Thanks for checking out this movie review video So this is for the 2020 release relic and this is a film that I had on my list because I had heard it thrown around Along with a bunch of other titles for some of the best horror films of 2020 now after watching it I personally don't feel like it was one of the best in my opinion but I would love to hear from people who do think it was one of the best as Usual as I always say I do feel like every single film is worth watching at least once Just to make your own mind up on that film. I have watched this even though. I heard a lot of hype I'm not a big fan of it There are things that I do really like about it and I'll talk about that But there are things that I have huge problems with as well, but I always like to hear other people's opinions Especially on the other side of the fence from what I've decided so please inform me You know, what do you love about this film? Go ahead and put in the comments. So let's get into it Oh, yeah, this is a no spoiler review since it's such a new film But thematically speaking some of the themes. I'll you know end up putting some of that out But also I'll give a quick synopsis after I give you this information It's directed by Natalie Erica James and this is her very first feature So that is one of the biggest things with this film This is her first feature which makes me excited for her as a as a director and writer Not just because I feel excitement for her I mean, that's awesome, but I feel excitement for what she can do in the future if this is her first feature film There could be great things ahead for this individual like they're really really good because this is a wonderful starting point in my opinion especially visually visually it looks really good. She was able to get some big names to work with and well medium big names, but I'll tell you what I mean in a minute But yeah, so the connections are there a lot of the technical skills are there I do have some problems in general But this is the big thing with a first feature film being as good as this is for a initial film There's a lot of room to grow and if you're starting from this film and going up Looking real good in my opinion So this was written by Natalie Erica James and Christian white who this was Christian whites first feature script So good idea there I'll just go ahead and talk about it right now one of my biggest issues because I just talked about writing one of my biggest issues is the Concept of the story and how much time it takes in the film Because in my opinion, this is a wonderful 30 minute film. This could be an amazing 30 minute film But it's an hour and a half film basically There is not enough story here. There is not enough Atmosphere created an interest and jump scares and Anything to really keep you engaged for an hour and a half and that's my biggest problem with this for that reason I think there's a problem with the writing. I think there's a problem with the editing now This might not be the fault of James or white because they may be told by the industry Hey, you have to hit a certain runtime, which I think is totally ridiculous It's one of my rants actually put a video up on my channel about how I think Movie runtimes are terrible and this film is a prime example of how it can kill a movie At least from my perspective, like I said, some people love how this played out But I felt like there was a lot of wasted time just to kind of pad that runtime And like I said, this could be an amazing 30 minute film And some films just can't have a feature length in my opinion and still have the same impact I'll talk a little bit more about it later because I'm you know, I can't let this go But let me get to some other stuff This is actually an Australian film that was released by IFC and I think one of the reasons it got even more attention Then I think it really should have is because Jake Gyllenhaal was a producer on it And when you have Jake Gyllenhaal as a producer you have some extra connections So yeah, I don't know how the you know, they connected how how he found her she found him, but I Don't know but I mean that's great for to have that connection So quick synopsis of this one It's basically about a mother and her daughter who go to a secluded home that is the grandmother's home and They're looking for her because she just basically disappeared one day She appears to have dementia now when they get there There's some conflicting information about you know, is there actually something else going on here or is this just a dementia situation? There you go That's as much as I'm gonna say because if you do want to watch it watch it because like I said Reiterate every film is worth watching at least once if for nothing then to just figure out how you personally feel about it So the film starts off being pretty quiet, which I really really dig the the The score in general is very subdued and I'm always a really big fan of when the score is really subdued I think that's kind of like the way film are well done film has started to move Over the past bunch of years and that's the way it should be because like over the top score It just beats you over the head as an audience member I don't like it I feel like it's leading you by the hand way too much and I'd much rather Be able to like take in the sound design really feel the ambiance the atmosphere of what's going on and be able to Sort through my own emotions and thoughts while the film is going on So this does that well, especially in the beginning and is very subdued So I that's a big one. It's on Sorry, it's an eerie beginning that could be pointing to a few different things The way it sets up you kind of see a few different paths that the film could take Although I would argue that it doesn't take any of the interesting paths in my opinion Until you get to the very end and you're like, oh, you know, this is actually a pretty solid ending But I feel like the track wasn't laid to get there in a good manner You lost me along the way basically at least that's how I felt It strikes me that a lot of films like to start with drone shots of woods or a car driving This one does that a few times not too many times It's just a thought that occurred to me that I wanted to throw out there that that's become a thing in film Now where it's like, oh, they're going to a secluded house or they're going to the woods or they're going to this You know, they're driving a distance. So let's have a drone shot from above following the car I wonder if the popularity that really started with the shining Kubrick's the shining because I knew it was helicopter shot of The car going up the hills. I mean, it still looks amazing. But anyway, just an observation There are woods and they shoot them in very imposing ways at times, which I really like that And this kind of speaks to that technical Aspect being really good the visuals are really nice Like you can tell good directing really good cinematography to this So it looks very visually appealing now one of the things is with the trees They kind of at times they'll like shoot them from like a downward angle My god, sorry a downward angle looking up So the trees look really big and really imposing and really intimidating But then there was also a shot where it kind of shoots right through the forest So you're just seeing how dense it is which kind of gives you this kind of confusing feeling of yeah It could be really easy. It could be easy to get lost there And you know also You're secluded and then also kind of the shot from above with the drone that shows how dense the forest is Showing, you know, how secluded things are showing how if you just wander out into the woods like this grandmother did You could easily get lost, especially if you're not all there Which we don't know in the film if that's what's going on or not Until you get further on and then you figure things out, but i'm not going to tell you that Just saying There's a good ambiguous feeling for what's going on the idea of is this dementia or is this something else? I do like that kind of ambiguity that's ended up being played with because They do maintain it for quite a while in the film now I say that I like that aspect of it, but I don't think that they Did as good of a job as they could have in maintaining that along with maintaining some sort of tension Or some sort of like wonderful creepy atmosphere All they did really for atmosphere was it's dark the whole time You know, it's a dark house. It's an old house. It looks like it's kind of falling apart in places You know, like that's not enough you need to kind of lay a few things out along the journey along the hour To get to the more interesting part that kind of grabs people's interest from time to time now and I see some areas where they tried to do some of that But it just wasn't enough. It was too subdued in my opinion Now I do have a theory on why a lot of that was kind of more subdued and I think it really does have Have to do with playing into the ambiguity aspect of things Because I feel like they felt that if you would go a little further if you would do a little bit more be a little more extreme That it would have tipped the hat a little too much as to what's going on here um Or what's potentially going on here and I think they just wanted people to really feel kind of in the middle of the road until the very end So that's just my theory on it, but I didn't like it It feels insanely slow and it gives me the idea that some runtime padding was at play here And yes very much so I guarantee there was The runtime was padded with this film because it gets pretty close to an hour and a half And there is not enough story not enough character interest not enough atmosphere not enough jump scares Not enough anything to to keep your interest all the way for that Hour and a half which sucks because really for a lot of films an hour and a half is no big deal Like not a big deal, but I think this kind of speaks to this is a great idea And they had a great idea for the ending But it's like everything from the between the beginning and the last like half hour I'd say probably like the first First 15 to 20 minutes and then the last half hour basically That's what's good everything in between that It's it feels like it's almost all filler to be honest and that's bad. That's that's bad You don't want that The characters oftentimes kind of mumble which makes it very hard to stay engaged with the film I don't know if this was an intentional choice. I don't know if it was unintentional, but They tend like their voice fluctuation goes up and down a lot and sometimes it's very easy to hear them They're speaking very clearly at other times. They're really mumbling and their voice is really low And it's just I don't want to have to like I'm sorry like lean forward or lean back at different parts of the film based off Trying to hear someone speak or have to consistently be putting the volume up putting the volume down I don't want that make sure that when you finish the film You can hear everyone you can hear the lines of dialogue. So that's another thing that really bothered me About 35 minutes in I thought we were about to get somewhere But all I got was a cheap jump scare. That's another thing. There are some jump scares in this and I will say They got me a little bit with two of the jump scares So those were pretty solid, but there are other ones that I was just like Like I don't think anyone jumped at that like They're supposed to be these moments that are either You might get it as a jump scare or you're just supposed to be like, oh, no But I felt like they came off as just way too tame for what was really going on here and It just I just felt like they needed to go for it more like they really needed to go for it more on this The acting is good Yeah, quite quite good acting and the relationships really do feel realistic amongst all the characters Which is extremely important for what the subject matter of this film is So for that reason, there is some well written dialogue that helps establish those relationships and keep those relationships feeling realistic But also there's a lot that goes to the acting as well for that and like I said, very good acting But the problem is how the characters are written. They're all kind of flat They they don't feel like they have a whole lot of dimension to them. You don't feel like you know a whole lot about them It really does feel like they're just Not real characters that that are just there For this one purpose in essence I don't know and there's so much wasted time Within the film that I feel like they could have used that to kind of develop these people a little bit more Edeer you to them a little bit more. It does really feel like by the end of the film that they were just kind of relying on people's personal experiences maybe connecting to what's going on or Just I'm a human they're humans as well and I can see that that would you know be tough to go through, you know And it's just from a film standpoint for me personally. It's not enough.  This is another one of my pet peeves If you're shooting things in the dark and this film is dark a lot Uh, make sure you can see make sure your audience can see what's going on. There were a lot of instances Later on in the film where you're like straining and you're like, I think I see something going on Which is fine if that's the case if you're then gonna like hit someone with the jump scare or if they're gonna see What's going on later? But that didn't happen is you just get like a little something you're like, I think I saw something I don't know and then it never comes back around and you're just like Why let me see you have the lighting. Let's do this About about an hour in things really do pick up But at this point I felt like it was a little bit tough to pull me back in Because I was starting to really disengage from the film because of how slow and boring it had become I literally felt like it was just treading water until it hit about that hour mark and then it's like Okay, we we're we're at where we need to be with our runtime. Let's start the story again. I'm like, no no There's a good solid metaphor in the very end But much like with a lot of the film it's drawn out too long in my opinion I think being more brief being edited down a bit more would have had more impact because With a lot of things when you hit someone with something That's supposed to be like a big aha moment or it's supposed to be very intellectually engaging or it's supposed to be very emotional Or any of that type of stuff in the end of the film You Can be on it too long to a point where people just start to See it too much and then it just starts to be Overbearing not in the sense of like, oh my gosh, it's too much to handle But overbearing in the sense of like I get the point Yes, you already said this to me It feels like you're telling me the same sentence over and over and over again I heard you and then that's kind of what this ends up feeling like to me with how drawn out the end is But like I said, it's a good ending. It just need to be edited down And I see where they were going. I see where the the seed of the idea of this film started It's just the way it ended up being fleshed out Didn't come to fruition for me personally One of the final things in the film felt very inspired by the a24 film under the skin Just say that much and I would be surprised if it wasn't just saying This film really needed to create better atmosphere and create some real tension early on. That's another thing It just felt very kind of meandering and blah Those two things could have helped to make up for the slow runtime I've definitely seen films that are slow, but they they give you a wonderful atmosphere that just maintains throughout throughout it So you're still engaged. You're still kind of on edge and this film could have done that, but they didn't do it This is an excellent 30 minute film, but its runtime is an hour and a half It's like having a great drink But wanting it to last a lot longer. So you add a bunch of water to it Now you're able to drink it longer, but it doesn't taste very good anymore That's my best analogy for how this film feels to me. There's a great story there But when they started to stretch it out from about a half an hour to an hour and a half They watered it down so much that it just did it wasn't as good And in that more concentrated like half hour form. It could have been outstanding Just saying this is the problem with the film industry feeling like they have to hit certain run times I think it's such an antiquated way of thinking and I think it hinders film more than anything The film takes aim at the modern societal tendency for families to let their elders fade away as they pay attention to them less and less But how eventually you have to deal with their deterioration And it ends up being a very hellish journey Now I do feel like this is something that a lot of people can end up connecting with in the end So maybe it does work out for people where you know, maybe they have some sort of similar Things happening in their life that that they're able to connect with that and that's enough for them. I could see that for sure Not for me though personally and I I personally just need it more And that's why I would love to hear from people who were like man relic was so good It was one of the best films of 2020 go ahead and put the comments down there. I'm open to it And maybe it'll make me rethink something, you know, maybe I miss something with it I mean, I'm pretty sure I see what the idea was behind it and it's a wonderful idea It's a great idea and there are aspects of it like I've been saying that we're executed really well There's just a lot that need to work In my opinion, so but like I said, I'm very interested to see where the filmmaker goes from this James she she could be up and up and out That doesn't make sense Going upward in a good way But anyway, I really do thank everyone for checking this out Like I said put your comments down there about this film Star rating for this I thought about going more harsh, but There is a lot of good stuff here and I do know that a lot of people really like it So out of five stars with half stars in play. I'm giving it two stars Because I got to put it below the in the middle because I'm not in the middle on it I thought about going one and a half stars because of the The runtime issue and how slow it is But now there's enough technical stuff. That's really good that two star rating on this one But like I said, thanks for watching this hit that subscribe button for me If you can and you certainly can it literally takes you a second It is 100 percent painless and it costs you nothing and it motivates me to keep doing review videos So please do that for me also hit the notification bell button because that way you'll know whenever I'm putting up new videos I'm usually doing about three to four on a normal week I'm doing four videos two Two spoiler movie reviews one spoiler free movie review And then one kind of either opinion video or like a haul video or something like that But regardless, I do appreciate you taking your time to watch this and until next time keep it brutal


So thanks all for hanging in for a second. I'm sure people will continue to trickle in, but I'll get started, because I don't wanna hold anyone up. Welcome, happy Friday, everyone. Thanks for coming. We are starting a new series here at Hypothesis called the First Friday Workshops to feature different topics. And our first session is going to be today's session, which is Annotate Your Syllabus. It is the second Friday of the month though. I do have to say I am aware that it is the second Friday. So in the future, First Friday Workshops, they will be the first Friday of the month. So I am going to put our slide deck into the chat. The URL to the slides are available to you here. So if you want any of the resources that I'm going to discuss today, you have them. And also please feel free to use the chat to ask questions throughout the session if you'd like. So today I am going to briefly talk about what Hypothesis is depending maybe on what everybody's experience with Hypothesis is. Talk about perhaps why you should annotate your syllabus. Maybe convince you of that, although perhaps you're already convinced if you're here. And then give some examples of assignment instructions and then provide resources for getting started in your LMS. So I do want to clarify that I'm not going to go over any technical demonstrations today, but I will point you to resources if you're not sure how to set up a hypothesis assignment with your syllabus in your class. So today is going to be more like, let's imagine pedagogically how we're going to annotate the syllabus with our students. So if we could get started by going to the chat, if everyone could share out and make sure please that you change the dropdown menu in the chat to everyone so that everyone can see your message. It would be awesome if you could share your name and then what school you're from and your discipline for what you teach. So we can kind of see what the range of folks we have here today. We have a few hypothesis success members on the call. So thanks for joining. And as you all are introducing yourselves, I will introduce myself. My name is Christina Carolus. I am a customer success manager here at Hypothesis. And some of my fellow customer success managers are also here. I am joining you all from Southern New Jersey. So I'm right outside of Philadelphia. And it's great to see people from all over here joining from lots of different places. So thanks all for joining today. And I actually do this assignment. I annotate the syllabus with my own students. I teach adjunct courses for Rutgers Camden. So I have annotated the syllabus with my students before. So thanks again all for sharing. I am going to ask you all to answer a poll if you could. Oh, I actually don't have this poll set up in my bad in this account. I wanted to ask if you could share what your experience in Hypothesis is in the chat. That would also be helpful. So have you used Hypothesis before? Have you never used it? Do you not know what it is? If you could let me know in the chat, just want to know how much demoing might be helpful for people. I'm sorry about that. I thought I had a quick poll to throw in for you all to answer. It looks like most people are familiar with Hypothesis. Awesome. So I'm going to just in case there's a quiet person out there because we're all instructors here for the most part. And we know sometimes our students don't always say when they don't know what something is. So I am going to just quickly bring up a Hypothesis-enabled reading. I'm going to show it in Canvas really quick just to show you what it is to make sure we're on the same page. But we do have integrations with all of the learning management systems. So just because I'm showing it in Canvas doesn't mean that like if you're using Blackboard or Brightspace or Moodle, that's fine. It should work for you as well. So I'm in Canvas. What I would do is I would open up a reading I'm using in my course. Again, this would be the same if you're using another learning management system. And my reading will load into a new window. And basically what I'm going to see in this window is my reading on the left-hand side with the annotation sidebar. This is what Hypothesis is adding to my courses on the right. So I have my students adding annotations to this document on the left and their thoughts are highlighted or what they're annotating rather is highlighted on the left and what they have actually said in the annotations is on the right. So you'll see here as I am hovering over Malika's annotation at the bottom you can see the highlight color of what she's annotated has changed. So the annotations very deeply connected and anchored to the text itself and the students end up having a conversation around the text. So you can see that I've replied to one of these students who are fake students in this instance but I have replied to one of the students here. So you can have a threaded discussion about the text directly on top of the text. So again, just to make sure that we're on the same page and we know kind of what hypothesis looks like before we get started. Awesome. Oh, Kevin, I just saw Kevin's note about being a computer science and engineering professor. I should have pulled up my computer science example. I just blew my physics example because it was right there. All right, so moving on to syllabus annotation. So I want to note that I already introduced myself. Our success team is always happy to help. If you do have questions, you're not sure about things throughout the session, please make sure that you reach out to our email. If you want to connect with one of us, we're always happy to help you get hypothesis set up in your course or brainstorm how exactly you might use it. So keep that in mind if I'm going through things and you're like, I don't really know how this might work for me. So I talked about what hypothesis is briefly. I do want to note that it is integrated pretty deeply in Blackboard, Canvas, Moodle, Brightspace, Sakai. So all of your LMSs, what that means for you is if students simply open the reading that you've enabled hypothesis on in your learning management system, they'll automatically be signed in. So they don't have to do anything extra to log into their account or anything like that. They can just open the reading and get started with annotating. What is also great about the LMS integration is that you can grade within the LMS as well. And those grades will get sent to your grade book if you would like to grade the annotations, which of course some people choose to do and some people don't do that. Here are the hypothesis we like to say that hypothesis makes reading active, visible and social. It makes reading more active for students in that they are kind of forced with social annotation to engage in the text in a way that they wouldn't be if they were simply reading on their own. So they're reflecting on what they're reading and adding the comments to the text. It makes reading visible to you as the instructor because the students can narrate what they're thinking while they're reading, which we're not usually privy to, right? So we usually don't know what questions students might have when they're reading a text, what they might not understand. So we can see those in the annotations. And I've also heard from faculty that things are revealed based on what students aren't annotating. So that also may be a great thing to focus on and what becomes visible and using hypothesis. And finally, it makes reading social in that our whole class is collaborating on top of a document or maybe small groups if you're setting it up that way, but students can converse with each other around the text as they're reading. So reading is no longer an isolated activity, but something that is being discussed outside of class. And then you can bring that discussion back into your classroom. All right, so now that I have kind of sped through some intro stuff, we will get to the main topic of our presentation today. Why entity or syllabus? So I wanna see, I know that many of you have used hypothesis before and some of you maybe haven't started using it yet, but whether you are new to it or not, can you please let me know what you struggle with the most when it comes to your students and reading and why you might use hypothesis or be interested in using hypothesis. And then this can help us discuss why you might annotate the syllabus as well. Now we have lots of different disciplines here today. So also I'm just going back to the chat as you all answer my poll. Okay, now there are a few moments to respond. Now there's a lot of different answer choices to read. All right, so I'm going to end the poll. Hopefully I don't cut anybody off and share the results. And then a couple of people did put some info in the chat, ideas in the chat as well. Engage, help students learn and remember and engage with pre-class materials to assess the depth of their knowledge. So it looks like most people have chosen that they wanna get the students to discuss their reading actively. And I think that annotating your syllabus will be a great way to get that started from literally the first day of class. So while I think any of these issues could be assisted by starting with annotating your syllabus, it's really interesting to see that most of you are just hoping to get your students to discuss the reading more actively. All right, negotiating meanings in foreign language. Yes, that's a great discipline-specific one in the chat. So why annotate your syllabus? I think that it is important to keep in mind as we get started each semester that if we want students to engage actively throughout our courses, it's really important to lay the foundation for that shared space for them in the beginning of the class. So if we want them to engage actively in class, I don't necessarily wanna spend my first day of class just throwing content at them, just giving them content. That is not necessarily the active engagement I want to model throughout the term. So I like this quote from Dr. Angela Benson at the University of Alabama about making the syllabus as space for engaging in a shared vision for the course and a collaborative space instead of just this document that lays out all these policies. Yes, Judy, syllabordom. I like that. So I grabbed some of these tips from Dr. Remy Collier's Annotate Your Syllabus and Annotate Your Syllabus 4.0 blog posts. So he has written a lot about annotating the syllabus and in the slide deck, there are links, these are links to his blog posts if you want to read the full post. So I'm gonna put that in the chat yet again. The first thing I would consider doing if you're gonna have your students annotate your syllabus is to start with an annotated syllabus statement like literally in your syllabus. So even if they're annotating it asynchronously, it's a shared resource and you're kind of stating that it is a shared resource. So in creating the statement and there'll be an example of that on the next slide, you can emphasize that the syllabus is a collaborative space which might be a new idea for your students because they're kind of used to just being handed the syllabus and being told what the course is going to be about. And in this assignment, the syllabus can become a more interactive and social experience. And we wanna make that clear to them from the get-go. So here is a statement that Dr. Remy Collier has shared out. So I'm not gonna read all of that to you but I think that some of the points that he highlights here in the quote are important to make to your students as far as like what they might contribute to the syllabus. So asking, clarifying questions, sharing opinions about readings and assignments, noting things they're confused about or they're uncertain about and respond to policies and provide advice. Those are some things that you might want to let your students know they should be doing as they annotate the syllabus and also give the purpose of why you're annotating that together. So it's also important to emphasize that social reading is not going to be something that is a standalone thing in your course. So it sounds like most of you in the chat are either using hypothesis already or you're planning on using it in your courses. And this is a great way to kind of throw the students in head first. Like we are doing this, you should get used to it now. We're going to be talking over the readings as we move through the course together. So starting from day one, I think is important but also refreshing for students. My students always seem kind of like excited that the syllabus is something they get to engage with instead of something that they're just expected to consume. So you're kind of setting the expectation for a close reading from the beginning and that active engagement that will carry them through their academic lives. You even might want to ask the students and we'll talk about like seeding your syllabus with questions more in a couple of slides but you might even want to ask them what might be the benefits of doing something like this together rather than just reading alone throughout the course and start that conversation early because then you'll get more engagement with having the students engage with each other rather than just kind of throwing comments up there without the collaborative aspect. I also really like starting with annotating my syllabus because it gives the students an opportunity for becoming familiar with hypothesis in a low stakes way. So they get to be introduced to the tool before they've kind of gotten into the true content of the course. We can figure out if anyone's having issues with annotating or if there are any concerns about using the collaborative annotation tool early on and diagnose those before they're getting concerned about like, oh, I'm not getting my reading done for class. You can also prompt your students and focus commentary by, I mentioned this before like seeding your syllabus with annotations, questions going into your syllabus before the students have access to it and add your own annotations to it to point students to especially key areas of the syllabus, perhaps something where you want feedback or where you might wanna note like, okay, this is not necessarily something that's up for debate. This is just a policy that we're gonna have in the class. So you can highlight some of the course details with your own annotations and kind of guide students where you want more conversation to be happening as well. I think it's also important here to set the expectation that the students are going to be annotating, but not only that, you're gonna be reading their annotations, you're gonna be engaging with them as well. And that doesn't necessarily mean you have to reply to every annotation or even be in the annotations actively at all. I think it's just important for us as instructors to acknowledge in some way that we have read what the students have done. So they don't feel like it's kind of like this fruitless thing that they're doing. And they truly feel like it's like a collaborative experience you're taking their thoughts into consideration. So you could always look at the syllabus annotations together in class if they annotate the syllabus before class and engage in that way, send out your learning management systems announcements and address some of the concerns through that. Or you could give students private feedback in the grade book or just reply to the annotation. So there's a lot of different ways that this can look. It's just going to be helpful to, again, set the stage just for students that this is something that you're engaging back with them and the class becomes a more active space because of that. I think this also gives an opportunity to revisit the syllabus at a later stage. And this is something that we always want students to do. So students come to us, if it's the fall semester, maybe they're coming to us in late October and asking about an assignment. And we're like, did you go back to read the syllabus? Go back to the syllabus. So we always are kind of directing them back there. But as a class, do we go back to it? Do we kind of revisit it as a course? And annotating the syllabus in the beginning of the term, allows you to kind of take it and have a reflection point for later on. So I actually have in here some instructions. There's a link in the deck so you can access the link to the instructions where you have the students return to the syllabus and kind of summarize things that they've learned already. What objectives have they met? If they were noted concern about a topic, how did that actually turn out and make it a more reflective experience that they're returning back to? I did put a couple other syllabus annotation ideas in here for as far as like guiding students to annotate the syllabus goes. Something that is a visible thinking strategy, strategy is known as compass points. So you can ask students to use the compass points that are pictured here and the strategy, the full strategy is outlined in this link on the deck. But basically it gives students a framework for their comments or annotations. They could mark things as they need to know, things they're excited about, suggestions or worries. So these are common things that might come up when the students are reviewing the syllabus and could be helpful as a visible thinking strategy as they're moving through it. So another idea is to have students use tags in your syllabus as they're annotating so that you have a way to organize and discuss the different topics that might come up. So some different ways that you can add tags and I'm just going to demonstrate what that looks like very quickly. So you know what I'm talking about if you haven't used tags in hypothesis. But basically if I go back to my hypothesis assignment, you can see that this annotation here has a little label at the bottom that says question. So adding tags to annotations are basically like adding labels that can be used to organize and sort and find different annotations. So if I wanted to add a tag to another annotation, I could go in, oh, I think this is my only, so I'll reply, I'll reply to another student. Thanks for adding this video. I can add multiple tags by simply typing the word in to this bar, this tag bar and hitting enter and then click post and my tags are there. So tags again, like I said, give you a way to search annotations. So I can filter annotations by specific tags and that could make it easier for discussion in class. So as I was saying, you could have the students ask them to tag using your name if they have a question or just simply write the word question so you can find those easily to address. You could have them collaborate and agree as a class on what tags they're gonna be using for specific topics. So that's a great activity in the syllabus to go through like every, you know, if you have your weeks laid out in the syllabus and the topics laid out, have the students add tags to each topic, like what tags do you wanna use and then add tags like open question and have the students go back to those and search for and answer the open questions maybe in that return to the syllabus assignment that I had mentioned earlier. So there's an idea. Yeah, so there was a question in the chat, is it possible for instructors and students to change your tags on other people's annotations? No, you can only edit the tags on your own annotations. So as you may have noticed, I can only add tags to mine. There are other annotations and I can't add tags to the students annotations here. Oh, so yes, Brian asked how to find the annotations with the tags rather than using the control F function. So what you would do is you would go to the, there's like a little magnifying glass in the upper right-hand corner. So you can click on this magnifying glass and click on the search and type your tag search there. And the tags will come up. And also if anyone else has like used those terms in the annotation itself, it will come up. So hope that addresses your question, Brian. So getting started as we wind our few minutes down, just wanna make sure everyone has resources so they know how to set up a syllabus annotation assignment in their learning management system with hypothesis. We do have instructions that are pre-prepared if you want to use them for setting up your syllabus annotation assignment. So these are linked in the presentation itself. You can simply copy and paste them into your course and you can change them. Of course, you don't have to use exactly what our instructions are. We also have a version of this that is like kind of a more friend like a graphical document. So you can click on the resource here to download a infographic version of the instructions. If you wanna share that out in your course, you can use that basically the same thing as the text version, but has some graphics, perhaps a little bit easier to see the main points. We have here canvas assignment instructions for syllabus annotation. So if you use canvas and you have access to the canvas commons, you can actually import assignments from the canvas commons right into your course that already have the syllabus annotation instructions. So that is linked here with instructions for how to actually attach your syllabus to that. And then we also have resources for the non-canvas learning management systems. So Blackboard, Brightspace, Moodle, Sakai, if you want to use the syllabus annotation instructions that are linked here, you can simply copy and paste them into your LMS and revise or adapt as needed. And we also have instructions linked here for how to actually set up your assignment in your learning management system. If you're not sure how to do that, we have workshops coming up for the spring. So there are links to register for workshops on how to set up hypothesis-enabled readings in your learning management system. We also have other topics that are coming up on the spring so you can check those out. If you want to learn how before a subject is being offered in our partner workshops, again, please email us using the success and hypothesis email here. Reach out, we can make sure that you're connected to the right customer success manager and they can set up a time with you to walk you through setting up your syllabus annotation assignments. Yeah, so someone in the chat asked about having access to the presentation. The link, I just threw it into the chat again. So your slides are accessible here. I will also email it out with the recording. So you'll have access to it there. Using hypothesis throughout the term, I just want to wrap up with some ideas for doing that. As we have seated questions throughout the syllabus itself, you may want to also guide your students through the reading with questions. You can model annotations throughout the reading, ask questions and provide clarification as you use hypothesis in your other readings as well. Use student annotations to launch your class discussion. So I kind of mentioned before that you can have your students pre-annotate the syllabus or another reading and then bring that into class and bring those annotations up. Use the tags to filter if you want to and then call on students based on those annotations. So they have something to anchor their ideas to. It's not like they're just inventing this stuff as they're coming into class like feeling like they're being co-called. They have kind of put their thoughts down on paper and they can discuss in class and become more actively engaged that way. And then someone also asked in the chat a good question. Students can edit their annotations later and add tags. So I've actually had faculty tell me that they have students annotate without adding tags the first time through. And then later on, they'll have students go back and edit their annotations and add tags in the second pass as a kind of metacognitive activity. Like what were the themes in this reading? What were some questions that came up? Like kind of trying to organize thoughts. And then you can also get a final read on the student understanding of the text. Another idea for reading throughout the term is to ask the students to add an annotation at the very end of a text and ask for a final remaining question or a brief summary for the students to kind of make sure that they've made it through the reading and gotten the key points. We have more ideas for hypothesis starter assignments in the deck.  If you wanna see how other ways that you could be using hypothesis-enabled readings. And I do wanna highlight, as we finish up today, the resources that you have access to as partnership programs, schools. There are some resources linked here that you may have seen before, but I just wanna highlight things that might be helpful to share with your students. Our support team is always super happy to help if you ever have any questions with hypothesis. And then again, I cannot emphasize enough how much the customer success team really wants to work with you all. So please, please, please email us if you would like instructional design consultations we can help you get started or brainstorm new ways to use hypothesis in your class. I always really love to talk to faculty and hear how they're using it. It's always a delight. So I'd be happy to help you if you wanna figure out new and different ways to use it. So our email is here. Brian did ask, I do wanna address that question in the chat. Is there a way to restrict students from highlighting the same text? There is not a way to restrict students from highlighting the same text native to the tool. If that's something that you want to encourage students to converse around different pieces of the text, you might wanna just make that part of your assignment instructions to have students either reply to another student if you've already, you know, someone's already highlighted that piece of text or find a different piece of text to respond to and annotates. So I know we are a little bit over half past the hour now, but so I understand if anyone has to drop off the call, but does anyone have any questions or thoughts about annotating their syllabus? I do wanna have, I have time for questions if you all have them. Please feel free to put them in the chat or raise your hands and I can allow you to unmute. As I mentioned before, I have my students annotate my syllabus and we use a couple of different technologies in my class. So a lot of times they're reassuring each other about how, you know, like using this technology is easier, like we've done this before and this looks fun or something like that. And it's always interesting to see the questions that they have. Thanks everyone for attending. I hope you all have a great weekend.