Webinar 14 Aug 2019: Collaborative Web Annotation with Hypothesis in Canvas

Webinar 14 Aug 2019: Collaborative Web Annotation with Hypothesis in Canvas

By |2019-08-20T12:07:08+00:00July 29th, 2019|

The Hypothesis logo and wordmark sitting on top of the Instructure Canvas logo and wordmark.Have you ever wanted to have an easy way to know if your students are actually reading what you assign? Have you ever wanted to connect with students directly to focus on key parts of a reading? To share what you think is important? To learn about the connections they make and the questions they have? To help them engage with each other? Collaborative annotation with Hypothesis can make student reading visible, active, and social.

Watch our webinar, held on Wednesday 14 August 2019, focusing on the simple steps to start using collaborative annotation in your class in Instructure Canvas with Hypothesis, the organization that brought the world open-source, standards-based annotation and runs the largest service of its kind. More than 250,000 people are already using Hypothesis to annotate online, and together they have made over 6.3 million annotations on about 650,000 different documents, including textbooks, scholarly articles, public websites, and OER published on webpages and PDFs. The vast majority of these annotations were made by students, collaborating to leave breadcrumbs on their reading that teachers can follow, to add questions on specific passages and link to connections they make, and to engage with teachers and other students in discussion of ideas right on top of shared texts.

Watch the Webinar

Watch the webinar recording, get the presentation, and follow the links from the discussion.

A bar graph showing quarterly Hypothesis annotations from Q1 2015 through Q1 2019, including markers for when 1M, 2M, 3M, 4M, 5M, and 6M annotations were recorded.

Just last December, Hypothesis launched our learning management system (LMS) app, which enables single-sign-on with Instructure Canvas, along with any other platform that supports the IMS learning tools interoperability (LTI) standard. The LMS app makes it easy for any Canvas school to integrate Hypothesis in less than 10 minutes. Our supported pilots are helping Canvas schools like California State University-Channel Islands, Indiana University, Metropolitan State University Denver, University of Michigan-Dearborn, and University of Minnesota implement collaborative annotation in live classes with support and training to help make sure students can start annotating easily, following best practices from other educators.

New for the fall 2019 term, Hypothesis has added capabilities to our LMS app to enable teachers to provide feedback on student annotations directly in Canvas SpeedGrader. Now you can view and grade a single student’s annotations in place on top of a reading assignment or in the context of annotations by other students. This new functionality makes it even easier for teachers to use annotation to connect student reading to learning. Watch the webinar video to see the new SpeedGrader capabilities in action.

During the webinar, Director of Education Dr. Jeremy Dean showed how Hypothesis enables teachers to add collaborative annotation to class assignments to make student reading visible, active, and social. Jeremy was also joined by a panel of educators who already use Hypothesis in Canvas and shared how they build annotation into teaching and learning:

  • Dr. Julia Kantor, Senior Instructor at University of Colorado Denver: Julia is a Senior Instructor at CU Denver, supporting new K-12 teachers and teaching in the Critical Pedagogy Masters Program. In both roles, she sets relationship, community and equity at the center of her work. Web annotation has helped with these goals as it has supported more robust conversations within online communities.
  • Dr. Lorna Gonzalez, Instructional Designer & School of Education Faculty at California State University Channel Islands: Lorna is an instructional designer and lecturer at CSUCI, where she is especially interested in helping faculty humanize the online components of their courses with engagement opportunities (like collaborative annotation!) for students. She teaches graduate courses that focus on disciplinary literacies, and has found web annotation to be a constructive way for students to uncover disciplinary ways of thinking and doing as represented through text.
  • Dr. Meegan Kennedy, Associate Professor at Florida State University: Meegan currently teaches undergraduate and graduate-level courses in Victorian literature and the history of science at Florida State University, although she has taught in secondary schools as well. She started using Hypothesis in 2014 while constructing an online course on Literature and Medicine. She enjoys using Hypothesis, mostly in distance learning, for the way it encourages students to dig into specific moments in a text even as they are connecting across texts and with each other.
  • Spencer Greenhalgh, PhD, Assistant Professor of Information Communication Technology at the School of Information Science, University of Kentucky: Spencer teaches for the Information Communication Technology and Library Science programs in the University of Kentucky’s School of Information Science. His PhD is in Educational Psychology and Educational Technology from Michigan State University, where he taught for a Master of Arts in Educational Technology program for five years. His experience in teaching and researching learning, meaning, and technology pushes him to try new tools to bring more meaning to his online and in-person teaching, and he has enjoyed experimenting with web annotation over the past year.

The webinar covered everything you need to know about why and how to start using collaborative annotation in your blended or online classes, including a demo of annotation capabilities, specific examples from real classrooms, and how to get started working with Hypothesis by installing our LMS app in Canvas and kicking off a supported Hypothesis pilot at your school. Watch to the end of the webinar where Jeremy and the panel discuss questions and ideas from attendees.

Watch the webinar

START PILOTING

Start a supported pilot with Hypothesis at your school.

Visit the AnnotatED community

Hypothesis also convenes AnnotatED — the community for annotation in education — to bring educators together to explore the impact of collaborative annotation and share their experiences. Visit AnnotateED to learn more about the virtual and face-to-face events we hold to bring people together, and the work we are doing to research and share how annotation is being used to augment teaching and learning.

Contact Us

To learn more about adopting open annotation at your educational institution, contact Jeremy Dean, Director of Education at Hypothesis and subscribe to news from Hypothesis.

About Hypothesis

Hypothesis is a nonprofit organization dedicated to the development and spread of open, standards-based annotation technologies and practices, enabling anyone to annotate anywhere. Our mission is to help humans reason more effectively together through a shared, collaborative discussion layer over all knowledge. Hypothesis is based in San Francisco, CA, USA, with a worldwide team.

Hypothesis has developed its open source annotation software in collaboration with many partners and sponsors, including specific projects to augment groups and authentication capabilities with eLife, to enable annotation on EPUBs with NYU, the Readium Foundation, Evident Point, and EPUB.js, and many others. We thank our partners and community for working with us to advance standards-based, interoperable annotation for all.

Contacts

Media: Nate Angell, Director of Marketing
Twitter: @hypothes_is

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