating a poem with memes or they wasn't just means I think the assignment with annotate with an image and some students were using means. I had a chance to talk about this with the in the previous session where we're talking about the teaching of reading and writing with social annotation, but I think it's very interesting to think about how students think with images or can think with images or share their ideas or their experience with images and video or simply hyperlink making connections between other texts, and that those are important and valuable forms of both affective and cognitive reading. Those are important for students to cultivate and instructors to take note of hypothesis makes reading active hypothesis makes reading visible I really think is is a sort of radically new and powerful thing about social annotation. When I handed out that Billy Collins poem in my classes. I didn't do much besides that I didn't check that my students have annotated and tell them how to annotate. I didn't necessarily talked to them about how to take their annotations and do something else with it. How to use annotations to study for a test or quiz how to use annotations as the material for the beginning of a paper. I just assumed that it was good for them and they were going to do it and they would. They would perform better on those summative assignments but being able to actually see how students are encountering a text certainly being able to see that students have encountered the text I mean I know it might be controversial to say this but you know some instructors have told us again. Seems like my students aren't always doing the reading this is a way to kind of force them to do some of the reading to share some other ideas there's other ways to nurture a culture in your course where students are completing those assignments but certainly you can see it since I think more importantly though you can see where they were confused where they were inspired and you can intervene and join them in those inspirations as the instructor based on that visual evidence of how they've encountered the text. You can see maybe that Rajiv is not paying enough attention to the textual evidence and needs to like really draw more on the author's words in his statement of claim. So just a little job there for you to Rajiv. So that that visible piece I think is incredibly powerful for for instructors and for students and the other thing we hear is goes into the next point is that it's not just that the instructor can see what the students are doing but the students see each other. And there's tremendous value in the student scene, how other people encounter a text, how other people might be interpreting something that they have a better understanding of how different people might be interpreting the same thing in different ways. 24 hours ago I was thinking about the social as a kind of benefit in and of itself that you know it's good to have tools that are social and engage students and they're with their colleagues and building community and I think that's all true. But I read an article last night again this is referring back to the previous session that we just did that made me think that social is a critical piece in terms of developing fundamental and higher order academic skills, seeing how other people are interpreting something helps you become a better interpreter of stuff. And so I think that social has all kinds of and there's a great line in the previous session where the one of the participants was talking about a lot of times when a student might encounter a text. In isolation, and they encountered difficult complex, you know, language, they might get they might start to feel isolated, they might start to feel alone, and not understand that everybody struggling with this right when I read Derrida in college right when I was in grad school I probably was like I, you know, should drop out I don't know what this guy saying, but that's the point everybody struggling that way, and seeing that other people are struggling I think can help you feel more comfortable. That's part of that there's others engaging the struggling that might be what the definition of the Academy is struggling with other ideas and when working through them. I think people are doing that that your classmates are also struggling, help you, I think find a home and be more comfortable in a text and push through and finish that reading and ask the questions and, and, and, and, and better comprehend and begin to think for yourself. Nate I think, if you could just remind me on time where I'm at. I think I'm supposed to be wrapping it up soon. Yeah, you're good you've got a couple more minutes. We wanted to give time for a receive to make it here and he has done that so that's great. You've got a couple more minutes why don't you take it, you know, just before 1030 and we'll shift over then. Perfect. All right, then I'm going to just finish out with these final five slides to give you just more thinking around. So this is how to use this tool in the classroom, and then work with instructors learn from instructors and help instructors leverage the power of social annotation and teaching and learning. So I'll just share five final slides that point in the right direction. As Nate said, I know a lot of the folks here are veterans of social annotation so this is all old hat that would you say old hat. Tricks. I don't know you've you're familiar with this material, but for those that are new maybe it will be helpful for you and thinking about how you could turn around and use a tool like hypothesis in the classroom. The first is the first sort of, you know, way to use hypothesis is just a reminder that it's not just about reading sort of emphasize this before but that a lot of instructors that use hypothesis in the classroom.  They really rave about the way it brought a class together. The way it built community in the class and the way it prime students for collaboration, not just on top of text with the tool of hypothesis, but in other ways that they were being asked to collaborate in the class, how they might work together on other projects, group projects. Of course, this idea of hypothesis building and maintaining community over the past 18 months has taken on a new valence. Certainly we've had a lot of instructors and students say they were, you know, thankful for hypothesis as a way to kind of anchor their experience as students and instructors when physical classrooms were no longer the sort of epicenter for that kind of centering of community. One great way to start with hypothesis is to have students annotate the syllabus. It's a great way to get used to the tool both for students, but also a great way to kind of reflect on the syllabus as a community and say, well, some of these readings been done before. Maybe we can skip them in this in this course and bring in something different. You can get feedback from your students to kind of create the horizontality where you're no longer, you know, telling them this is what we're doing but you get some feedback from them. Can ask them things like, you know, what are you most excited about what are you most worried about in the syllabus and get to know where they're coming from a little bit more. Certainly you can just turn this tool on on top of your readings and, you know, re resurrect the margins, if you will, in the digital context because a lot of times, you know, that note taking ability is not available. But I think the more deliberate and directed that annotation assignments with hypothesis are the more you and your students will get out of them. Certainly it's a tool that can be used to model annotation or to kind of take the discussion form from some separate tab. And back on top of the read, obviously the English instructor, I always want students to stay close to the reading. So this is a way to anchor discussion threads and discussion forms within the reading. Where an instructor might go through and pre feed a text with questions that students would answer in line or to model annotation. But certainly I think the most powerful use of the tool is in a more seminar style discussion online sort of asynchronous seminar style discussion where students are leading the way students are the ones asking the questions. And they're working collaboratively through a text. And with that, think I am perhaps timing myself to be done and hand it back over to Nate and for you. That's great Jeremy thank you so much and I love what I received just out in the text like come for the Dante stay for the Homer. I admit that I'm in the middle of rereading the Odyssey right now because there's a really exciting new translation out by a female translator which has been really interesting to read and I highly recommend at least the introduction to that translation. Just as a, that would be such a great text for a literature class to explore together the introduction of the poem. Anyway, I mean, you can explore the poem to but haven't we all read Homer enough, but I am going to flip back to sharing my screen. And just to actually formally welcome, I received here to the stage. Dr. Jean Gianni is, you know, leads teaching and learning at Quantlin Polytechnic University in British Columbia. I believe I have that correct and and works with just a ton of really great and talented people up there that he is probably honored to collaborate with I'm sure. I wanted to thank him for taking the time out from a really busy schedule and his preparations for his keynote at OLC accelerate to take part in this workshop he's really given a lot of a lot of time and effort to do it. And so I thought I'd start out just by checking in with you receive and asking how you're doing today and welcome you to this space and see if you have anything introductory that you'd like to say, before we actually dive into the workshop activity. Great and Jeremy and very good to see you all really appreciate the invitation to be here. I do want to acknowledge that I'm joining you from my home which is on the traditional ancestral territories of this Squamish nation. And I'm really excited to, I'm looking ahead to Monday and where we're going to go with that with that keynote but I think you're right. Incredibly lucky to work with the people I do and even within my institution of course staggeringly gifted and passionate people. And a lot of this has to do with you know where we are going as a teaching institution that values open access, but also I see, you know, incredible colleagues like Brenna Clark Ray from the broader BC community here. I will also just quickly want to say that you know I've worked with hypothesis for so many years now. And so, one of the things I always appreciate is just how, how, how wonderful hypothesis is as a citizen in the attack space on Ling, how attack can be ethical and so I just want to just note that and appreciate that and give you a shout out your support for for example in in link letter has been noticed and appreciated. And certainly the way in which you approach technology with a mind to privacy and agency is certainly I think a model so glad to be with you all. Well, thanks. Thanks for that. Reggie, that was a really nice thing to say on. We appreciate that we. I know that Jeremy and I especially spent a lot of time thinking about how Ed tech vendors act and see if we can't act in a different way than a lot of them do. And so, that's really important to our work so so thank you. We are going to be diving into some hands on annotation here. And I'm going to share a link to this slide that's up there now was not a slide the web page behind this slide actually, because you will need a hypothesis account in order to participate in the hands on that annotation activity so I just want to give folks a little bit of a chance to go set one up if they don't have one already. They're free easy to set up it only takes like a minute so you can do that in the background while we're while we're talking. And I wanted to shift now to, you know, kind of why we're gathered here today. And so, unless you've changed it. Without me knowing in the night, Russia, I believe that the title of your keynote that's coming up next week is 2021 and pedagogical odyssey. So, um, I think that's, that's a really. Yeah, a great way to go back to your comfort the Dante stay for the home or work which is so great. Like I said I'm in the middle of rereading it now and I'm telling you boy. I didn't realize that you could actually sail your boats to Hades, but I think that all of us have maybe sailed our boats to Hades and then some in this past in this past time. And so that's something that we'll be thinking about as we as we talk today. So I apologize for the title. I'm certainly not the best when it comes to writing titles for for my talks but over here, I think I will be referring to certainly the homorian Odyssey for sure. Certainly in terms of so much of what we do is, you know, I suppose you could say connected with being inspired by the by the goddess of wisdom. But you know, if, if, if we're talking about academia it certainly makes sense to look at it, you know, the journey between Troy and ethical really should have taken two weeks and it ended up taking two years and if that is an academic academia I don't know what is. But of course I'm also talking about the space Odyssey, and part of this is, you know, our naive assumptions about the neutrality of artificial intelligence is among the themes on Monday. It makes sense and of course I was also thinking of the joy scene Odyssey. That's in the background shout out to Kate Malloy from, from an Irish institution who I know is in the crowds. There's just all sorts of different parallels we could probably draw to the different odyssey's. So, and we'll go on one ourselves and I did want to preface that what we're about to do a little bit before I asked grocery to expand a little bit more on his, on his theme. For the keynote, and that's that what we're really trying to do here is, it's kind of a professional development experience is what we're sort of thinking of this is right is that, you know, we're all educators, probably and some, you know, on some level maybe we help educators maybe we're educators ourselves. And, you know, maybe we have already had some experience with social annotation, but maybe we don't always have the time to actually do a little bit of it ourselves and so that's what we're going to try to do here today. I think we'll take the text for us, again by his colleague Jennifer Hardwick post. And we're going to, we're going to dive into that and annotate it together. But, um, before we start doing that, I thought it might be, it might be interesting to hear from you receive. You thought that this particular text would be an important one for us to be looking at and thinking about as educators in in connection to this pedagogical Odyssey that you're thinking about. Thanks Nate I think there's a few reasons one of them is of course you know when you work with people as brilliant as Jen Hardwick you really desperately want the world to read their work and learn from them as much as you do and and so that's part of it. You know, I think what connects this for me is is reflecting on the on the epic yes but also incredibly traumatic journey of the last 18 months. I think what what I feel is even more than the many many lessons that they've been that that folks have learned and of course they've been many different journeys mind you institutions are so different cultures are so different. But my fear is that there are even more lessons that have gone begging. And that's part of the worry for me. And so, you know, I think you can, if you look at what what Jen is sort of pointing to. She's really trying to understand how her values allow her to position herself in a way that that challenges herself challenges institutions challenges norms and higher education to really, you know, rebuild higher education in a way that foregrounds care self care and certainly you are the students first. And so it is something that, you know, her words her insights, her voice is very powerful. And so for me, she's just an incredible inspiration. I encourage you to read some other work including on our blog and elsewhere. But I think she's asking exactly the right kinds of questions. And I'm fortunate to work with her because she helps ensure that I don't miss as many lessons as I would have otherwise. And so I'm hoping that we'll be able to kind of dive into that together and draw parallels between not just what you're going to talk about it, and what you're thinking about Russia but connected out to the web of other experiences that everybody else that's here in this workshop brings to the table. And I think this is can kind of demonstrate some of the things that Jeremy was talking about in the introduction right is how reading together can, you know, enable us to use the text as a sort of gathering place for kind of an outward, you know, web of different ideas and connections and thoughts and links and so forth. And so I've already tried to demonstrate a little bit of that in the in the document itself which we're just about to turn to and I'll share my screen in a second so that we can get started. So just to address a couple people are, you know, bringing up questions in the chat on. So like Jim asked about annotating on mobile so it's definitely a challenge to annotate on mobile it's possible. But due to the limited screen real estate on a mobile device, it can be really tricky to both be reading and highlighting and annotating at the same time. And so I'm just going to say that you're going to find things going to be a lot easier to do if you can do it on a desktop device, and you can do it later you don't have to annotate real time with us now, if you don't want to. So, Rajiv, before we actually tip over to the text itself. Is there anything else that you wanted to sort of bring up to make sure that we were thinking about as we dive in and start reading here and writing. Okay, and I think this is just exciting for me because this is where the fun lies right we often talk about teaching and learning and we focused on those as two concepts but the third concept is the word and and for me that's the liminal space and insert sort of like the margins. It's the it's what connects the two concepts. And so for me that the reading into the understanding the enhancement that we're going to do is going to be exciting to advance and build on on Jen's work so sort of in the spirit of open communication. So no I'm excited to see where we go and I'm sure. So I just encourage you to sort of have that conversation and build on each other's comments as well but yeah, I'm here I'm right there with you. Does Jen know that all these people are descending on her post today. She does yeah no agency right so I definitely asked for permission ahead of time. Yeah, that is, that is one of the things that is probably wise to do. Of course, you know the way hypothesis works it doesn't require the post author to, to allow annotation, which is we can talk a little bit about that and the ethics of that too. But I think it's a great practice, especially if you're going to, you know, have a focus annotation engagement on a text to kind of try to bring the author into that conversation that I know this is a practice a lot of other people do to. In fact the author can even join in the annotation itself, and it can become a kind of conversation with the author about the text underneath. So, I'm sharing my screen now and you should be seeing Jen's post there. I wanted to spend a couple minutes orienting people to to what's on the screen just kind of the mechanics of it to make sure that we all kind of know what we're looking at here and and know what we're doing. And so I'm going to, you'll see on the right hand side here that this is the hypothesis annotation sidebar, and I'm going to close it just for a second and pop it out of the way. And also note that this eyeball icon in it toggles the annotation, or I'm sorry the highlighting on the page on and off, you'll see how the yellow is appearing and disappearing. And so, just so that you know one of the basic capabilities here of hypothesis is that if you kind of want to clean read and you want to read without being distracted by the highlighting and the annotation.  You know, yourself one time and read it without all that distraction, or maybe you do want it open. So both of those are available to you and here's another little secret that a lot of folks don't know about the sidebar. If you grab the little, you know, greater than carrot handle at the top, you can make it wider and narrower. So this is a handy little thing because sometimes the sidebar interferes with the actually being able to read the text. And so you can kind of have them both open at the same time, and make that sidebar wider and narrower. She's probably tired of seeing that picture of his face on every single thing that goes by. I did want to leave that leave this first annotation here as a guide post to let other people know why there were so many annotations on this post and what was going on. Another thing I just want to draw your attention to is this little box I had open up here that I got to by opening this, this icon here of the little kind of share icon, and you'll notice that it brings up this little box that has a link in it that we can then use and I'll go put this in chat right now, we can then use to share with anybody you can put this in an email. You could put this in chat in the zoom you could put this in a social media post. And what this does is this leads to Jen's post, but with the hypothesis sidebar already enabled and open. And so that's, even if folks don't already have hypothesis you don't need hypothesis to read other people's annotations you don't need to have an account right. I just want to share a document that has been annotated in a way that people can look at it. This, this link is what can lead you there. And that link exists not only in the context of the whole page which is the one I just shared, but also each individual annotation has that as well so if I wanted to give people a link directly to this annotation that I made with this picture of Rajiv in it, I could do that as well. So, I just want to make sure that folks know that there are ways to kind of share out direct links to the text with the annotation enabled. Another thing I want to draw your attention to and sorry to delve into the mechanics before we get started on the meat of it here is you'll see this little red icon up at the top of that that's read with an arrow pointing down inside a circle. What that means is that since I've loaded this page, more annotations have been made on it. We can't dynamically just pop them onto the page due to the way the web works, but we can let you know that there are new ones available. So you can click this button and then that shows that a whole bunch of annotations have been made since the last time I, I refreshed the page. And so you can see that, you know, other folks have now, like Brenna here has has gotten, you know, started on and that, and that annotation may be in the context of, you know, making your own pop level annotation, like Jillian did here on this piece of text, or it could be that folks are already starting to reply to some of the existing annotations right like in this conversation, someone has already started to reply to a annotation that I made to start things off. There are other other little, you know, nuances to the hypothesis interface that we can bring up as we go along people have questions put them in chat. I appreciate you're saying that it's not a steep learning curve I know it makes it seem like it is now as I'm going through the details right. But really it is it can be pretty easy to get started annotating and so all you need to do to annotate right is once you've got that sidebar enabled is highlight something and that will pop up a little interface that will either enable you to start an annotation or just make a highlight highlights or private. If you want to highlight a document without adding a note to it. If you want to make an annotation. As I just did you can choose that annotation button, and then you can make a choice about whether you want that annotation to be public, or just private to yourself so if you want to make private notes, you always have that capability. And then I'll just say one last sort of mechanical thing before we get started on the actual text, and that is that. So we're going to start here between the annotation that we're doing today in the public on top of this text for privately. Or the annotation that might happen in the context of a private group that might be inside a learning management system or not. There's private groups outside of learning management systems to. But what we're doing here today is public annotation. And so, be aware of that if you don't want to make a public annotation. We'd have to like completely shift gears and move to a private group which we're not set up to do today. You can make private annotations that are really only private to you at any time. And so, so you go for that. So is there any thing Rajiv that you wanted to make sure people understood about the interface before we actually dive into the meat of the texture. Just to say, you know, start easy. I always recommend when I'm working with students just whatever comes naturally use text but over time I'm sure you'll start to appreciate the ability to add hyperlinks, you know, images tags, all of all of those kinds of things but also the ability to to edit a previous annotation. So, for me, you know, being able to to look at it on the page is one thing and then also going to once you have your hypothesis account, going to that central landing page so you actually had a snapshot, have all of your annotations at a glance no matter where on the web they are makes it really easy. So, no, I would just say, you know, it's one of those things you begin, you begin annotating and you stumble into more, more nuanced ways of using it but easiest way to get going is just, it's just to begin and learn from, learn from your, learn from your fumbling fumbling around. Exactly, I mean there's so much to learn in, and just experimenting right and and seeing where that leads you. So I see we've already got now, you know, when I first came today there were 10 annotations on the page now they're 16 probably in a bunch of replies as well. And so I just wanted to point out a little bit about my experience and starting to read this post and annotate it as a way to maybe think about how you folks get started. You know, this is, it's not an incredibly long post but it's an incredibly rich post, partially because Jen has so many links out from this post right so this post already sits at a kind of. It's the nexus of a web of information right because she's got so many different links out here. For instance, this I centered in on this link that she had made to another post by someone who I think is maybe another one of your colleagues, receive Jessica Zeller. And so, one of the things is that, you know, obviously, when Jen provided that link. It led over Jessica. Actually, I'm not sure if she's one of your colleagues. I may have jumped the jump. Oh yeah she said TCU got it. So, you know, Jen provided that link but you'll notice that that didn't necessarily bring us to a view of this post with the sidebar already enabled and so forth. And so one of the things that I did in my link was I added a link that brought you to that other post with the sidebar enabled and so that's another thing that you can do is sort of. You can build things in a way that enables annotation on other web pages. And so then you can start to build a sort of web of annotation on top of other texts gets really complicated and deep. In some ways, but it's also just, you've got the simple ability to make annotations that include links, as Rajiv mentioned. And so I think one of the things that I was doing as I went through this post is I was thinking about, oh, Jen made me think about something. Why don't I realize that in the text for other people by making an annotation at the moment in the text that Jen made me think about that, and then provide a link to that other thing that it made me think about. And so I think that's just sort of one of the basic moves that we can use annotation to do is, as you're reading. Occurring in your mind right, you're having thoughts hopefully isn't just as as Gardner Campbell would say or one of the students would say the text isn't just massaging your eyeballs right it's making your brain do things. And as your brain does things, annotation can be a way for you to leave a little trail of your thoughts and ideas as you walk through the document. What I did was, as I was walking through it, and reading it and letting it massage my eyeballs and trigger my brain to do things. I just started to leave little breadcrumb trails of, of what my thinking was at that particular moment in the text. And so, like in this first one. The first annotation that I made on the text was when Jen brought up. All the things that were happening at quantum that had sort of been addressing some of the, you know, the complex background of stuff that's been going on in this, in this pandemic time and it sounds like you guys have done a lot of work in various areas on this at quantum. And so I was thinking about this would be a great place for other people to start to link to things that were happening at their institutions that were also addressing the set of concerns. And so one thing that I would invite everyone else to do now is, and I'm going to ask Rashid to talk a little bit about some of these initiatives. If you have initiatives going on at your institution that are also addressing, you know, issues of that we've like historical and ongoing injustices the global climate emergency. You know just teaching during the pandemic all these things that are happening teaching and learning, right in that liminal space during the pandemic. You know, you could just provide links to them you could reply to my annotation or you could add your own annotation as a, as a way to get started. And so Rashid I'll stop there because I've been prattling on for a while and ask you to maybe talk a little bit about what's been happening here at quant one that you know Jenna's referencing here with all these different initiatives that are that are addressing these kind of emergencies and injustices and complexities. I think he was alone over here. I think over the last year and a half it's been trauma piled upon trauma piled upon trauma right and and part of this is, you know dealing with and more and more people. And I'm able to look at with with just with a wee bit less of sort of self deception or denial. The, the, the historical but also the ongoing violence against indigenous peoples in Canada. It's been a very, very painful exercise for many Canadians who have, you know, worked hard to protect themselves from the reality of the genocide of the indigenous peoples in certainly in Canada and beyond. So we have certainly, you know, initiatives related to indigenization there's a lot of, you know, we have a new member of our team, for example, even in, even, even in the Commons, who's helping us to advance work in the indigenization in terms of teaching and learning and the curriculum. We have, you know, elders and residents and special advisors to the provost. But all of this is sort of happening at the same time as work on on task forces are about anti racism. Jenna and I both sit on that committee. And, and then of course dealing with broader backdrops I mean I know I'm thinking of our colleagues at TRU down the road for example. It's not just the trauma of violence against indigenous peoples and the ongoing racism in, in, in our environment, but also, you know, physically the world has been on fire in terms of wildfires throughout the province. And so that climate emergency is very real. It's very, it's not abstract at all for us. So I think a lot of this has been, you know, how much trauma can we address at the same time, even if we were not dealing with anything but the, but remote instruction during a pandemic this would be stressful enough. And so I think I appreciate Jen referring to a lot of these things, because we're trying to build we're trying to care we're trying to care for others educators so that they can care for their students. And doing this, you know, at the time of a severely diminished emotional bandwidth, and especially when BIPOC faculty and staff are having to engage in that much extra emotional labor on top of everything else that's that's being demanded of them to care take and try to, you know, provide basic explanations and do the work that that those who are not in indigenous, for example, still refuse to do for themselves. So I appreciate where Jen is coming from over here. And I certainly don't think nor do I hope that KPU is alone in grappling with these. And it's, I mean, I noticed, you know, you got, there are so many great things that happen in BC, I often think of your province up there as you know, like the model of what, you know, what really effective kind of public supportive education can look like the stuff that you guys do the stuff that BC campus doesn't so forth and I noticed that. Jones here, who works at a community college in the United States brought up that, you know, at, at, at their institution, you know, it's in a completely different position where they're actually, you know, streamlining their, you know, what's happening there. And I think that that is a real reflection of the different kind of place that public age public education is finding itself in a place like British Columbia versus in a place like Michigan right now. Maybe the United States will start to shift to a different tactic soon. But I think that this is one way that we can really cut across those boundaries right and start to explore the differences is by centering in on a text like this, and then having people in different backgrounds and positions start to illustrate how things are different in their different environments. You know, you guys are so much further ahead, I would say, then we are in the United States and starting to address some of these on some of these issues, especially around the injustices with indigenous folks. And thanks, Nathan, for suggesting that I will say, you know, I, I think part of this is, is perhaps the perception as well. One of the reasons why, you know, folks like Brenna and asset KPU connect so much is because we find our community we find the voices that are clamoring for the same thing and I wouldn't want to, you know, paint such a rosy picture of BC either. And with, you know, really, really deep challenges whether we're talking about food insecurity among students at our campuses or certainly the sort of continual efforts that are fairly cosmetic to address issues and sweep things under the carpet and so it is there's a lot of work to do in BC. But I do think one of the benefits of this is if you're in a position where even if it's for one of these issues. You are in a position to try to demonstrate what's possible to make it easier for others, even if only they can point to what's possible at an institution that's similar, you should do so. So I think, yeah, we have strength in community but we certainly have a long way before I would regard the post secondary community, and particularly the student experience as as equitable and inclusive in the way that it ought to be. And thanks for for drawing a finer point on that it's just that I guess from the United States point of view or my experience, it really seems like y'all are quite a bit further headed at least recognizing and acknowledging the issue, which here is sometimes still buried under all the layers of streamlining. I noticed that a couple of folks in the chat are, you know, having discussion about the different ways that, you know, a teacher might kind of bring a text like this forward with a group by highlighting certain areas or seating the text with annotation or prompts beforehand. And I admit that, you know, I was doing that a little bit here where I went in and was one of the first people I think I was the first person to annotate this text using hypothesis. At least publicly. And I was thinking about how I could maybe seed it with some annotations that asked some questions that maybe some people might that might resonate with some people they could follow up on and I'm wondering, Rajiv, if you find that in your practice. Do you do you find yourself annotating texts in advance with the idea that they might help give people landing places in the text, or do you like it to kind of more leave it more open and enable people to engage sort of wherever their, their reading takes them. I think it depends I've seen people use the, you know, initial annotations as as almost a stem in a discussion forum effectively as a prompt. But what I find more helpful is to provide a few annotations that that approach annotation in a very different way. So it's almost providing a bit of an illustration of the range of possibilities. I know with students, for example, sometimes it was about, you know, augmenting the example in the text with an example from their own life to enrich that understanding for future students. Obviously, when I teach psychology that makes that's fairly easy to do in many cases, or otherwise it was linking to external resources, or something else. So yeah, I mean, I think it's easy to do but I find it more helpful to have a range of different approaches so that, you know, learners or those who are annotating have an idea of not just not just this kind of pigeon holding it's not just a discussion forum. Yeah, I love that point to it's not just a discussion forum. I believe, you know, Jeremy has been so often, my colleague or Jeremy Dean has been so often brought up the point that that, you know, many of the weaknesses of the discussion forum that we see and, and especially learning management systems can kind of annotation can help solve some of those right and the first most obvious one right is that with a discussion forum is removed from the text itself. Whereas the social annotation sits on top of the text, and it can be anchored in the text. And so you don't have to do that complicated dance and discussion forum, where you have to explain what it is that you're talking about right like oh the third paragraph where they say blah blah blah. And then here you can just kind of roots the annotation right right in that moment itself. So that's one way, but I'm interested in what you were saying Rishi about how the kind of conversations that can happen. And can be different than the kinds of conversations that often happen in discussion forums and I'm wondering if maybe you could expand on that a little bit more like what do you see what kinds of differences. Do you mean when you're talking about those kinds, but you know discussion forum versus annotations. I mean part of this is the space where it's taking place right because you are not just responding to the stem you're also responding to the main text and so I think it's easier, it's less forced it's less sort of pigeonholed in that way but but for me one of the more obvious ways in which this is really different is the is the sort of temporal collaboration right it's not just one discrete group of learners. And especially if you leave the sort of behavioral residue of the intellectual work of previous cohorts in the space. You can have that that pollination from one cohort to the next from one year to the next. And so you don't actually you really are building cumulatively on on the intellectual work that's taking place. It's not just the usual discussion forum in the LMS you know, right one post respond to to end of the semester rinse and we scrub the learning management system as though the students intellectual property didn't have any value. It just, it allows for that that, you know, ongoing cumulative iterative scholarship that that values and student work and and of course allows them to to provide a foundation for for further learning down the line. And that's maybe an interesting segue to to touch on a big part of your other work that I that I know you even more deeply from when you mentioned, you know, valuing student intellectual property and activity. And if we just kind of, I noticed it was coming up in the chat to about the ways that annotation could be parts of maybe, you know, open educational resources and so forth and so if we think about open education broadly and that idea that, you know, teachers and learners are all, you know, co participants in generating knowledge. And I know that this is a deep part of your work, Rashid and, and then I noticed that also rooted in Jen's text is this moment where she says, I discovered that open pedagogy universal design for learning and appreciative inquiry, all promote information in different and sometimes multimodal ways, providing assignment options so that students can share knowledge in ways that are meaningful to them and encourage self reflect reflection. And I centered in on that little, that little moment to just because a lot of my work has been an open education, just thinking about it and I'm wondering if that what the connection that you make between social annotation which isn't necessarily an open educational practice but it can be. And then the connections you make to open educational practices that you've been involved in. Yeah, I mean, I think there's very direct applications to be sure I mean you know our friend Robin Rosa, you know, pioneered some of this back when she was working with her students to curate an open anthology of early American literature and the students had what more than 10,000 annotations in a single semester. I mean it was a terrific example of also a fairly low barrier entry into open educational practices with students right. So we do have students all the time I keep you working with their faculty members to create new open educational resources, including open textbooks, but annotating an open text is a really, really easy way to begin. Particularly when you think about the expertise that students have there, they are, you know, the experts in terms of what are the bottleneck concepts but are we struggling to understand over here. We find your way past this, and they're in obviously in an ideal position to pass those notes on to future cohorts of students. And so whether it's and sometimes people do this is a separate guidebook handbook for, you know, first year seminar students is something Robin worked on as well. But, you know, so much off the learning is in this, these sort of liminal in between or in this case marginal spaces that I think just availing of that. And of course part of this is very much student agency right and I know we've talked about this quite a bit already in the past about if you have students engaging in open pedagogy for example, but for example they are not given a choice about whether or not they engage in public scholarship or whether or not they openly licensed their work then of course this is more exploitation than innovation and pedagogy. And so it is, I think a useful spot to have that discussion. For you, for example, our intellectual property policy confirms or affirms reifies that students on the IP for their own own coursework for example so. So we have this wonderful template we've developed, which is openly licensed and so I'm happy to share it. That allows that allows students to have an informed conversation and make some informed choices about whether or not they want to open a license they work and what license they wish to apply. There's just a whole lot that you can do if you de center yourself as a as as the expert with students in the classroom. Particularly now you think about the majority of students in higher education in North America are not so called traditional students right traditional students are not traditional students. Typical students are non traditional so what does traditional even mean.  And so anyways, I'm pretending that that that the instructors only is the only source of knowledge or wisdom in in the room is is a very very dramatic disservice to students and certainly a sort of hubris that they that extended to disease is journey. I love that you're everything that you said right there because you know the hubris of is the thing that I feel like most needs to be kind of filtered out of all the kinds of practices that we have the hubris of the institution the hubris of the teacher, and so much of your work has addressed that you can see in the background I was struggling to Google and find the open anthology work that I that you were mentioning. And I couldn't actually find it so that shows how how bad my Google skills are if somebody else in the crowd has a handy link to the, to the work that she was talking about love it if you post that in the chat. You know and Peter brings up a kind of related question about this he says, all public hypothesis comments are CC license correct. And so that's, we can talk about that for a second you'll notice on if you look at when you actually sign up and make your account and you're posting in the public in the public sort of channel if you will have hypothesis that on in the terms of service we also mentioned that your comments are actually they're not licensed they're actually declared to be in the public domain, which is a nuance of open licensing, right, open licenses are where you still retain the copyright to something. And you, but you like openly license it for other works with various kind of nuances like it might require attribution or non commercial use or no derivatives or something. So the public domain directly is is a little bit different than a license it's basically saying I is the copyright holder release this work into the public domain immediately instead of waiting until whatever the right timing is after your death and different, different legal areas. So the reason why hypothesis made the choice to have all public annotations be in the public domain. And that is that it's almost impossible to know where those public annotations are going to surface in other ways. So, there's no, there's no way that we can guarantee or police any kind of, you know, copyright infringement around that. And so what we wanted to make clear is that in the public channel. The public annotations are fully public, even to the point of being in the public domain. Now that's not true of your private annotations is not true of your annotations and private groups is not true of your annotations with students in private groups or in private groups in the learning management system, because in those cases right, there is control around who can see and view annotations. So they're kind of a long winded answer to your to your question there. Yes, annotations in the public layer are you are saying as the author that you're willing to release them into the public domain when you make them. Um, so there is that sort of nuance to it. Um, and that's why annotating in the public channel is a little bit different than annotating in all the other channels. And I know that several other educators, not unlike Rajiv, think about working with students or other groups who are annotating in a kind of scaffolded experience where maybe you've you start out by annotating in one mode or in one space and then build toward another and I see Rajiv nodding and so I'll let you maybe speak to that. Yeah, definitely. I mean, that's part of the conversation right is is making sure there is with all kind of open practices that is risk and that risk is not evenly distributed and so you do have the the obligation to have that conversation, the duty to have that conversation with students and to make sure you're not in placing them in peril in any way, you know whether it's the sort of verbal abuse that marginalized students are more likely to get and Wikipedia assignments or anything and so yeah in the past. I know my students some have chosen and felt more comfortable annotating in a private group we set up for the course where it's only the students enrolled in the class can see those those annotations and myself. But in other cases they they they choose to make those annotations publicly knowing that yes future cohorts yes the the public if we're talking about a public webpage will be able to view those as well but I do think it's essential that that is an informed conversation and so I think there's also kind of perhaps illustrates the importance of that basic information and data literacy that really ought to be a foundational element of post secondary education anyway, but hopefully it will be a good thing for them to get it in in your course. Yeah, and I think I know Dan mentioned to that he in the chat that he's moved away from annotating in the public, you know, precisely around, you know, intellectual property concerns for students and so forth privacy concerns. And all these things have to be weighted balanced right like there is a, there is a place for working with students to actually, you know, become inter public scholarly discourse. Right in a thoughtful, you know, fully informed structured way. And then there are other times when, you know, annotation needs to happen or can more fruitfully happen in a in a more private, you know, sheltered space. And I think the fact that both of those are possible is one of the is one of the the flexibilities that that makes hypothesis, sort of powerful. Now, it does mean there's extra complexity there that, you know, is up to you to negotiate. But the way I think about it is that it's a moment for digital literacy, right to think about digital digital literacy skills. And, you know, rather than trying to protect your students from this or enable them to do that. Instead, it's a moment to have a conversation with them about what those different modes are about and what they're like. You know, I noticed that we're, we're running up close to, we got, you know, we definitely have some time left but we're, but we're scheduled to end at 1130 Pacific time here. And Rajiv I just wanted to also give you a chance to say, you know, you're giving this keynote next week. You've had this experience with us here today there's been a whole bunch of conversation on top of this text. We've had a conversation here in the workshop itself. Is there anything else that you wanted people to be thinking about in, in the context of what you're going to be saying when you actually deliver the keynote. Gosh, it's a good question I think like most people have been, you know, running chasing my tail so with very not as much time to think about things as I would like but you know I would say one of the, one of the things that I find very powerful about about the conversation in the first place is, is just how it allows you to have a voice that you don't need to have the platform to have your voice be heard and seen and for people to build on it. And so for me I'm really looking forward to to the conversation I'm trying to build on the work of a lot of, a lot of people. But whether it's the conversation on Twitter during or after the annotations over here. I just hope we can we can, you know, sort of draw on on that on that shared knowledge and sort of wheel that this of the whole I think that there's a spirit that's that's looking beneath this in terms of inviting marginal voices, providing a way for the for voices that have traditionally been marginalized, whether it's students in a classroom, or for example, you know, BIPOC faculty or staff to have their voice carry, and especially to to take and build on what what what the platform is actually saying so. Yeah, so I'm really looking forward to all of you, building on what I will be able to share, and just taking our understanding far far further than I would be able to. And just in terms of Jen's post itself I think this is a really good example. Jen is the instructor I aspire to be right so I hope that you also just discover more of her work and intern that that yeah we continue this this this work of community building. It's great to be working with people who you aspire to be. That seems like the best possible team situation. I, I know that it's probably, it's probably true right regime that one needs to be a registered OLC accelerates participant in order to actually attend your keynote is that right. Um, that is my understanding it's been an interesting journey I should say first of all, and, and, you know, one of the awkward things is this is the keynote I was supposed to give a year and a half ago. And then of course, the onsite keynote was was scuppered because the event had to change in the wake of the pandemic that I was supposed to do this six months ago or five six months ago. And OLC allowed me to to work around it because I was uncomfortable with one of the sponsors of off that off that keynote being a kind of a tech company that was antithetical to the values that I was trying to speak to. Yeah, so I don't know you know I think I my understanding is that it's a recording and probably be available for a year for those who are registered for attending the conference, but I will say that you know there's so much of what I'm planning to share that I will be writing up and posting on my blog as well at least in text. And so perhaps as a as a forecasting the invitation to to annotate at least the basis of that in the weeks and months to come. Thanks for sharing I know it's a complex dance with all these different spaces right about what's happening. And I will, I can say that if you receive want to share anything that you do that, you know, ties into this in the future I'd be happy to email all the registrants for this workshop with that information if you want to make sure that they are connected to it and obviously we can do things like annotate Jen's document with a link to this next thing or whatever it is. So, we can make those connections. I wanted to actually circle back to something you were saying or jeev about how you find social annotation and getting a space for, you know, historically marginalized voices to maybe layer on top of other works and texts and have their voices kind of be to kind of appear there. So I think again of the way that social annotation can serve as a kind of, you know, layering of of new texts on top of old in a kind of way that can turn that original text into what I think of as a three dimensional kind of experience right. So there's the flat two dimensional experience of the original text, but then the annotations provide a new layer that adds, you know, both a time perspective and a different place positionality perspective to that original text that can be right alongside it. And I just I, I often think about how it's, it can become an incredibly powerful tool for other to for other voices to be involved in that three dimensionality of making the original text three dimension. And so I think about what we've been doing here today as taking Jen's original text and adding, you know, other dimensions to it. And I'll just stress again that we can continue to annotate on top of this text forever right, or at least as long as it's available on the web. There's no reason why we have to stop doing it just because we leave this experience today. I'm wondering, um, Reggie, if you're thinking about the, the work that you might do that you said was going to come out of your, your keynote address. Is that when you're thinking about that is that mostly in the form of writing that you might do, or is it classes that you might be teaching or how do you see that work playing out. I mean, I'm sharing, I mean, I'm still writing away, but I imagine I'll be, you know, releasing sort of sections off of that keynote on as posts on the blog, especially when it's a particular train of thought. But absolutely, I mean, you know, there's, there's, it will, it will certainly infuse our thought. I'm just trying to think about, you know, the work that we do, building systems, advocating within our institution and then and then kind of leveraging that to advocate within the sector to push the sector towards more inclusive ethical practices is a good thing. We've certainly done that in a couple of cases already. So for me, I think it's just, yes, I will be releasing portions of the text that I can moving forward. But hopefully just being able to translate that into practice within our institution in a way that can assist the sector as as higher education as a whole. And I just, I just shared out your website and blog in the chat, I'll be showing on screen there too. I assume that that's a really good place for people to stay current with what you're doing. Yeah, absolutely welcome and you know hypothesis is activated on the site. I look forward to having that conversation but, you know, one of the awkward things over here is, is, you know, for, for whatever reason, Mondays keynote is a is a platform that that I've been invited to. And, and whenever you have a platform like that obviously you have. You should be thinking deeply about the responsibility of that platform and how you want to use it and for what purpose you want to use it because part of this is reminding me about you know tables and when you talk about who has access to the keynote and all of this it's sort of, I know my friend Mahabali's talked about this as well where, you know, sometimes you don't want to wait to be invited to join a particular table you want to set up your own table.  I really hope that that, you know, you share your ideas whether it's on Twitter whether it's annotating on my blog but Yeah, I mean I just hope that that that you can use every channel to build on it, build on this and share your own thoughts about how much further we can go. And I will just say that I'm one of the things that's been good about our collaboration with OLC here is that we have always sort of insisted like, we want to do this workshops in conjunction with the conference but we want them to be a more fully open And so we think of this as a chance for the key notar in this case you and, and you and the themes that you're thinking about the ideas that you're thinking about to be surfaced to a different table right with different chairs sitting around it so we really appreciate that you're able to do that and And OLC is willing to make that happen too. I can't help but notice that hanging behind you on the wall it looks like there might be a balalaika. Is that a balalaika and a guitar, and maybe Oh, they're all ukulele. Okay, sorry. I thought maybe the red and white one was a balalaika just from its shape but I'm wondering, not to put you on the spot but could you talk a little bit about what your relationship with those instruments is. Oh God yeah. So I mean I love, I love ukuleles I discovered them a few years ago and, and you know at some point maybe I'll graduate to six strings but four is what I can manage for now but you know it just reminded me so much of just so joy you know my background is in the performing arts anyway but you know if you've ever been in a room with 25 other people who are strumming on ukuleles at the same time, you know what joy is. I mean it's just, it's a fairly easy instrument to play my children are learning how to play them as well. And so for me it just helps me to think half the time so I'm trying to think the that one that you're referring to is from the magic fluke company which is in Massachusetts I believe. It's very cool. Yeah. And then this one over here Fendo release some electric ukuleles and so you got wildly different variations on the same instrument but, but yeah it's just simple musical. And, and yeah I suppose I could always play but I was actually going to ask you if any beat me to it I was wondering if you I didn't want to put you on the spot again but I was wondering if you would like to do a little song for us. I think you're part of what what what you're, you know, even when you make a request like this is this is open education and in a way right because you're often.  And if you think about, you know higher education as a whole why is it that we are worried about sharing our instructional issues with our colleagues. I sometimes we're afraid of being found out other times we're afraid of that our secret sauce will be stolen. And then a lot of that fear a lot of that vulnerabilities also beyond the issue of of annotation you know do I want to keep my insights to myself I'm not sure is this right. Should I tweet this should I block this it's not perfect yet. You know release early release often there is that vulnerability that's involved over here and so certainly I'll play. I haven't played. But no I don't mind. You know, more than playing I would say this is just about, you know, the importance of modeling vulnerability and not worrying too much about whether it's the finished article or not. Yeah, yeah, I definitely heard a little sound coming out there try another strong. It's a little it's a little.  Yeah, sorry. No but I think if you sang a little bit along with you, we would definitely be able to hear it. This is one of the things we've also talked about is for some reason the open education community at so many of our conferences we do these karaoke events right and I have often wonder that I know Tom is in the room as well. That I feel like there's a connection over here because there's a willingness to be vulnerable. There's a community building that happens with with music and song but yeah so for me this is you know, perhaps it's scaffolding with an accessible way to begin with just four strings. And what do they say in country music you need three chords and the truth right there to sing. And so, you know it's accessible it builds community it allows you to demonstrate vulnerability so I certainly recommend you pick up one of these one of these one of these fabulous instruments. They're really good instructors on on the open web as well. And so, yeah, I certainly encourage you to play with them. It's super easy. I love that idea of the three chords and the truth. Can you give us a little three chords and the truth would you be willing to take us to the end with that. Yeah I'm not sure I'll be able to do that actually now that I'm hearing it one of the one of the strings is out of key. Another one. But yeah, I mean, this is the one that's usually in my office but I had to bring it home. But this also feels really like a really bizarrely self focused way of ending the session when I would much rather that we probably efforts into into serving folks. But I think what you're doing what you're doing about the modeling of vulnerability and demonstrating this kind of multimodal community building like all those things like. I know it seems self serving but a lot of folks did actually come here because they love to hear your voice and so I think here in another way would be really valuable. Well that's sweet.  I, you know, I think it's, it's, it's such an interesting time such an interesting juncture to be able to just speak to the directions and currents and higher education, especially as we're looking at the trauma of the last 18 months. And now in I know in BC, in many ways many folks are, we're expecting to be back on campus and we're pivoting away back from the pivot back to campus. It seems like you know the trauma and challenge is not ending. And so, you know I do think more than anything this is the importance of having community and and being able to draw strength from each other's. I think each other's work is critical because Lord knows we you know we have such a long way to go and and you know higher education in many ways has has some of the best people I have ever encountered.  But there's there's a lot of hope. And I think the critical importance of education becomes more true every day. I'll just hope that that if I can, if I can say this in closing that I just wish that you and your family members your loved ones your communities can stay safe can say healthy as we as we navigate the next phase of whatever this ongoing crisis continues to look like. But you know know that you you have like minded people and especially if you're at a place a context and institution where you feel like you're the only voice that's pushing for a more human centered approach to education. You're not alone. And so for me, perhaps the the the long game over here is culture change, not just within the institution but within the sector. The more vocal I think we can be about it from platforms like that one on Monday, the more we can make that a reality. So anyway, it's a little bit of a thank you for those words taking us out will use that as our goodbye and whatever you're going to play. And maybe it's a little bit like deciding which dress you're going to wear to the Met Gala right. So here's your dress. I'm still not singing, but I appreciate you all being here. Have a lovely day everyone. It's great to be with you. Thank you so much for she been with that will bring it to a close. Thanks everybody for coming.