Read our latest resources, best practices, upcoming events, and thought leadership articles.
Introduction: Rethinking What (and Why) We Assign What makes a reading “worth it” for your syllabus? Every reading you’re assigning is shaping the learning experience in your classroom. But how […]
Instructors often assign readings with the hope that students will come to class ready to discuss them. But too often, those discussions fall flat—because the reading happened in isolation, or […]
In a world where digital tools are central to education, accessibility is no longer optional—it’s essential. Educational technology must be designed to serve all learners, including those with disabilities or […]
Introduction: A New Integrity Crisis in Higher Ed As generative AI tools like ChatGPT become more accessible, faculty are grappling with a new kind of academic integrity challenge. Students can […]
When your institution adopts new technology, you want more than just another tool. You want a partner—someone who understands your goals, supports your faculty, and helps you scale impact across […]
Instructors across disciplines are asking the same questions: How do I get students to actually read? How do I foster real dialogue? How do I promote original thinking in the […]
Many instructors hesitate to try a new classroom tool. What if it takes too long to learn? What if it disrupts your course? What if students don’t engage? With Hypothesis, […]
Choosing the Right Tool for the Future of Learning As digital learning evolves, social annotation has emerged as a powerful way to engage students with course content—and with each other. […]
As teaching methods continue to evolve, instructors across all disciplines are turning to digital tools that foster deeper engagement and student-centered learning. One such tool, Hypothesis, has proven to be […]
For decades, discussion boards have been the default for online engagement in higher education. But in practice, many instructors and students find them clunky, disconnected, and ineffective. Participation is often […]