“I think students have a better comprehension of the material by using Hypothesis because it forces them to actually read it. I asked two of my faculty who use it all the time what feedback they’ve gotten from students, and both echoed that students are more likely to read when they’re using Hypothesis.”
– Merilee Madera
How West Liberty University Increased Student Engagement with Social Annotation
From passive reading to active discussion – inside West Liberty’s journey to LMS-integrated social engagement
Located in West Virginia, West Liberty University has a long-standing commitment to student centered learning. A faculty-led push to improve student reading and engagement led to campus-wide adoption of Hypothesis. What started as a single instructor’s experiment during remote learning has grown into a core part of course design across multiple disciplines.
Interim Director of Distance Education, Merilee Madera, helped lead the transformation—driven by a clear goal: make reading assignments active, collaborative, and resistant to AI shortcuts. With deep ties to instructional design, LMS support, and faculty development, Madera saw firsthand how Hypothesis could reshape digital learning.
The initial spark came during the pandemic, when a reading faculty member introduced Hypothesis as a potential tool to support online instruction.
“When comparing Hypothesis to other social annotation tools,” Madera said, “the features were much more robust and the cost structure made more sense for our institution.”
Canvas Integration as a Catalyst for Scale
While Hypothesis was first introduced during the pandemic, West Liberty’s recent transition to Canvas unlocked its full potential.
“We’re very excited to have tools like Hypothesis,” Madera said. “There are so many more things we’ll be able to do with our students in the tool.”
Moving from Sakai LMS to the Canvas LMS provided an opportunity to scale engagement tools. By integrating Hypothesis directly into Canvas, West Liberty streamlined impementation for instructors and improved reading habits across disciplines.
For institutions moving or planning to move to a new LMS, this type of integration can serve as a powerful wedge to scale digital pedagogy tools.
From Organic Use to Intentional Rollout
Faculty-led adoption created organic momentum that aligned with the university’s digital pedagogy goals. Hypothesis supports a range of active learning strategies- from first-year writing to upper-level social sciences.
Madera emphasized a key ingredient for success: champion building.
“I use Hypothesis in all of my courses, so it’s something I’m passionate about. With the new Hypothesis features coming out, I’m anxious to get more disciplines using the tool. It’s been particularly helpful to develop champions—power users of Hypothesis—who can share their success stories with other faculty.”
She identified early faculty adopters and empowered them to model effective use cases across departments.
These champions have been crucial for scaling usage—especially as the university ramps up post-Canvas rollout. Tracking and activating ‘in the wild’ users like these could help other campuses replicate this success.
The Center for Teaching and Learning hosted professional development sessions and leaned on Hypothesis’ customer success team for direct faculty support. Over 50 faculty members attended a recent workshop, signaling growing interest and momentum.
A Student-Centered Pedagogical Shift
Madera’s own teaching—graduate-level courses in instructional design—offers a window into the power of Hypothesis. She uses journal articles as primary course materials, encouraging students to go beyond surface-level reading.
“I think students have a better comprehension of the material by using Hypothesis because it forces them to actually read it.”
“You know students don’t read half of what’s assigned—this actually makes them want to read.”
That feedback isn’t anecdotal. It aligns with a broader trend Madera sees across campus.
“Students definitely are more engaged and motivated to read and comment on the readings,” she said. “They discuss more with each other and reflect on the content as a group and in class. In our day and age, this might be the only way to engage students in readings.”
Unlike traditional discussion boards, Hypothesis encourages authentic interaction direclty on assigned readings. This makes it harder for students to rely on generative AI toolsl ike chatGPT and instead promotes critical thinking and original commentary.
Grading Simplicity Helps Drive Adoption
For faculty worried about time, grading Hypothesis assignments is refreshingly low-lift.
“I use it as a participation grade,” Madera explained. “No rubrics, no fuss—students do
the annotations and get credit.”
That simplicity makes it an easy entry point for instructors new to social annotation and has helped lower resistance during rollout.
A Better Alternative in the Age of AI
With AI-generated discussion board content on the rise, faculty at West Liberty are understandably concerned.
Madera sees Hypothesis as a more authentic and resistant alternative.
“It’s harder to AI your way through an annotation assignment,” she said.
Because students are asked to reflect and respond to specific passages, it’s harder to fake understanding—and easier for instructors to spot genuine thinking.
This makes Hypothesis a compelling tool in conversations about academic integrity, especially where ChatGPT is top of mind. There’s real potential for a content piece like ‘The Educator’s Guide to Surviving AI’—and Madera’s story is a powerful anchor for it.
Looking Ahead
With a full integration into Canvas and new features like image annotation on the horizon, Madera is optimistic about expanding Hypothesis beyond its current strongholds in English and Education.
“I’m especially excited to annotate images and data,” she said.
“Our science faculty could use it to mark up things like x-rays, body parts, or graphs—and I can’t wait to see the creative ways they apply it in their courses.”
“The faculty that have used Hypothesis have been so happy,” she added. “When I told them we were getting the integration into our learning management system, one of them did a little dance.”
Madera’s advice to other institutions? Start with champions, support them well, and show—not just tell—faculty what’s possible. With that approach, social annotation becomes more than just a tool—it becomes a catalyst for collaboration, critical thinking, and community in the classroom.
If you’re exploring new LMS integrations or seeking to improve student reading and engagement, Hypothesis ofers a proven path forrward- whether you’re in West Virginia or beyond.
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