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DTSTART;TZID=America/New_York:20250115T120000
DTEND;TZID=America/New_York:20250115T130000
DTSTAMP:20260813T145154
CREATED:20241213T144234Z
LAST-MODIFIED:20250115T212001Z
UID:9004111222055440-1736942400-1736946000@web.hypothes.is
SUMMARY:Annotate\, Collaborate\, Elevate: A Recipe for Student Success This Semester
DESCRIPTION:Are you an instructor looking to enhance your teaching approach for the upcoming spring semester? Join us for an interactive webinar hosted by Hypothesis\, the leading social annotation platform\, and discover how to leverage the power of social annotation to kickstart your semester. \nWho Should Attend: \nThis session is designed for instructors who want to integrate social annotation into their courses but need guidance on structuring assignments and supporting their students in the process. \nWhat to Expect: \nIn this session\, the Hypothesis team will present a range of creative ideas for annotation assignments\, including annotating course documents such as syllabi and study guides and applying different digital reading strategies to course texts. We’ll also explore approaches highlighted in recent peer-reviewed research and discuss practical ways to implement them in your classroom. \nKey Takeaways: \n\nReady-to-use instructions for a variety of disciplines and teaching modalities.\nPractical strategies for humanities\, business\, STEM\, and health professions instructors.\nResearch-based insights applicable to both face-to-face and online course environments.\n\nWhy Attend: \nBy participating in this webinar\, you’ll gain valuable insights and actionable strategies to enhance engagement\, collaboration\, and critical thinking in your classroom. Whether you’re a seasoned user or completely new to social annotation\, you’ll leave with the tools and confidence to implement effective annotation assignments in your courses right away. \nJoin us and set the stage for a productive and successful spring semester. Register now to secure your spot and embark on a journey towards interactive and impactful teaching with social annotation. \nRegister Here
URL:https://web.hypothes.is/event/annotate-collaborate-elevate-a-recipe-for-student-success-this-semester-2/
CATEGORIES:Community,Partner,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250129T130000
DTEND;TZID=America/New_York:20250129T140000
DTSTAMP:20260813T145154
CREATED:20250110T171326Z
LAST-MODIFIED:20250210T151034Z
UID:9004111222055532-1738155600-1738159200@web.hypothes.is
SUMMARY:Liquid Margins 49: How to Get Students to Actually Read Course Materials (and Enjoy It!)
DESCRIPTION:We’ve all been there: a class discussion falls flat\, and the dreaded confession comes—your students didn’t do the reading. With attention spans under siege by TikTok\, text alerts\, and an ever-growing pile of to-dos\, how do we reignite a love (or at least a tolerance) for closer reading? \nThis webinar brings together educators from Rutgers University\, and Contra Costa Community College to tackle the modern reading crisis head-on. We’ll dive into what’s holding students back and share practical\, creative solutions to get them turning pages—and engaging with course materials like never before. From reimagining assignments to leveraging new tools such as social annotation\, this is the conversation every educator needs. \nWhat You’ll Learn \n\nWhy Students Aren’t Reading\nUncover the key factors contributing to disengagement\, from digital overload to shifting educational priorities.\nProven Strategies to Increase Reading Engagement\nHear success stories and actionable tips from fellow educators who’ve found innovative ways to inspire students to pick up the book—and finish it.\nThe Power of Social Annotation\nSee how collaborative tools like Hypothesis are changing the game\, turning passive reading into an active\, social\, and rewarding experience.\nPractical Classroom Takeaways\nWalk away with ideas you can implement immediately to foster critical thinking\, peer connection\, and better learning outcomes.\n\nWhether you’re frustrated with unread assignments or simply looking to level up your teaching toolkit\, this webinar is packed with insights\, humor\, and solutions to help students not just read—but engage.  \nLet’s get those margins filled and the conversations flowing! \n 
URL:https://web.hypothes.is/event/liquid-margins-49-how-to-get-students-to-actually-read-course-materials-and-enjoy-it/
CATEGORIES:Liquid Margins,Webinars
ATTACH;FMTTYPE=image/png:https://web.hypothes.is/wp-content/uploads/2025/01/LM-49.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250220T140000
DTEND;TZID=America/New_York:20250220T150000
DTSTAMP:20260813T145154
CREATED:20250205T160357Z
LAST-MODIFIED:20250221T145455Z
UID:9004111222055731-1740060000-1740063600@web.hypothes.is
SUMMARY:How to Combat Disengagement: Using Social Annotation to Reignite Student Attention
DESCRIPTION:Speakers: Nita Gopal\, Modesto Junior College \nOverview: \nDistractions aren’t going away—but you can help students cut through the noise and stay engaged. Join Nita Gopal as she shares how her “watering hole” strategy\, where students gather around key annotations\, helped Gen Z students connect with texts and each other while fostering a sense of self. Discover how social annotation turns passive reading into active exploration\, sparking curiosity\, meaningful discussions\, and consistent engagement. Walk away with practical tools to improve comprehension and empower students to take ownership of their learning. \nTakeaways: \n\nCreative ways to embed attention-focused annotation exercises\nHow student collaboration boosts focus\, self-awareness\, and accountability\nSuccess stories of using annotation to foster deeper learning and student engagement\n\n 
URL:https://web.hypothes.is/event/how-to-combat-disengagement-using-social-annotation-to-reignite-student-attention/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250226T130000
DTEND;TZID=America/New_York:20250226T140000
DTSTAMP:20260813T145154
CREATED:20250124T200205Z
LAST-MODIFIED:20250227T190558Z
UID:9004111222055689-1740574800-1740578400@web.hypothes.is
SUMMARY:Annotate This #5: Exciting New Features to Elevate Engagement
DESCRIPTION:Get ready to explore Hypothesis’s latest tools and features designed to make teaching and learning easier\, more engaging\, and more collaborative. This session will give you everything you need to make the most of our newest Hypothesis updates in your classroom or institution. \nHere’s a sneak peek at what we’ll cover: \n  \nLMS Reporting Dashboard for Instructors \nOur new LMS Reporting Dashboard is here\, giving you powerful insights into annotation activity in your courses. \n\nReal-Time Analytics: Keep track of student engagement with live data.\nAnnotation Counts: Easily monitor participation with assignment-based annotation summaries.\nHolistic View: See trends and focus areas across all your courses.\n\nThis tool is designed to help you better understand and foster meaningful interaction in your courses. \nAuto-Grading\nSimplify your grading process with our new auto-grading feature. \n\nCustomize grading criteria to match your teaching goals.\nGet real-time insights into student participation and performance.\nSave time while keeping your grading fair and consistent\, even in large classes.\n\nIt’s grading made smarter! \n@Mentions\nOur new @mentions feature makes it easier than ever to connect and collaborate. \n\nTag others in your annotations to spark richer conversations.\nEncourage engagement across a variety of use cases\, from classroom discussions to public projects.\nBuild a stronger sense of community in your courses.\n\nInclusive Access through VitalSource\, Follett and Pressbooks\nNow it’s even simpler to use Hypothesis with your favorite tools: \n\nFollett: NEW! Schools can now use Hypothesis on a per-course basis through Follett.\nVitalSource: Schools can use Hypothesis on a per-course basis through Bookshelf and Verba Collect.\nPressbooks: Hypothesis is now built into Pressbooks installations and books hosted on pressbooks.com. Activate it with just a few clicks in the settings\, and enjoy native annotation capabilities on designated pages.\n\nDon’t miss out on the chance to revolutionize how you teach and collaborate. \nRegister now to save your spot and discover how Hypothesis can transform your classroom! \nRegister Here
URL:https://web.hypothes.is/event/annotate-this-5-exciting-new-features-to-elevate-engagement/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250312T140000
DTEND;TZID=America/New_York:20250312T150000
DTSTAMP:20260813T145154
CREATED:20250303T171055Z
LAST-MODIFIED:20250313T153424Z
UID:9004111222055786-1741788000-1741791600@web.hypothes.is
SUMMARY:Liquid Margins 50: Transforming OER with AI and Social Annotation -  A Guide for Educators
DESCRIPTION:Creating and sharing Open Educational Resources (OER) gives educators the freedom to design flexible\, affordable learning experiences. But what if you could take it even further? AI-powered tools are making it easier than ever to develop high-quality OER materials\, and social annotation is transforming how students interact with course content. \nJoin Diana Fordham\, Missouri Southern State University\, and the Hypothesis team for a dynamic conversation on how AI can streamline OER creation and how Hypothesis can make these resources more interactive\, engaging\, and effective for students.  \nKey Takeaways: \n\nHow AI can help you create adaptable\, high-quality OER materials\nWays to integrate Hypothesis to spark discussion and deepen student engagement\nReal-world examples of AI-generated OER in action\nStrategies to make OER more interactive and collaborative\nBest practices for keeping your OER content inclusive\, effective\, and impactful\n\nWhy Attend?\nWhether you’re just starting with OER or looking to enhance your existing initiatives\, this session will equip you with practical strategies and real-world applications to maximize their impact. Walk away with actionable insights to: \n\nBoost student engagement\, performance\, and equity with OER.\nCreate high-quality\, adaptable OER materials with AI to streamline content development.\nLeverage annotation data to demonstrate and improve the effectiveness of your OER content.\n\nCome ready to explore\, ask questions\, and walk away with innovative ways to make OER work better for you and your students! \n 
URL:https://web.hypothes.is/event/liquid-margins-50-transforming-oer-with-ai-and-social-annotation-a-guide-for-educators/
CATEGORIES:Community,Liquid Margins,Webinars
ATTACH;FMTTYPE=image/png:https://web.hypothes.is/wp-content/uploads/2025/03/LM-50.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250508T133000
DTEND;TZID=America/New_York:20250508T143000
DTSTAMP:20260813T145154
CREATED:20250428T143612Z
LAST-MODIFIED:20250508T195846Z
UID:9004111222056283-1746711000-1746714600@web.hypothes.is
SUMMARY:Why We Chose Hypothesis: A Social Annotation Success Story from West Liberty University
DESCRIPTION: \nWith a growing number of edtech tools available\, it can be hard to know what will truly make a difference for students. At West Liberty University\, Hypothesis has become more than just a tool—it’s a driver of deeper learning\, richer discussion\, and stronger student engagement. \nJoin us for a conversation with Merilee Madera\, Interim Director of Distance Education\, as she shares how adopting Hypothesis has shaped the way instructors teach and how students interact with course materials. \nYou’ll learn: \n\nWhy West Liberty chose Hypothesis and how faculty at the institution adopted it\nThe improvements in student engagement and course outcomes they’ve seen over the years\nLessons learned and practical tips for institutions looking to do the same\n\nWhether you’re exploring new ways to support active learning or looking to scale what’s already working\, this session will offer a firsthand look at the power of social annotation. \n 
URL:https://web.hypothes.is/event/a-social-annotation-success-story-from-west-liberty-university/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250513T130000
DTEND;TZID=America/New_York:20250513T140000
DTSTAMP:20260813T145154
CREATED:20250411T202051Z
LAST-MODIFIED:20250514T153315Z
UID:9004111222056128-1747141200-1747144800@web.hypothes.is
SUMMARY:Design a More Engaging Summer Course Learning Experience
DESCRIPTION:Join us for a special summer session packed with fresh ideas\, practical strategies\, and inspiration to make your summer courses more interactive\, engaging\, and student-centered. \nWhether you’re teaching online or in person\, summer courses come with unique challenges: shorter timelines\, fast-paced content\, and limited opportunities for connection. In this session\, we’ll show how social annotation can help students stay engaged\, keep up with the material\, and collaborate meaningfully—even in the most accelerated summer formats. \nWho Should Attend\nThis session is perfect for: \n\nEducators planning summer courses across disciplines—humanities\, business\, STEM\, health\, and more\nInstructors looking for fresh assignment ideas and tools to deepen student participation\nAcademic staff and instructional designers supporting faculty in course planning and engagement strategies\n\nWhat You’ll Take Away\nThis webinar will show you how to use social annotation to boost engagement\, improve retention\, and support better learning outcomes in your summer courses—whether you’re teaching online\, in person\, or hybrid. \nYou’ll learn how to:  \n\nCreate annotation assignments tailored for fast-paced summer terms\nImplement strategies to make course materials—like your syllabus—interactive and student-centered\nReal examples and step-by-step guides specific to your LMS\nNew features that make using Hypothesis even easier and more impactful\n\nYou’ll leave with practical\, ready-to-use strategies and resources to elevate your teaching and help students stay on track—without adding extra work to your plate. \nWhether you’re just getting started or looking to do more with annotation\, this webinar will leave you feeling energized and equipped.
URL:https://web.hypothes.is/event/design-a-more-engaging-summer-course-learning-experience/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20250604
DTEND;VALUE=DATE:20250605
DTSTAMP:20260813T145154
CREATED:20250516T144127Z
LAST-MODIFIED:20250605T162849Z
UID:9004111222056426-1748995200-1749081599@web.hypothes.is
SUMMARY:The Secret to Deeper Student Engagement? How Real Educators Use Social Annotation
DESCRIPTION:  \n\n  \nJoin us for a webinar as we spotlight how esteemed educators are using social annotation to foster engagement\, critical thinking\, and academic success across disciplines. \nIn this webinar\, we’ll hear from Jaclyn Miller\, Associate Professor of History at South Texas College\, and Ann D. David\, Professor of Teacher Education at the University of the Incarnate Word as they share how social annotation has enhanced student learning in their classrooms. \nFrom tackling challenges like disengaged learners and shallow reading to boosting grades\, retention\, and meaningful participation\, our panelists will share how social annotation fosters deeper comprehension\, builds stronger classroom communities\, and better prepares students for academic and real-world success. \nWhat You’ll Learn: \n\nProven Strategies from Educators: See how faculty are using social annotation to tackle disengagement\, surface-level reading\, and disconnected discussions.\nBoosting Retention and Outcomes: Discover how active reading and peer collaboration lead to stronger comprehension\, grades\, and retention.\nEasy Implementation\, Big Impact: Learn how social annotation can be quickly integrated into your existing courses with minimal lift and immediate student engagement.\nPractical Takeaways: Walk away with ready-to-use ideas you can apply whether you’re new to social annotation or looking to deepen its impact.
URL:https://web.hypothes.is/event/the-secret-to-deeper-student-engagement-how-real-educators-use-social-annotation/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250807T130000
DTEND;TZID=America/New_York:20250807T140000
DTSTAMP:20260813T145154
CREATED:20250603T142439Z
LAST-MODIFIED:20250808T105740Z
UID:9004111222056592-1754571600-1754575200@web.hypothes.is
SUMMARY:Liquid Margins 51: Beyond the Syllabus - Real-World Engagement with Social Annotation at Virginia Tech
DESCRIPTION:  \nJoin us for a special conversation featuring two outstanding educators from Virginia Tech. In this 45-minute webinar\, we’ll hear how Dr. Deborah J. Good\, Associate Professor in Human Nutrition\, Foods\, and Exercise\, and Lauren DiSalvo\, Collegiate Assistant Professor in the School of Visual Arts\, are using social annotation to transform their classrooms. \nWhether they’re helping students better analyze complex scientific texts or engage more deeply with visual and cultural materials\, both educators have found social annotation to be a powerful tool for building comprehension\, sparking participation\, and developing critical thinking across disciplines. \nWhat You’ll Learn:\n\nFirsthand Faculty Strategies: Hear how Deborah and Lauren bring texts and materials to life through annotation—no matter the subject.\nCross-Disciplinary Applications: Explore how social annotation supports different teaching styles\, learning goals\, and course types.\nReal Results: Learn how active engagement leads to stronger understanding\, more meaningful discussion\, and better academic outcomes.\nEasy Integration: Get tips for implementing social annotation in your LMS with minimal setup and maximum impact.\n\nWhether you’re just exploring social annotation or ready to take your use of it further\, you’ll leave with actionable insights and inspiration from two educators leading the way in Virginia. \n 
URL:https://web.hypothes.is/event/liquid-margins-51-beyond-the-syllabus-real-world-engagement-with-social-annotation-at-virginia-tech/
CATEGORIES:Liquid Margins,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250918T130000
DTEND;TZID=America/New_York:20250918T140000
DTSTAMP:20260813T145154
CREATED:20250908T193623Z
LAST-MODIFIED:20250919T131052Z
UID:9004111222057229-1758200400-1758204000@web.hypothes.is
SUMMARY:Inside the Classroom: How Educators are Using Social Annotation to Deepen Engagement
DESCRIPTION:  \nJoin us for a special 45-minute conversation featuring faculty from Viterbo University\, the University of Wisconsin–Milwaukee\, and the University of Wisconsin–Eau Claire. In this webinar\, you’ll hear directly from faculty and instructional designers who are using social annotation to create more engaged\, connected\, and thoughtful classrooms. \nFrom helping students break down challenging readings to sparking peer-to-peer discussion and making course materials more interactive\, our panelists will share how annotation is making a difference across disciplines. \n  \nWhat You’ll Learn: \n\nFirsthand Faculty Strategies: Hear how instructors bring texts and materials to life through annotation.\nCross-Institution Perspectives: Discover how annotation supports diverse teaching styles\, learning goals\, and course contexts.\nStudent Impact: Learn how active annotation leads to deeper comprehension\, stronger participation\, and more meaningful discussion.\nPractical Tips: Get advice for integrating Hypothesis into your LMS quickly and effectively.\n\nWhether you’re new to social annotation or looking to expand your current practice\, you’ll leave with practical strategies and inspiration from educators making an impact through Hypothesis social annotation.
URL:https://web.hypothes.is/event/inside-the-classroom-how-educators-are-using-social-annotation-to-deepen-engagement/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250924T130000
DTEND;TZID=America/New_York:20250924T140000
DTSTAMP:20260813T145154
CREATED:20250909T090711Z
LAST-MODIFIED:20250925T135956Z
UID:9004111222057231-1758718800-1758722400@web.hypothes.is
SUMMARY:Back to School With Hypothesis: Tips to Build Engaged\, Future-Ready Classrooms
DESCRIPTION:  \nKick off the semester with strategies designed to make your courses more engaging\, impactful\, and future-ready. Join Hypothesis for a special Back to School webinar where we’ll explore how social annotation can spark student engagement from day one\, strengthen academic outcomes\, and prepare learners with the collaborative skills they’ll need beyond the classroom. \n  \nIn this session\, you’ll learn how to: \n\nBoost Student Outcomes: Create interactive reading assignments that increase comprehension\, retention\, and participation.\nNavigate the AI Era: Use text annotation to encourage critical thinking\, authentic engagement\, and academic integrity in an age of ChatGPT and generative AI.\nSupport Workforce Readiness: Build real-world skills—like collaboration\, communication\, and problem-solving—directly into your courses through social annotation.\n\nWhy Attend? \n\nStart your semester with ready-to-use strategies and reading assignment ideas.\nGain insights into how social annotation addresses today’s biggest teaching challenges.\nAccess resources you can share directly with students to ensure a smooth launch.\nConnect with the Hypothesis team and leave with answers to your questions.
URL:https://web.hypothes.is/event/back-to-school-with-hypothesis-tips-to-build-engaged-future-ready-classrooms/
CATEGORIES:Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260225T150000
DTEND;TZID=America/New_York:20260225T160000
DTSTAMP:20260813T145154
CREATED:20260121T205904Z
LAST-MODIFIED:20260226T104014Z
UID:9004111222057670-1772031600-1772035200@web.hypothes.is
SUMMARY:Human Centered Learning in the Age of AI: How Social Annotation Builds Reading\, Belonging\, and Better Outcomes
DESCRIPTION:Students are reading less and shortcutting more—but social annotation can change that. By making reading visible\, collaborative\, and measurable\, social annotation empowers students to think critically\, engage with peers\, and build community. \nIn this session\, you’ll learn: \n\n\nHow to create human-centered learning experiences that work in practice \n\n\nStrategies for improving discussion quality and critical reading \n\n\nWays to scale social annotation across programs with the right support model
URL:https://web.hypothes.is/event/human-centered-learning-in-the-age-of-ai/
CATEGORIES:AnnotatED,Community,Webinars
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T130000
DTEND;TZID=America/New_York:20260812T140000
DTSTAMP:20260813T145154
CREATED:20260804T175840Z
LAST-MODIFIED:20260813T123405Z
UID:9004111222059683-1786539600-1786543200@web.hypothes.is
SUMMARY:Think First\, Talk Later:  Introducing Paced Social Annotation
DESCRIPTION:  \n\n  \nAI has made it easier than ever for students to access summaries\, generated responses\, and even their classmates’ ideas before they’ve had the chance to develop their own. As a result\, many institutions are asking the same question: How can we encourage authentic reading and independent thinking without relying on surveillance or AI detection? \nIn this webinar\, Hypothesis CEO Joe Ferraro and Head of Product and Support Michael DiRoberts will introduce Paced Social Annotation\, a new instructional mode designed to help students engage with course readings independently before joining the conversation. \nYou’ll see how Paced Social Annotation creates two intentional phases of learning: first\, students complete a close reading and add their own annotations without seeing their peers’ responses; then\, at a checkpoint chosen by the instructor\, annotations are revealed and collaborative discussion begins. \nJoin us for a live demonstration of how Paced Social Annotation works and discover how it can help you: \n\nEncourage independent thinking and original interpretation before peer influence\nDesign AI-resistant reading experiences through instructional design rather than surveillance\nFoster richer\, more meaningful discussions by having students return to the text after developing their own ideas\nStructure annotation activities for courses of any size\, from small seminars to large lecture classes\nDecide when to use real-time Social Annotation and when Paced Social Annotation is the better fit for your learning goals\n\nWhether you’re teaching first-year students\, facilitating graduate seminars\, or looking for new ways to promote deeper engagement with course materials\, you’ll leave with practical strategies for making reading more thoughtful\, collaborative\, and impactful. \nSpeakers:\nJoe Ferraro\, CEO at Hypothesis\, has spent more than 20 years helping higher education institutions adopt innovative teaching technologies that improve student learning and engagement. \nMichael DiRoberts\, Head of Product and Support at Hypothesis\, is a former educator who works closely with instructors to design and implement effective teaching experiences using social annotation. \n  \n\nThink First\, Talk Later: Introducing Paced Social Annotation — Webinar Transcript\nAll right\, amazing. So we’re gonna go ahead and get started. Hi\, everyone. \nThanks so much for joining us today. I’m Joe Ferraro. I am the CEO here at Hypothesis\, and I’m joined by Michael DeRoberts\, our head of product\, who’s going to be walking us through everything today. \nSo before we get into it\, a little context on where we’re coming from. Hypothesis has powered over 100 million annotations. We’re live in over 300 institutions in the LMS. \nAnd based on our internal reporting\, 98% of faculty users have reported Improve student engagement using social annotation. Honestly\, it’s obvious we’re meeting a real need here\, and this is one of the most registered for events in our company’s history. We take that seriously\, and everything we build starts from what our users and our instructors are telling us what they need Today’s feature is a really great example of that. \nSo think first\, talk later. That’s the idea behind what we’re launching today\, and that’s Paced social annotation. Especially in today’s world\, AI can summarize a text in seconds. \nWe think it’s more important than ever for students to have room for work Where they can actually go through their own thinking at their own pace before the conversation begins. There’s real learning science behind that. Metacognitively engagement and interaction on top of a text drives a lot more uptake of the information than reading alone. \nAnd students retain more when they’re actively working with the text\, not just passively consuming it That annotation layer\, that moment where a student stops and writes down what they’re thinking\, that’s really actual learning happens. And Paced social annotation can protect that moment. Students annotate on their own first. \nThey can form their own understanding\, and then that work gets revealed so the conversation builds on original thinking Rather than everyone piling up on the first post that shows up It also works really well as a simple one-to-one student-to-instructor mode if you never want to reveal peer work at all. So if we click through to the agenda\, I’ll talk about what we’ve got planned. Michael’s going to walk through what Pace Social Annotation actually is. \nHe’s going to show a demo cover some ways that some instructors are already using the feature\, and then we’re going to open it up for Q&A and take a look at what’s coming next. So with that\, I’ll hand it over to Michael. Hi\, everybody. \nIt’s a pleasure to have you all here. Thank you so much. I just wanted to let you all know we do have both a chat and a Q&A. \nSo as you come up with your product questions as we go\, try and pop them into the Q&A if you can. We’ll monitor both\, but it might just help us stay more organized. I’ll try and go live through all the Q&A questions at the end I wanted to hear what we got here a little Meet the speakers page. \nYeah\, I am so pleased to bring folks this new feature\, and I can’t wait to explain it to you. Before I started\, in the chat or with a little thumbs up or something\, if you have that\, I’m really Well\, yep\, I see names I know again. Yep. \nEven earlier\, 2324 Four to five years ago\, that’s great. Yeah\, and then seeing lots of yeses 22\, 23. Yeah\, I think so. \nI also the years are starting to go quickly. What did I say? 2223. \nHow about 2122? That’s back quite a ways. Yeah\, people there\, awesome. \nYou are our long timers. Thank you so much for that. I’ll go back. \nI won’t go farther than 2020\, but I’m curious if anyone was here in 2020-21. Yeah\, awesome. Super. \nI’m also exposing my background as an elementary school teacher and camp counselor. So thank you for participating in that. I appreciate it. \nWell\, let’s talk about what Paced Social Annotation is. I’m super excited to Talk through this all with you now and explain why we built this. So What Pace Social Annotation is\, it’s a way for instructors to hide student annotations from the student’s peers\, but not from the instructor. \nAnd then optionally reveal those annotations later. During the hide portion of the assignment Instructors can see their students’ work\, and students can see their own work. But students\, like I said\, won’t see each other’s work. \nWe found that we had a lot of requests coming in for\, like\, discussion board-like functionality\, wherein discussion boards\, posts are hidden Until students get to a certain point in the assignment. And we wanted to find a way to adapt that to social annotation over Text and videos and image documents and things like that. So you don’t have to use the reveal portion of The assignment in Paced Social Annotation\, we also get a lot of requests for a sort of one-to-one instructor to student mode. \nAnd this new feature will make that a lot simpler. In fact\, it’ll help to aggregate student responses on the instructor end\, so you can see what everyone thinks in one view and it still separates students with your grading interface if you need. During the hide phase\, like I said\, students can see their own annotations and instructors can reply to student annotations if they want\, and the instructor replies will also remain hidden During the hide phase\, and then they’ll be revealed during the reveal phase. \nI’m going to show you what this looks like now\, because I think that explanation\, while accurate\, doesn’t paint a picture as well as a picture does. So here we go. This is first the instructor’s view\, and I put this first just because I want to tell you the instructor’s view doesn’t change between the hidden portion and the reveal portion of the assignment. \nIt’s going to look the same for you on both sides We’re using the term checkpoint as the moment when annotations and replies move from the hidden state to the revealed state for students. Right now\, that’s going to be accomplished by the instructor pushing a reveal button\, as you’ll see in the demo But we’re starting with this here because I want to show you what’s coming up is on the instructor side\, an instructor posted question by Michael Admin\, the instructor\, answers from both Becky and Alan\, and then also Alan and Becky have created their own annotations as well So let’s look at what the students will see now. So in the student’s view\, before the checkpoint\, here’s Alan’s view. \nHe saw the instructor question. And he made a reply and he doesn’t see Becky’s reply. After the checkpoint\, he does. \nHe continues to see his old work\, but he now sees The work that Becky did prior to the checkpoint as well. And the important thing here is that the top level annotation\, the original annotation an instructor made for whatever Prompting\, you might want to do a model annotation\, some kind of scaffolding\, a question\, is visible to all the students\, even if there are applies under it won’t be until after the checkpoint. Here’s also an example of Alan’s annotation. \nSo Alan made an annotation\, the instructor replied to his annotation. Great\, he can see The instructors reply. But after the checkpoint\, he can see that Becky also made an annotation\, and both Becky’s annotation and the instructor’s reply to Becky’s annotation were hidden. \nWe’ll talk a little bit at the end about use cases and how you might use this feature. But this is sort of the core of the feature. And then finally\, the reminder that if the instructor never presses the reveal annotations button\, Alan will never see Becky’s annotation and will never see The instructors reply to Becky’s annotation. \nSo if you’re looking for that one-on-one private feedback mode\, you just never hit the reveal button. Cool. So\, I’m gonna move now into an actual video demo to show you sort of how this is working in the moment. \nThe demo is going to involve me showing you the creation of how to make a pay social annotation assignment\, what it looks like on the instructor side\, and then I’ll swap in Different windows to show you Alan’s view and Becky’s view\, both before the checkpoint and after the checkpoint. So here we go Hi there\, Hypothesis users! This is a demo of our new LMS app feature\, Paste Social Annotation. \nI’m going to walk you through what it looks like as an instructor to create this new assignment mode\, and then we’ll see what it looks like as both an instructor and as a student. While this demo video uses Canvas\, Paced Social Annotation looks the same in all LMSs. When I first launched Hypothesis to create my assignment\, I used to be asked to select a document\, but now instructors are going to see the assignment mode screen On this screen are two choices\, the social annotation mode is our classic hypothesis-enabled reading. \nThe other mode is Paced Social Annotation. This mode uses all of our previous social annotation components. It just adds a few things to help instructors add structure to their assignments. \nClicking on Paste Social Annotation\, the first thing we’re asked to do is select a checkpoint type Checkpoints are the point in the assignment when students’ annotations go from hidden to being revealed. We’ll talk more about this in a little bit. But for now\, it’s enough to know that a manual checkpoint means you’re going to need to click a button to reveal student annotations that were previously hidden. \nAnd now\, we have the document selection page. I’m going to use a URL for this assignment We still have the option to enable automatic participation grading or turn this into an assignment that uses the LMS Groups integration. Let’s publish this and take a look at it as an instructor So we see the text on one side\, and we see the sidebar on the other as we’d expect But what’s new is this top bar In the top left\, we display the checkpoint type you selected. \nIn this case\, it’s manual In the top right\, there’s a button that says Reveal Annotations\, and that’s what you\, as an instructor\, will click when you want to move the student’s annotations from that hidden mode to the revealed mode At this point\, I’ll add an instructor annotation\, a question I’d like my students to answer Now\, we’ll add some student notes. Here is my student\, Alan When he opens the assignment He sees the document and the sidebar as usual. We can also see the instructor’s annotation. \nHe has a top bar as well. In the top left students see that there’s a checkpoint and that the annotations right now are hidden. So when he annotates\, his classmates won’t see the annotations he creates\, for now. \nWe’ll let Alan add some of his own notes. Replying to the professor and adding his own thoughts That’s a good start. Let’s check back in as the instructor. \nI can see I’ve got some updates here. I can see Alan’s annotation. I can see his reply to my annotation as the instructor\, I’ll reply to Alan. \nOkay\, what does my other student\, Becky\, see in all this? Just like Alan\, Becky sees the text and the sidebar. She sees that instructor annotation. \nShe sees the same checkpoint information that Alan got in the top bar\, but that’s all she sees. Alan’s Annotation reply and the instructor’s reply to Alan are all hidden. Let’s add some notes from Becky There we go Let’s go over to the instructor side and see Becky’s notes from that perspective. \nTwo more updates. Those are from Becky The instructor is seeing all of the annotations in this assignment\, even if the students aren’t. I’ll reply to Becky now Jumping back to Alan’s view I want to show you that as Alan\, I can also see the instructor’s reply to me. \nEven though Becky can’t see this thread at all\, and Becky’s notes of course don’t appear here yet We’re going to change all that now. As an instructor\, I feel like we’re in a good place as a class. Everyone’s contributed their original thoughts and it’s time for them to see what each other has written. \nReflect on it and reply to each other. So I’ll click Reveal Annotations. This action cannot be undone. \nWe want to be very clear about that\, so we’ve added this little pop-up Now that I’ve clicked Reveal Annotations\, nothing has changed on the instructor side\, because as an instructor\, I could already see everything. You’ll note that the Reveal Annotations button is gone and now I have a little reminder about when I click that button In case there’s any confusion\, let’s go in and see what’s happening on Alan’s side. He’ll launch that assignment again\, maybe a few days later\, and now there’s a lot more information here. \nI can see in the top bar that annotations are now visible. So I know the checkpoint has passed Here’s my instructor’s initial question\, but now I see my reply and Becky’s reply. I see my annotation and my instructor’s reply\, but I also see Becky’s annotation and my instructor’s reply to Becky. \nOh. Becky’s pointed out something much more interesting than I did. As Alan\, I can see now that I need to work a little harder. \nLet’s see what Becky’s up to. Becky also sees everything now. She can still see the instructor’s question\, and now she can see Alan’s reply\, she can see Alan’s annotation And she can see her instructor’s reply to Alan’s annotation. \nEverything Alan writes from now on\, Becky will see instantly. It’s only prior to the checkpoint that Alan’s work is hidden from Becky Okay\, this has been our deep dive into how to use Paced social annotation. Thanks for watching. \nOkay\, wow\, I sounded really enthusiastic in that video\, which is just a reflection of how enthusiastic I am for this feature. I’ve seen some good chats happening. I want to answer the questions there. \nI saw January jumped into the Q&A\, and there’s more questions going in. That’s great. So I will get to that in a moment\, but I just want to talk through some of the ways that we think you can use Pace Social Annotation. \nOne of the things I love at Hypothesis is learning from instructors how they use our app and finding that they found interesting pedagogies that we didn’t imagine. So That’s the type of feedback I always want to hear. Please feel free to reach out if you come up with something. \nBut here’s some kind of basic use cases. Even without a lot of instructor intervention\, we think it’s valuable to have students create annotations without seeing their peers work upfront. And then That will also push students to revisit the text later after the checkpoint in order to see their peers’ notes and create their own replies. \nA benefit of that checkpoint is that students will have to actually create their annotations before the last minute before the assignment’s due\, giving their peers something to reply to as well So we’re trying to build some good assignment habits here on the student side. Instructors also\, as I pointed out\, now I think twice\, they don’t have to use the reveal annotations option. They can just leave things private. \nIn the past\, we published some guides on how to make one-on-one assignments that used A very complicated way of using the LMS groups feature. This feature now should make those sorts of assignments much easier to make. There’s some additional use cases here. \nDepending on your class size\, admittedly\, and other factors. You can add questions as a form of scaffolding. And before the checkpoint\, students will be answering them without seeing their peers’ responses to those questions Then after the checkpoint\, students can review each other’s answers and you can direct them to reply to peers with a supporting or invalidating evidence\, things like that. \nAfter the checkpoint\, you can also prompt students to find and reply to their peers’ annotations\, both to generate discussion\, but also to compare and contrast their peers’ work with their own. And then one idea here would be to maybe have the students then use the page notes feature in Hypothesis and write a short analysis. What did they learn in that compare and contrast and let those page notes kind of pile up where everyone could see them and read each other’s short analyses. \nYou know\, describing what they got right\, what they missed\, and maybe questions they had that they saw either other peers had\, or had or didn’t have So I do want to go\, I see so many awesome questions here in the Q&A\, and I want to go read it. So I’m going to talk really quick about What we’re planning on adding to this feature\, in case that gets to some of the Q&A questions\, and then I’m going to go through all your Q&A questions. Please feel free to keep adding them as we go. \nI will hang out and answer them for as long as we need. So some things that we anticipate building here that we’re gonna keep adding onto the feature\, we want to let students opt into email notifications in those schools where we are receiving student emails from the Lms so that when the instructor does move past The checkpoint\, the student can get an email notification that says\, hey\, you moved past the checkpoint\, now’s the time to go back into the assignment\, just to make it one step easier on instructors so they don’t have to remind students in a little less cognitive load for students as well. Another thing that we are currently working on actually right now is a new integration with auto grading. \nSo auto grading as you’re used to it\, if you’ve used it before. Works with Paced Social Annotation. What we’re going to add for Paced Social Annotation assignments is the option to create auto-grading targets and goals To separate targets and goals before the checkpoint and after the checkpoint and then average the two together into a final grade so that you can actually enforce with auto grading\, you have to leave this many annotations before the checkpoint. \nYou have to leave this many replies after the checkpoint. And in that case\, if a student gets in late after the checkpoint and makes their annotations\, those annotations won’t Count towards that goal anymore\, so just a way to make it easier for you to enforce some of the structure that you might be helping students with. So we will definitely be letting folks know when that auto-grading integration is complete. \nGoing along with that will be an optional for you in-app due date So I know you can oftentimes set due dates in your LMSs\, those LMSs don’t always send us the due date in a super helpful way\, but if you’ll be able to quickly set the due date inside our app on a Pace Social Annotation assignment\, then we’ll know it. And we could say\, stop the auto grading count At a particular time\, so that late work won’t be counted. We’ll see how people use that\, and then maybe refine it more in the future. \nAlso\, the manual checkpoint is very manual. You have to click a button\, as you saw in in the demo. We anticipate adding additional checkpoint options along the way\, and after you’ve given it a shot\, we would love to get your feedback on like what sort of checkpoint would have\, if manual worked for you\, or something else would have worked better Such as a calendar checkpoint or things like that. \nOkay\, I see lots of lots of great questions here\, and I’m just going to go through them all. Please\, if I missed something\, shout out in the chat or in the Q&A or something\, and I do want to make sure I answer them all. So I’m going to go through\, for my team\, I’m going to go through the open questions first in the Q&A\, and I’m just going to click answer live. \nI might look at the answered questions as well\, just to make sure that I… in case I want to add a little flavor to something here. Right\, so how will this work with a class of 40 students? I mean\, that’s a great question. \nOne of the things I went by maybe kind of quick is that pay social annotation will still work with the LMS groups integration. So if you’re already using us with a class of 40 students\, you might already be using our Lms groups integration How that works diff… varies a little bit with LMS\, but on our end\, it’s all the same. You define your group structure in the LMS\, and then when you go to make an assignment\, you say\, hey\, I defined this group structure in my LMS course. \nUse it for your assignment. And if you say\, let’s say you put All of your students into groups of 10 in your LMS. Then\, in the assignment\, we would put those students into those exact groups of 10\, and you as an instructor would be able to flip between the groups. \nYou’d view each group individually\, but within the group\, students would only see annotations made within the group They wouldn’t see annotations made in other groups. That’s the normal groups integration. All of that works with Paced social as well. \nAnnotations\, even after being revealed\, are still only visible within the group. Prior to the checkpoint students still feel like they’re annotating alone. You’ll see all the reannotations\, albeit distributed between the groups you’ve assigned students to after the checkpoint during the reveal Students will see their peers’ annotations within their group\, but they will continue to not see their annotations outside of the group. \nSo really the same way that we would normally handle it\, but just with the checkpoint added. I hope that answers that question. If not\, please feel free to give me some Give me some nuance here. \nOkay\, the next one. Every time I copy assignments over\, I have to choose external tool again. So I’m guessing that you can\, I don’t know if the choice comes When you choose the… I see Johnri is answering that. \nYeah\, Janet’s going to type you an answer\, and I’ll check it\, and he’s going to be right\, but I just want to read it myself. But you’re also welcome to email our support team anytime. The answer to how that works might involve a little back and forth\, because it depends a little bit on your LMS\, and sometimes it depends on LMS settings that your LMS admin controls that aren’t always in our control\, it’s how our app can talk to your LMS and what it can and can’t get back in terms of information. \nSo sometimes we put that in the support channel just because then we can ask you a bunch of stuff that’s mildly personal to your class so that we can actually figure out an answer. But we’ll work on answering it. Okay\, Jennifer Howard\, is it possible to designate a student as moderator? \nI like having students moderate annotation discussion and could see how this could be helpful if you could designate a student that had access to all the comments for the checkpoint. That’s an interesting idea Oh\, and I see success team would like to answer this question. I’m going to chat a little bit\, but I don’t want to discourage my team from also answering. \nSo feel free to get in there and answer as well. Please write to us. We’ll capture that feature request internally now\, but it might be nice for us to have a conversation. \nWe have definitely been talking about the possibility of a TA mode\, either a formal kind of TA within your Lms. Maybe we can do it so that you can also nominate someone to be like a temporary Ta within an assignment without making them one in the course. Lots of times we do tend to sort of mold ourself after whatever roles are in the course\, but this is an interesting idea. \nSo\, and we’ve been talking about what might go into such a Ta mode\, someone who’s not quite an instructor\, not quite a student. Otherwise\, a student moderator could also be a really interesting idea. I mean\, I could see that being useful in pay social\, but also just in our regular social annotation assignments you might want Someone in there. \nI think it’s… yeah\, I’d love to learn more about this\, so maybe let’s… let’s chat a little bit too. I would love to learn more about what you think would be helpful here I could imagine a mode\, for example\, where all student annotations enter into a queue and none of them are visible to anybody\, and then they have to get approved or denied by a moderator that could be the instructor or could be student volunteers\, or a mix of both. So we could we could definitely look into Something like that. \nIs there a way to reveal the annotations after the checkpoint only to those students that added annotations? That’s a really good question\, Ashley\, not at this time. That is one of the possible checkpoint modes we might add in the future\, depending on what we what we see people do. \nThat would be closer to real discussion board functionality\, right? Where you actually say you can’t see each other’s posts until you’ve completed 3 posts. So it becomes more about hitting a specific goal and unlocking your view\, as opposed to hitting a particular time. \nAnd that is definitely a checkpoint type that we debated. It wasn’t feasible to build it for this initial release\, but I would love to hear from Everyone who’s actually really interested in that functionality\, more numbers sometimes gives an idea a little more weight\, and that can be super helpful. So\, yeah\, thank you for that. \nIt’s not possible yet\, but it’s on our radar. Can we have a different checkpoint times in the same assignment? I have a large class sections meeting on different days\, so each will need a different checkpoint time expect. \nYeah That’s a really good idea to You know\, one thing we’ve seen with the alignment of Like\, real life course sections versus how something like Canvas sections or\, you know\, other sections in other LMSs get used is that sometimes sometimes people will have whole different courses for sections. Sometimes they actually use these sections tool in their Lms to to designate sections. I think this really good piece of feedback as well. \nI’ll have to think about that. It definitely It definitely is trickier if you have a single Canvas course and a single assignment Honestly\, depending on your LMS\, what you might have to do is like use the assign to feature in your own but this is a workaround for now\, not something I’m saying you’d have to do permanently\, but you might have to use the assigned to feature in your LMS And then make like 3 assignments and give each assignment to a different section. And if you did that\, you might need to combine that with LMS groups genre\, or I could definitely help you with this in the support channel as well\, so if you want to write to us\, we could think through a methodology you could use to make this kind of doable for you in the moment. \nIn the meantime\, though\, I will definitely take that feedback into consideration. I think it’s a really good idea. Cool. \nRobin. Robin. Will the ability to stop counting late annotations also work in manual mode only if it works in the auto grading mode? \nSo depends what you mean for counting. Right now\, the only real Oh\, I see\, yeah\, so\, like\, using the dashboard at all\, whether or not auto-grading is turned on\, will we stop counting annotations. I’d like to hear from you on why you want that. \nOff the top of my head\, maybe not only because I want to always be able to give you a count Eventually\, of how many annotations got put on the thing. And then\, in that case\, I guess\, yeah\, if you… if we kept it to auto grading\, I could give you two counts. I could give you the sort of actual assignment count\, and then the on-time assignment count. \nBut if you can\, you know\, with the auto grading feature turned on\, grades are not automatically pushed to your LMS. We have a lot of people who turn auto grading on just to kind of get the counts and the math done for them\, but then they just never click the sync grades button Because they don’t want those… that’s not their grading basis that they use in the LMS. So\, I mean\, I would probably keep the due date feature to auto… just in auto-grading\, and just encourage people not to sync\, but I’m open to hearing maybe why that’s not feasible\, or Or what the use cases are to apply to sort of the whole count. \nSo\, yeah\, thank you for that. Rachel Atherton\, will these changes roll out to all institutions at the same time or do institutions need to do work to get in front of these faculty? Do you have a timeline for the future? \nThere is a small number of institutions that have specifically requested we don’t turn this feature on yet\, they want to complete some testing of it\, and then we’ll turn it on for them. But for everyone else\, it actually turned on today like an hour ago. So if you go into your LMS right now\, and you go to make a new hypothesis assignment It’s very likely that you will see the Paced Social Annotation option. \nAnd if you don’t see it yet\, I would give some grace to your LMS testing teams. I know they work really hard to make sure that what they’re giving you is a well-documented experience and they probably just wanted a little extra time to fill that all out for you all. But it should be there now for\, like\, you know. \n90-ish plus percent of you. Well\, the Pace Social Annotation option show up in Canvas if the annotation assignment is imported from the previous semester. Yeah\, someone has asked this as well. \nIt’s a really good question. At this time\, no\, you have to create a new assignment to get to the Pace Social Annotation feature For technical reasons\, it was difficult to\, like\, allow you to edit assignment\, go back and change that initial setting on a copy of an older assignment. But I think it’s really good feedback that we should build a way to let people do that\, which I took from… I can’t remember if it was the chat or another Q&A\, but Yeah\, I would I would say it’s something that we should look to roll out in the future. \nIf someone else… let’s see Paced social works with all source types. I see genre entered this\, but yes\, everything\, every document type that already works in Hypothesis will work for what we’re calling social annotation now will also work in Pace Social Annotation And let’s see\, yeah\, there’s some things about course copy. Yeah\, please do write to our support team anytime with questions or just feedback or whatever. \nEven if you’re just having a frustrating time or a super happy time\, it really helps us to know about it. Our team has worked really hard in the past to try and get course copy to work correctly in a lot of Lms and a lot of edge cases\, but there just are a lot of edge cases. I’m going to breeze through the chat really quick here to make sure that I haven’t missed something that got put in the chat. \nGrading rubrics. I see Joe got in there. Yeah\, we don’t have an internal grading rubric in Hypothesis. \nWe rely on the LMS grading rubrics\, which can be different per LMS in at least one of the LMSs You… their own guidance is create the assignment\, then come back\, edit it\, and add a grading rubric\, which can be a little confusing. We do have some information up on our help pages as well on our site. And again\, you’re always welcome to write to us and ask. \nJust because you’re not seeing it yet\, so it’s possible that you’re at one of the LMSs with the team is still reviewing\, which is fine. If you\, again\, if you write to us\, we can… we can walk you through it. Caroline\, multiple checkpoints is something we debated\, and I think is also a future possible I got to interview several people. \nSome of them are on this call about what they’d like to see in this feature\, and the idea of multiple checkpoints did come up\, but it was going to be technically challenging for the initial release\, and also it’s the kind of thing where we want to hear from people who want it\, so we know just how badly it’s wanted\, so we know to spend the time on doing that. I do think that’s a good idea\, and I’m looking at your other kind of the discussion leaders thing is in there\, too. I think that’s a good idea as well. \nYeah\, Paste social annotation. Once you make a pay social annotation assignment\, next course copy\, that copied assignment will stay Paced social. So even though you can’t edit your old social annotation assignments into Paced Social now You can\, you know\, once you… and I know\, once you go through the trouble of making some new assignments that use pay social\, when you go to copy those\, they will remain pay social after the copy\, which was important to make sure we\, you know we do Auto grading\, I see is a question about when some of these new features going to be available. \nAuto grading is available now. It has been for a little bit. We keep a help article. \nIf you look up like hypothesis LMS app and then change log. There’s also maybe January can drop a link to the change\, the LMS app changelog in the chat. We list everything that we have made for the LMS app in that changelog article\, which is just open. \nYou don’t have to be some kind of subscriber or give us an email or something. You can just go there and read it So we just posted Paced Social on that today and you’ll see that we posted and we often link out to help articles as well. So if you’re like\, I heard they did auto grading\, I don’t know when they released it\, how do I find an article on it? \nIf you go to the change log\, we’ll link out to the auto grading help article that will explain how to use it. We link out to the Paced Social article Import-export\, image annotation\, all those things that we’ve… all those things that we’ve made in the past are all linked there. It’s a nice place to go and look at all the features that you may or may not know about. \nAt mentions is another one I want to see a question. If I want to have preset questions at the beginning of the semester\, will it be able to use the same questions from one semester to the next\, or do you need to update the questions every semester? Yeah\, and I see Joe answered this. \nObviously\, Joe’s correct. Yeah\, this is why we built our import export feature Go to that change log and it’ll link out to our help article and teach you all about how to use it. And then what you would do\, I think Joe said all this also\, but you would go to the old assignment\, export your annotations And then import those same annotations into the copied course\, and it’ll just write them all for you. \nAlso\, if you’re someone who has\, like\, a really big class and you have a large number of groups\, and you want to add scaffolding\, questions\, anything else\, this is also an easy way To push that scaffolding to all the groups fairly quickly. We still don’t have a way right now of saying\, add this to all the groups in this assignment at once\, but what you can\, instead of having to retype your annotations for every single group\, you just have your one kind of export file And go group one import switch group port\, import\, switch\, group\, group three\, import\, switch. A lot faster than retyping them. \nYeah\, I see the plus one to the moderator leader idea. It’s good to see that. It’s good to see multiple people want that. \nThat’s super helpful to know. It’s also Super useful to get this up front\, so thank you guys. What if we want students to ask questions to the rest of the class Yeah\, maybe we could add that to the student moderator feature\, if that’s something that we end up Depending on when we get around to it. \nI’ll tell you that we already have a lot of many\, many months of work planned ahead of time\, but we are… I love accumulating these ideas\, and it might be the kind of thing we can roll in the future. Right now\, Eric\, for your question\, look\, sorry\, for everyone else\, the question is\, what if students who want to ask questions to the rest of the class\, will the checkpoint be possible for this feature Right now\, if students ask a question to the rest of the class\, they won’t see it until the reveal portion after the checkpoint. It could be an interesting exercise\, actually\, to have students go through and draft questions about what they’d want to ask the class while they can’t see each other’s work You know\, one of the things we… one of the pieces of feedback we get is sometimes when students\, you know\, don’t get in the assignment as soon as it opens\, they feel that\, like\, all the good spots have been taken\, that people have annotated over just what they wanted to annotate over. \nAnd with Paced Social\, whether that’s an annotation or question prompt students or writing or anything else you know\, one of the advantages here in pay social is students get to have that document all to themselves at first. And then I think it’s frankly an interesting exercise after the reveal to say\, oh\, like Alice and Bob both thought that this place would be a really good Idea for a question prompt\, but they actually wrote very different question prompts. Let’s discuss\, like\, why you two wanted these\, you know\, at the ask the class different questions. \nI could see that in any scenario\, whether it’s like a teacher prep course\, or Any sort of… it’s an interesting form of scaffolding I’d like to see people do\, so that’s cool. Good. Laura Gale says it’s there. \nYes\, people are seeing it. Wonderful. You guys are great. \nI want to… I’m gonna keep going through this. If you need to drop out\, I just want to say thank you so much also for coming. I’m going to keep going through all the\, All the Chats here and see if anything else comes into the… I see a few more things came in the Q&A. \nSo I’m going to keep going through and answering stuff. You’re welcome to stay\, but also as if we get past your use case and you want to drop off\, I want to ask my team\, we’re definitely going to make the slides available. The slides will link to the demo video in it I don’t know that you need my my like a recording of this thing here. \nBut if you need any information from me\, please reach out. You can reach out through the support channel\, and I promise it’ll get to me. It’s super helpful to hear from folks Whatever you have to say. \nCheckpoint features\, sorry\, Joseph is saying\, is this only available in the LMS app or is also part of the browser extension\, and I see Joe saying\, yeah\, this is an LMS app exclusive feature. We rely on certain information that we’re getting from the… from From people’s LMSs\, and so it’s not part of the It’s not part of the web app\, and I let you all talk through Oh\, I see that there’s a question about the browser extension not being supported. Actually\, there’s some potential work coming to the browser extension in the future I don’t know how much I want to say at this point\, but it would be around It would be around group management in the browser extension and making it a little better supported for people\, especially in education\, but other environments as well. \nI will give you the heads up that If and when we build that\, it’s likely to be a paid feature in the browser extension\, the browser extension first paid feature. If you’re unfamiliar with the LMS app\, the few of you who are\, you know\, everyone Here\, who’s using the LMS app has institutional agreements with us\, or might be using our integration with the digital textbook provider VitalSource. They have a way of enabling our app in classrooms as well that have VitalSource agreements\, usually in conjunction with Kind of a bookstore thing\, something like that. \nSo yeah. The multiple web pages thing is interesting\, actually. Jennifer\, we are There’s a possibility of\, like\, a multi-document assignment mode coming in the future\, not super soon\, but I appreciate hearing that if you want to reach out to us with your kind of use case here. \nWe have some temporary fixes too where we know folks who like will Take multiple web pages and make a single kind of PDF out of them to use that in the LMS app. But also we think there’s like I said\, yeah\, like a multiple document\, put multiple documents in an assignment and neither have students access any of them for people who like to give their students many document choices to choose from and just want them to complete one or even assigning specific documents to specific groups So you could have all your different groups be in one assignment. That’s farther in the future\, but it’s definitely something that we’ve started to kind of draft a little bit because we do hear about it. \nI see. You missed my question about whether you can have two checkpoints. I apologize for that\, Carolyn. \nYeah\, so No\, we don’t have multiple checkpoints yet. But I think those two versions of it. There was a version here where it was like\, can I set different checkpoints for different groups I think that’s really interesting feedback\, and it’s something I want to look at. \nWe’re also looking at the possibility of multiple checkpoints in that\, say\, like multiple hide and reveal sections. So you’d have checkpoints one and two\, and so you’d start with everything hidden\, you’d hit checkpoint one and everything made prior to the checkpoint would get revealed But then future check… future annotations would still be hidden\, and then you get the checkpoint two and everything will be revealed. Right now\, that’s not how it works. \nI want to be clear. Right now\, after you get to the checkpoint\, absolutely everything gets revealed from then on. But the multi-checkpoint option is something that we’ve looked at as well that That that might be in the future. \nWhen was it released? Like just today you haven’t missed anything. And I see genre linked to the LMS app changelog. \nThat’s awesome. I’m getting caught up on the chat. Oh\, good. \nI see Joe said the recording this call. Good\, good\, good\, good\, good\, good\, good\, good\, good\, good\, good\, good. I think I should sing a little song. \nOh\, I see the Iris pages are interactive. Yeah. Well\, multi doc\, multi-document would be able to work with with URL as well. \nSo we’ll check back in maybe in 9 months or so\, we’ll see. We’ll see if that’s where we’re moving. Okay\, I think I’ve gotten to everything. \nIf I missed something\, I apologize. I’m going to go back into these Q&A things I see genre has been very diligent answering that. Yeah\, awesome. \nOkay\, January’s got that one. I’m just going to go to the end of the Q&A thing here. Yeah\, very happy to help folks out if you’ve had issues\, whether it’s with course copy\, vital source\, anything like that\, we can usually help you fix it. \nPlease do write to it’s support@hypothes.is. You can also go to our website\, and we have a get help link in all of our help articles. So just navigate over to our help articles And\, you know\, write to the support team\, we help admins\, instructors\, students\, everybody. \nWe get back to you super quick within our working hours\, and I really like meeting people that way. I have had a lot of support tickets turned into screen shares and stuff like that\, and I then learn not only How you all are using it\, which I then get to share with other instructors\, our sales and success people love to learn this stuff\, too\, and they share that information out and kind of build the community\, a little bit. But it also informs a lot of our thinking around new features. \nYou know\, you really can help power a lot of the new feature work we do\, and we When we hear from you\, so please do hear from you. You should also probably receive a every half a year\, six months or so\, we send a little email that’s just like a check-in. The email is like\, how are we doing like zero through 10. \nAnd there’s an optional text field. Use that optional text field if you want and just say Hey\, I’m having whatever time you choose to put in\, good\, bad\, ugly. But then you could say\, and what I’d really love is to see this and just write to just write to us that way\, too. \nIt’s super helpful. I go through all of our data periodically and just read everything that people have written to us If you attach your email to it\, you often don’t have to\, but if you give us feedback with your email attached\, I might end up reaching out to you. Like I said\, there was a number of folks in this call today that I actually interviewed to learn about what our users wanted before building Paced Social Annotation And I knew who to contact because they attached their email to their feature request they sent to us\, and when I said\, oh\, we should build this\, and I said\, let me find everyone who wrote to us\, and write back to them and say\, are you available for an interview? \nThe interviews are some of Some of my favorite things to do\, because I just love working one-on-one with our users. All right\, I have talked so much to you all\, and you all have been super patient\, so thank you so much for your time. Thanks for viewing this with us. \nThanks for using the feature. Please do check it out. Send us\, you know\, send us feedback. \nYeah\, have an excellent year. I hope your students are as diligent as you all are because you deserve that. I don’t know if anyone on my team wants to hop back on otherwise This was really great\, and the questions continue to come in. \nFeedback is a gift\, and we really appreciate it\, and happy annotating this semester. Thanks\, everyone. Thanks\, everybody.
URL:https://web.hypothes.is/event/think-first-talk-later-introducing-paced-social-annotation/
CATEGORIES:Webinars
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