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SUMMARY:Annotate This #5: Beyond the Highlight. Everything You Can Do with Hypothesis
DESCRIPTION:You may have been using Hypothesis for years\, but are you using all of it? Join the Hypothesis team for a guided tour of the tool\, from the basics to features many instructors don’t know exist. \nWe’ll show how paced social annotation helps you structure how students move through a reading\, and how auto-grading scores participation for you. You’ll see how to annotate YouTube videos\, and how image annotation works. You’ll learn how to annotate visuals on PDFs and images directly We’ll also cover importing and exporting annotations\, web app toolbar features people often miss\, like search and sorting\, and how to keep track of new releases as they ship. \nYou’ll also hear from instructors who use Hypothesis in their own classes. They’ll share how they use specific features in practice\, so you leave with concrete ideas for your own course. \n  \nWho should watch the video: Current Hypothesis instructors\, instructional designers\, and anyone curious about social annotation\, whether you’re new to the tool or have used it for years. \n\nTranscript:\nAnnotate This #5: Beyond the Highlight. Everything You Can Do with Hypothesis\nWebinar transcript\, October 21\, 2026 \n  \n[0:54] Michael DiRoberts: All right\, hello everybody. I know it’s just getting 1 o’clock. We’re gonna give people a couple minutes to wander in\, and then we will start. Let me get my\, Oh yeah\, hey\, Irene\, Martha’s here in the viewers\, if we could promote her to panelist\, please. And thank you so much for joining us all today. Let me share my screen… There we go. Awesome. Alright\, we’ll give her… let’s see… How many do we have in here now? I’ll let folks know that we have\, I should have a Q&A section today. If you go in your Zoom sometimes\, it’s under the three dots more menu. If you have questions as we go\, please feel free to put them in there. We have a bunch of people standing by to help answer those questions. We’re also going to take little pauses today\, and we might throw some Zoom polls at you. They’re pretty informal\, non-binding Zoom polls. And\, if the Zoom polls don’t get to everything you want to talk about\, you’ll… I’ll have you in that moment jump into the Q&A again\, so… Great. Well\, we’re 1.02\, so I think we can start. Hello\, everyone. My name is Michael DiRoberts. I am the head of product here at Hypothesis. I’m super excited to present everything you can do with Hypothesis\, to you today. That’s… \n[2:52] Michael DiRoberts: Mostly correct. It might be slightly an overstatement\, but just slightly. So\, super excited to walk you through our agenda\, and Start the presentation. So today. gonna do a little introduction here in a moment\, and I’m going to hand the screen share over\, to\, a Hypothesis super user and all-around amazing instructor\, Dr. Martha Payne. She has a\, a presentation she’s gonna give you\, I’m gonna give the screenshot over to her\, and then when she’s done\, I’ll take it back over\, and I’m gonna take you through these four categories\, taking notes. navigating notes\, building assignments\, and assessing and reusing your work\, student work\, everything. So\, between those four categories\, I think we can get through everything. I’ll also mention that there is a companion\, piece to this webinar. It’s a blog post we put out\, this morning. It’s going to contain\, It’s going to contain pretty much everything we talk about today. grouped mostly the same way\, maybe not exactly in the same order\, so you don’t need to go open it right now\, but after the fact\, after this webinar’s over\, if you want to go and say\, oh\, we mentioned this feature\, and I want to go read more about it\, you can go to the blog post\, you can find it\, read about it\, and the blog post will link out to our help documents\, so you can go in-depth on any of the features we \n[4:21] Michael DiRoberts: we breeze through today. Alright\, so we’re anticipating this being About 50 minutes or so\, And\, yeah\, I want to introduce Dr. Martha Payne now. So\, She is a lecturer Emerita of World Languages and Cultures at Indiana University\, Indianapolis. She taught classical mythology\, Greek history\, and medical terminology from Greek and Latin. Her research explores classics and popular culture\, and she was named Teacher of the Year by the Indiana Classical Conference. So\, I really appreciate her being here today. She’s going to give us insights on how she has used Hypothesis in her classrooms\, you know\, before. And\, if I can figure out how to let… go of my screen share in Zoom. Yeah\, I will hand the reins over to Dr. Payne. \n[5:23] Martha Payne: I can… okay… All right\, so as\, Michael mentioned\, I have taught a variety of courses\, and before I\, taught medical terminology\, I mean. taught ancient medicine and medical terminology. I taught just straight med terms. And\, I had been doing it both in a face-to-face setting\, but\, after I\, finished with the face-to-face work\, I was asked to do it\, for a few years and Kristinisly and online\, and I was glad to do that. And\, The book that I use\, is called Ancient Medicine\, by\, Vivian Nutman. Yeah\, no. 2024\, and it is a book that you can get through the IU text program in\, by way of Canvas\, and I’ll say a little bit more about that in just a second. This gives you a little bit of an overview of the syllabus. This is just one particular module. As you can see\, I’ve got Hypothesis\, for several assignments\, but I also have\, a couple of other tools that I use. For example\, VoiceThread allows students to comment on\, the\, Any of the videos\, and… I… what I’ve done is to put the medical terminology information in the VoiceThread videos\, and those are PowerPoints that I have created\, and I have audio commentary along with them. And I also have\, weekly responses that I have in Canvas\, and I’ll talk a little bit about them in a minute. \n[7:44] Martha Payne: And\, then Top Hat is where I also have posted my PowerPoint presentations\, along with\, Multiple choice questions\, to kind of help students get the information in their heads a little bit better. Some of the students commented that that was perhaps a little bit unnecessarily redundant\, but redundancy also helps with the learning. So\, every time I started a new chapter\, I had an overview of what was in the chapter\, along with the PowerPoint presentation of that overview that has not commented on with Hypothesis\, but has my audio commentary. And one of the reasons for doing this is precisely because the information in the textbook is so informative and yet kind of dense. And this gives you an example of what the material in the IU text looks like. And as far as I could see\, you could not do any kind of annotation in it. The advantages of accessing the IU text is that it has a clickable table of contents\, as well as clickable footnotes. Now\, Rutledge\, the publisher of the particular text\, actually allowed me to copy of 100% of the text\, and I was delighted because what that allowed me to do was to copy an entire chapter and then put it into a Canvas page. One of the things that Hypothesis has developed over the years from going to just PBF\, \n[9:55] Martha Payne: files being put into Hypothesis. They’ve also allowed Canvas pages to be put in. And so\, what you can see here are some examples of one of the chapters with a student commentary. And\, as you can see\, it also allowed students not only to make their original comment\, but also to reply to other students. And\, one student noted\, this was from Spring 2025\, that the discussions were particularly interesting\, as they were incredibly interactive\, and that\, I think\, is due to a hypothesis. I also\, through Hypothesis\, have been able to find YouTube videos\, to put into Hypothesis whereby students can\, annotate the\, the transcript and\, comment. The weekly discussion board was to help students kind of solidify the material that they have been going over throughout the course of the week. And as you can see here\, this is a good example of the type of activity that I would have in a discussion board. And I had to set that up In a way that would prevent students from actually. just regurgitating material from the textbook\, or from trying to use AI\, to\, Have them do that. This was a good example of a student response\, that was part of the weekly response. Nutten’s discussion made it clear That what we know about ancient Greek and Roman medicine is often based on incomplete sources. Sometimes interpretations from years later\, they shaped how we understand earlier ideas\, maybe not even accurate. \n[12:17] Martha Payne: And then\, another example\, I read many new essays\, learned a lot of new things about ancient medicine\, how language developed\, how some… however\, something that really caught my eye was the different theories for the systems of medicines. While watching the Crash Course video\, I saw many different countries and cultures use ancient medicine in various ways. They used it as a way to treat people\, along with using it as preventive medicine. I learned what health means in TCM\, how Ayurveda works\, other topics. This module assignment interested me because it showed how ancient medicine and modern medicine are different. So it’s… this is a good example of how Crash Force… both Nutten and Crash Force Video kind of\, had an effect on\, students. And\, so that’s it. Thank you for your attention. \n[13:23] Michael DiRoberts: Well\, thank you so very much. I really appreciate\, all of your insights\, and you know\, it’s been great. Dr. Payne and I started working together\, Back and forth in a technical sense\, not… not in a pedagogical or professional sense. I think in\, like\, 2021\, and so it’s been awesome to be there. Back then\, I was on the support team at Hypothesis\, and it was just great to be a part of\, you know\, the journey on the technical side. watching what she developed in her class. Okay\, so we are going to jump into\, the demos here. We’re gonna start with that taking notes section. Let me get my screen shared again\, and away we go. my team\, I won’t have my eye on the Q&A. If there’s something you’d like me to go back and show again or something like that\, please just jump in with your audio. I don’t mind doing that. Okay\, so we are going to work on all the different ways you are taking notes. So let’s start with how you create annotations and other notes. Everything starts by selecting text. That pops up what we call the adder\, with Annotate and highlight options. Clicking on Annotate opens what we call a card. We’ll look at every field on it in a moment\, but for now\, I’m just going to write a quick note\, and then I will post the annotation. \n[15:12] Michael DiRoberts: Clicking Highlight is simpler. You’ll notice I didn’t have to post it\, although\, see this lock icon on the annotation card? Highlights are private. Only the author of them can see them\, and we’ll come back to that lock icon in a little bit. The next type of note is a page note. Page notes are just like annotations\, except they’re not anchored to any text in the document. You can model them to provide analysis on the whole document\, you can leave instructions for students\, and you can create any other type of note that\, isn’t about a specific text passage. Anyone can reply to an annotation or a page note\, and the reply lives on the same card. The whole conversation stays together. Images can be annotated\, too. The rectangle tool\, Selects an area. And the pin marks one spot. Each image annotation gets its own card\, just like text. So let’s take a deeper look inside. inside an annotation card. So at the top of the card is the text that I selected. Students might need to be explicitly taught that choosing that text carefully is part of sharing their thinking with you and their peers. You’ll see the selected text on annotations\, but not on page notes. And not on the reply portion of a card. \n[17:41] Michael DiRoberts: Below the selected document text is where you add your own annotation text\, with formatting tools like Bold\, Italics. Quotes. and lists. You can write your text\, highlight it\, and then select any of these tools. You can also add links. Select your text\, click the link button\, and paste the URL that you want embedded into the text. You can embed images\, too\, and here’s how I do it. So you find an image online\, Right-click it. And use the option to copy the image link. That’s the link that goes right to the image instead of back to the article\, or to a container that the website keeps the image in. Basically\, point to the image\, and not to the picture frame\, or the wall that it’s on. Back in my annotation\, click the image button\, Paste the link. And in the space between the two brackets\, you should write a short text description for anyone who can’t view the image. You’ll see how that… Image embeds right in there. You can also paste embeddable video URLs\, and they will embed into an annotation. So… just… This works for YouTube. And also\, for Vimeo. The same actually goes for a link directly to an MP3. So here you’ll note I have a URL that actually ends in .mp3. And… sorry. Make a page note. \n[20:54] Michael DiRoberts: When pasted into an annotation\, you get an audio player embedded into the annotation itself. You can insert equations as well. There we go. Using the markup language that’s called LaTeX. So\, I’ll press the equation button\, which is right here. and paste some latex in between these dollar signs. Let’s grab this. All of these buttons are writing in a common web forwardding language\, web formatting language\, sorry\, called Markdown. You can also type the markdown yourself for additional features that we don’t have a button for\, like adding headings and horizontal lines on your notes. This can be really helpful when you’re writing instructions into a page note\, or if you just really want some fancy formatting in your annotations\, if you’re\, say\, writing questions for students so they stop and read and reflect before they move on. On an open annotation card. Where’d you go? Let’s go here. On an open Annotation card\, the question mark button\, will open our guide to using Markdown. And the preview button will show you what an annotation will look like before you post it. This way\, I can double-check my word… my\, my work before I click post. Well\, I’m also going to show you how to create app mentions here within annotations. \n[23:21] Michael DiRoberts: So\, to at mention someone in an annotation\, you start… you type the at symbol\, and then you can select from this list\, or you start typing their name. The list you see will filter as I start adding more and more letters to their name. Until I get to the person that I want to at-mention. The only people listed here will be people inside your Hypothesis group\, which is typically your course\, or smaller groups within your course\, but no one outside of that. how groups are set up depends a little bit on the assignment setup\, which we’ll get to at the end. Mentioned students and instructors will get an email\, which we’ll take a closer look at at the end of the webinar. You can also add tags to annotations. Tabs help organize notes\, they help with looking notes up later\, and crucially\, if students are directed to use tags\, it helps them think more critically about what they’re writing. You can type one\, press enter\, it becomes a chip that you can also remove. Tags can have spaces in them. A good habit for students to learn is to tag notes by what they’re doing\, like citing background or asking questions. I want to go back to image annotations and go a little deeper here. So\, with rectangle annotation. \n[25:04] Michael DiRoberts: A thumbnail of the selected area. Replaces the quoted document text that we usually see. And there’s one extra field\, which is this image description. Descriptions are crucial for readers who won’t see the thumbnail\, but really they matter for everyone. It’s a chance for the annotation author to put their thinking on display. What they write about when they choose an image shows us as readers what they’re thinking is important in the image. We also have this information icon\, which links to an article about how to write good alt text for images. So for students who haven’t had to do that before\, we give them a little bit of guidance. Pins work the same way. The alt text\, sorry\, and the thumbnail marks the spot with a dot\, but the students are still prompted to describe the thumbnail they see\, and to enter their own text analysis and everything else. We’re gonna talk a little bit about posting to the group and posting to only me now. So everything except highlights needs to get\, posted\, and you’ll note that I’ve been clicking this post button the whole time. You can’t post… An empty note. Bye here. The post drop-down… Let’s you select posting in your course group\, or to only meet. And only me annotation gets the same lock symbol that the highlight did. \n[26:55] Michael DiRoberts: When students post to OnlyMe\, nobody else in the course can see that annotation. It’s their private notes. Not even the instructor can see it. After I post an annotation\, I can see a number of icons here on the card. The pencil on the card lets me edit my own annotations. I’ll edit this annotation\, and I’ll post it again this time to the course group to make it visible to everyone else. Just a quick note\, you can post with a keyboard shortcut\, which I’ve been doing on and off. On my computer\, that would be CTRL-Enter. There. So\, now everyone in the course group can see my note. If you have students who really want to draft their own notes before making them visible to you and to their peers\, this is a way to do it. Have them post their initial thoughts to only me\, so that it saves\, and then they can come back later. Make sure they should find all of those annotations and edit them\, and then post them to the course when they’re ready. That last step is super important\, so that they don’t miss a note and leave it hidden to everyone else. While we’re on the topic\, of posting. Every annotation\, when it’s open\, when you’re editing it\, comes with a cancel button. Canceling it just gets rid of the annotation. Your own annotations also have a trash can icon that\, when you click\, will delete the annotation. \n[28:22] Michael DiRoberts: I mentioned keyboard shortcuts up to this point. If you come over here to the account menu\, you can see that there is an option for keyboard shortcuts\, and we have a dialogue with all of the available keyboard shortcuts in it. You can\, get rid of a keyboard shortcut by just eliminating it. Say if you have a conflicting keystroke with something else using keyboard shortcuts\, you can always reset your shortcuts back to the defaults\, and you can customize all of these\, so that if you wanted a\, A custom set of\, key presses. You can program that in as well. By default\, if you… when you highlight the text using a mouse or your keyboard\, you can create annotations and highlights using the A and H keys on your computer. There’s also shortcuts for image annotations\, letting you move and resize the selection areas over images\, and all of that is keyboard controllable. All right\, we’re gonna take a quick breather. Irene\, if you would\, please pop that first Zoom poll. N. And Johannes\, I see you have a raised hand. I think if you have a question\, go ahead and put in the Q&A. We’ve got a bunch of folks on the team here to help. help\, and if they\, want me to go back and show something\, I absolutely will. I’m happy to do that. There’s a poll up here. Feel free to fill it in. This is just for fun\, but I do think that it can be\, valuable. \n[29:53] Michael DiRoberts: For us to\, sort of… Get on the same page here. And… After we’re done with the poll. Oh\, and with the poll\, sorry\, if these three options I put in here don’t really meet what you want\, choose none of these. If you want to throw an alternate option into the Q&A\, just say\, I have a feature request\, or what I’d like to see is\, and then drop it in there. Always like to hear how people want to use our app. It really helps us out. So\, that was a very deep dive on creating notes. In a moment\, we’re going to look at how you view\, find\, and navigate your way to notes\, both yours and everyone else’s. I’m really curious about this poll. Recording your own audio-video annotation. Yeah\, absolutely. That is something we’ve actually been doing research on\, and I really appreciate your responses. Maybe it’s something that’s going to come to our platform soon\, so… okay\, I’m gonna move forward. Sine 2. I should make a note that I’m going to be doing a lot of launches today from Canvas. I also have some launches from D2L\, but just as a note\, Hypoth… the Hypothesis LMS app launches from a bunch of different learning management systems. The most popular ones we see are Canvas\, D2L\, Blackboard\, and Moodle. We also see Sakai launches. We’ve seen some Schoology\, we’ve seen some Blackbaud. We fit in over a lot of different LMSs. Basically\, they just need to be compliant. \n[31:29] Michael DiRoberts: In a way that our team can walk you through\, if you’re curious about trying to integrate us in some other LMSs. Just reach out to us. Okay\, let’s get going here. Oh\, man. Super exciting poll results. I’m glad we did polls this time. Thank you\, everybody. Alright. So\, let’s launch example 2. This is an assignment over a Google Doc\, where I took the Google Doc and I published it to the web\, and I took that URL and I stuck it into a Hypothesis assignment. So if you see the Google Doc nomenclature\, that’s where it’s from. But this is published to the web\, it’s not a Google Doc link\, it’s a… web link. Let’s talk about the sidebar a little bit here. So you can collapse the sidebar using this arrow icon. It’s handy for a read-through without the sidebar being in the way. You can also\, open this back up\, and you can click and drag on the icon to make the sidebar look smaller or larger. If you’re on a smaller screen\, like a tablet\, you could make it nice and small and pull it out of the way. If students are writing you\, you know\, a short novel’s worth of annotations\, you might want to make it larger\, make it a little easier to read\, have it take up more of the screen. So I can get pretty big here\, I can get pretty small as well. \n[32:42] Michael DiRoberts: There we go. I’ll leave it big for now. There’s an eyeball icon here\, it turns the highlights on the page. on and off\, you can see that the yellow highlight is disappearing and reappearing. This can be helpful for a first skim if students are meant to\, you know\, skim a text before they go and read everyone’s comments\, collapse the sidebar\, turn off the highlights\, and you have a pretty clean presentation of the text. I know we have a lot of instructors who use reading strategies that ask students to do an initial read-through before diving into the in-text conversation. Get that a little bit out of the way\, okay. At the top of the sidebar. You’ll find some\, buckets here. We have Annotation 6\, page notes 2\, they each have their own tabs\, with a count on each tab\, so that you can see where the notes are\, and go and find them\, and know what’s living here. These are counting our top-level annotations\, not replies\, as you can tell. Let’s go to this annotation. We have an annotation here on the very top line of the text\, I’m going to go and delete the text out of the document. And we’re just gonna close and reopen the assignment. When you’re using assignments that use a live web page? Well\, web page authors sometimes change their webpages\, and \n[34:05] Michael DiRoberts: Hypothesis knows what to do when text goes missing. We add this third category called unanchored. We can’t place this annotation over text anymore in the document. The text is gone\, but we don’t want you to lose track of it. We want it to remain visible\, so when annotations become unanchored\, we give you this third category and put the annotations there. There we go. And you’ll see the unanchored has a count of 1. Alright\, so… Looking at the remaining annotations here\, we talked about this before\, but just to review\, every card has sort of the same parts. It has the author name on it\, it has the date when it was posted\, and if you hover over that date with your mouse\, you can get a very full date and timestamp. You’ll see the quoted text that comes from the card. I mean\, sorry\, comes from the document. You’ll see the written comment\, and you’ll see any tags that the user has added. If someone edits their annotation\, you get this little edited label as well\, and just like with the date and time\, the edit also has its own unique date and time. If you hover over edited\, you’ll see that\, which will be different from The original annotation creation time. We have a good example here of some branching threads. \n[35:25] Michael DiRoberts: So one of the most powerful aspects of social annotation\, as opposed to solo annotation\, is conversations that can branch out. We have Cassie’s annotation here\, it garnered a reply\, and another reply\, and another reply\, and then someone replied to Cassie’s original annotation\, starting their own thread\, which generated its own conversation. You can follow these lines to know where you are in the conversation\, you can collapse various parts of the conversation\, you can do all sorts of things here to make sure that it’s as easy as possible to follow the threads that you want to follow when you’re reading what your students write. 2… So\, let’s see… Cassandra is gonna make her reply. In the middle of this thread\, private. Let’s close the other one. Let’s make sure I can find Cassandra. Can you give me just a moment? So when Cassandra makes her reply\, Private. Which I’m doing by pasting to only me. What we are gonna find… Is that we can’t show her Ansian anymore\, but we don’t want to lose the rest of that thread. So in its place. we’re going to see a little message that says\, message not available. So\, we didn’t want to lose Casey’s reply\, we didn’t want to cut her conversation off\, that wouldn’t be fair. \n[37:05] Michael DiRoberts: But we can’t show Cassandra’s reply anymore. In this case\, she marked it only me. If she chose to\, she could also have just deleted her reply in the middle of the thread. So\, message not available is just our way to make sure you as an instructor understand there’s something missing here. We also have an example. of our friend Casey. She’s gonna delete her annotation at the very top of the thread. Maybe… Vander can do it. We’ll just have Naomi and Kisley to do it. Sorry. Okay\, so there’s a change that’s happened. It hasn’t shown up in the sidebar yet\, but I got this update button. You may notice me clicking this along the way. Whenever you have an assignment open and you’re reading things\, if an update has happened\, someone’s written new annotations\, they’ve edited their annotation\, they’ve deleted something\, you’ll get this update button. And when you click on it\, we change what’s happening in the sidebar. So… Casey just deleted the top of a conversation\, but we don’t want to lose anyone’s replies to her. So\, here is her old conversation\, it’s message not available\, and because it’s not over text anymore\, it’s now unanchored to that text again\, kind of like when text went missing. But everyone else’s reply is here\, we can still give them a grade for the work that they did\, even if Casey decided to delete it… to delete what she wrote already. \n[38:45] Michael DiRoberts: Okay\, we’re gonna go into an example. Or… Image annotation Nope. So\, image annotation cards have mostly the same parts as text annotations\, except that the image thumbnail and description sit where the quota text was. We walked through this once\, but I think it’s worth mentioning again. On PDFs and some ebooks\, you get an additional component to text or image annotation cards\, which is the page number. The PDF or the e-book has to have some special page-related information in it. We don’t necessarily control that\, but you can write to our support team and we can maybe help you figure that out if that comes up and it’s a need. You’ll notice\, as you work with Hypothesis\, that the sidebar where annotations live in the main document are connected. So\, clicking a highlight on a page. filters the sidebar to just the annotation card associated with that highlight. If you click where two highlights overlap\, it’s tough to see\, but there’s one right here\, will actually show you both annotation cards. And then clicking on the remainder of Cassie’s annotation Comes back to just her. Image annotation works the same way. Click on a highlighted area\, and we’ll filter on just the annotation related to that. Clicking on where two highlights intersect will filter the sidebar\, so we show you both. \n[40:27] Michael DiRoberts: When you hover over a particular annotation card you’re looking at\, we will turn the corresponding highlight on the page blue\, so you know just which\, just which annotation you are looking at\, and that works even if the filter is off. I can come down here and hover over the card. Another way to find annotations is by using the search feature\, which is under this magnifying glass icon at the top of the sidebar. When you search for a keyword\, we’ll search in author names\, quoted text\, the annotation text\, and any tags that people have written. So here’s two examples where people have used the word\, oh\, three\, my\, four. This must be a chapter on secant. We search for secant\, I see\, we got five annotations\, and we can find all the annotations now using that term. You can narrow down your search\, by just tags\, like this\, I’ll say. tags\, sorry\, tag\, and… background\, and now I’m… even if other people wrote the word background in annotation\, I’m looking specific for tags. You can also… Search by user as well\, typing in the person’s name here. There are easier ways to search by user while you’re grading\, which we’ll talk about at the end\, but if you’re in the middle of assignment and you want to just pull up just Casey’s annotations\, that’s a way to do it. Whenever the sidebar is filtered\, whenever I am currently taking some of the results out\, we’ll still show that they would have existed using \n[42:05] Michael DiRoberts: an object like this where it says\, show one more in conversation. So you told us to only show Casey\, we’re only showing Casey’s reply here. But it’s good to know that Casey’s reply is based off Cassie’s\, annotation. And maybe I don’t understand what Casey wrote. I really need to read what Cassie wrote\, but I don’t want to get rid of that filter. I can click here and expose just this one annotation by Cassie. Oh\, now I understand what Cassie’s saying\, without having to expose any other annotations or get rid of my filter altogether. That said\, it’s easy to clear out the filter when it’s time. Just click the X. And it goes away\, and all my annotations in my view return. Sorting is another way to find the annotations that you’re looking for. By default\, we’re sorting by location\, but this… this icon up here with the up and down arrow lets me search… lets me sort by\, newest\, so I can find the newest annotations at the top\, oldest\, if I want to find the original annotations\, or I can return to location. However you’re sorting\, there’s also something in the Hypothesis sidebar called the bucket bar\, which is a fun name. It’s showing you\, based on your view of the document\, what annotations are currently in front of you. There’s four annotations right here. \n[43:13] Michael DiRoberts: Gonna hover over the 4\, and I see that there’s 3 annotations below me. If I click on the 4\, I’m gonna apply that filter to the sidebar again\, and only view those 4 annotations in the sidebar and nothing else. If I click the down arrow. It’s gonna scroll me down in the document\, down to… two of the annotations are grouped together\, so it’s showing me those two. Click on the 2 to refilter the sidebar on them. I could click back up to the four there above\, or there’s still one more below. If I click that down arrow\, again\, I’ll filter the… I’ll scroll the document down. click on the one\, and now the sidebar\, pardon me\, is filtered\, just to that one annotation. So a quick way to help me jump around the document based on where my annotations are\, obviously you can also just scroll\, but this could be a quick way to navigate through. A lot of information\, all… all very quickly. Another sidebar tool\, and the way to kind of keep track of annotations\, filter them\, analyze them later\, would be to use our export feature. So I’m going to use this to filter on… I don’t have annotations at the… I’m gonna jump to the sound really quick and use this to export just my own annotations. When you’re exporting\, you have a bunch of different options. Plain text and HTML are… \n[44:36] Michael DiRoberts: easy for people to read\, easy to paste into\, say\, a Google Doc\, or a web page\, or something like that. CSVs are for spreadsheets\, if you’re doing a little analysis on your annotation\, and then JSON files are made for computers to read. You can also export you can\, copy straight to your clipboard so you can paste this in easily. I’m actually going to save my annotations now\, to a JSON file. At the end of our demonstration today\, I’m going to\, pardon me\, import them into a copied course. There we go. Okay\, last thing here on the\, On top of the sidebar\, so we have this\, help button. You can create a new support ticket from here. We show some version information the support team might need if you run into a tech issue and need to help you. Using the new support ticket button oftentimes posts most of the information the support team needs to help you\, to get in there. All right\, another way of viewing annotations here is the is the notebook. I’m gonna go quickly through these features. The notebook shows every annotation within your Hypothesis group across all your documents. Notebook works by group\, not by course. You can filter by person. Each card shows the document that it came from. \n[45:56] Michael DiRoberts: And you can reply to others’ notes and edit your own notes without opening the specific assignment. Students have access to Notebook as well. All right\, we’re gonna show poll 2 right now. Irene\, if you could\, get that up. This is our second breather\, maybe a little shorter than the first. Just gonna ask you really quick\, what you or your students might find most valuable. again\, go into the Q&A and leave other ideas if what we put here doesn’t quite suit what you want to do. So far\, we focused on annotations and the sidebar. We’re going to go and turn on some LMS assignment options now\, starting with how you build an LMS assignment. Please keep taking the poll at your leisure. I’m going to move forward. with the next phase here. So\, Every Hypothesis assignment starts with choosing an assignment mode. Social annotation is real-time engagement. Everyone jumps right into the conversation. Paced social annotation is structured engagement. Students work on their own first\, and you can reveal everyone’s work when you’re ready. Let’s start with social annotation here. So\, you’re gonna choose your content. I’m gonna come back and talk about all the different content options in a few minutes across the different LMSs\, but for now\, we’re just going to… let’s see\, grab the Guardian… \n[47:27] Michael DiRoberts: We’re just gonna choose a URL and show what that looks like. Good to know that you can go back from the screen and change the… change the\, content that you’ve chosen\, as you need to. In D2L and Moodle\, specifically\, you’ll get a title field and a max points field\, which overwrites some native settings in your LMS. This is optional in Moodle\, but it works. It’s worth setting in D2L\, where the LMS defaults for these fields tend to not be super helpful. Hop back to Canvas here. Here you are. Okay\, You can also use the groups that you’ve set up in your LMS. Make sure you’ve made your group sets in the LMS first\, and then you can pick one here. Students will only see annotations within their own group\, but you’ll see all of them. We walk you through this process in our help articles. You can also enable automatic participation grading. Automatic patient grading calculates a grade from how many annotations and replies each student writes. There are two choices\, and they’re independent of each other. The grading type here is either proportional\, where students have a goal\, and the grade scales with how close they get\, or all or nothing\, where they have to hit a minimum. Number of annotations or replies to get credit in the assignment. \n[49:07] Michael DiRoberts: There’s also the activity calculation\, which sets one target for all the notes combined\, or separate targets for annotations and replies. It’s just… Change our URL and save this. Sorry. I’m going to show you a social annotation… a social annotation assignment that already has some student work. Gonna go back into the math document. You can see the sidebar loads\, and then everyone’s notes. This one is actually a group assignment\, so as an instructor\, I can switch the groups here using the down arrow in the groups menu. Students will only see the group that they’re in\, and they won’t get the chance to switch to another group and see someone else’s annotations. Now let’s take a look at pace social adaptation. Students start… with pace social annotation\, students start in a hidden phase\, where they work on their own\, and you only… only you see their work. When they choose\, you can reveal this work to other students in the course. We have an in-depth webinar on this\, showing both the instructor and student side. It’s up on our website\, and we will link to it in that companion blog post I mentioned at the beginning. Today\, we’ll stick to the instructor side of things. Actually\, I don’t know if we did the companion blog post. Oh\, you did. Thank you\, Joe. Okay\, great. So\, when creating a Payne Social Annotation assignment\, \n[51:00] Michael DiRoberts: We first start with the checkpoint. The checkpoint is the moment when annotations are revealed. Right now\, the only option is manual\, so you will click next\, but we hope to add another type of checkpoint. by next fall. Let’s go here and let’s just… Choose… Google Drive file really quick. I think I didn’t. Cut this\, I apologize. Okay. Auto-grading has one extra choice in paste social Annotation. So you have this single grade mode\, and you have a pace grades mode. Single grade works exactly like the example you already saw for social annotation. It counts annotations and replies over the whole assignment\, regardless of whether things were made in the hidden phase or the revealed phase. Pace grades… separates those counts\, so you can count separately annotations made in the hidden phase\, and annotations and replies made in the revealed phase. PaceGrades also has an optional due date component\, where when we set it\, we will\, Stop counting annotations. Made after the due date. Otherwise\, all the settings are the same as before\, but you’ll… you’ll note that now I’m setting my goals. Separately\, for the hidden phase\, And for the revealed phase. We’ll be bringing due dates to the other auto grading options\, probably sometime in 2027. \n[52:50] Michael DiRoberts: So we’re gonna go into… Am I prepared\, auto grading assignment? I’m gonna show you. Auto-grading in the moment. So you see here that because this is an auto-grading assignment\, we’ve added a few pieces. We’re showing that the checkpoint is manual\, we’re showing when the due date was chosen\, and instructors have this reveal Annotations button. Once they click that button\, students will be able to see each other’s work\, although prior to that point\, they can’t. They can only see\, They can only see the work that they’ve done themselves up to this point. When you’re ready\, you can click the Reveal Annotations button. We warn you\, this cannot be undone once you click it. And there it is. Students can now see each other’s work and reply. Just couldn’t jump in here. And I’m going to make a reply with the student. If you look at… If you look at\, this line. Let’s get that part. Okay\, so\, like I said\, please\, please jump into our\, or go find the recording of our other webinar. We go really deep on\, paste social annotation there and give you lots of examples of how to use it. Okay\, so as promised\, we’re going to come back to other content sources and just sort of talk through them all. For the URL option\, any publicly available URL works\, whether it’s a web page or a PDF that’s hosted on the web\, something like that. For PDFs\, you can choose from your… from your\, \n[55:18] Michael DiRoberts: from files stored in your LMS\, from Google Drive and OneDrive. We’ll be adding more types beyond just these PDFs for these document storage options in the future as well. In Canvas and in Moodle\, you can build HTML pages inside your LMS\, and we can\, Display them with the page option. Also\, Hypothesis has two document partners. If your school has an agreement with JSTOR\, you can pull the most current version of an article straight from JSTOR. You can also do the same with VitalSource for ebooks and textbooks\, where you can assign a chapter right from the table of contents. We also allow video. This is an assignment made from a YouTube video. In Canvas\, we also allow video and audio from a tool called Canvas Studio. When you use a video in Hypothesis\, when you play the video\, the transcript will scroll. to stay with the video. Annotations go over the transcript text. You can search inside the transcript\, you can move the video and the transcript will follow\, move the transcript and the video will follow\, and you have a few other functions here as well. We’ll be working on some new video options soon\, including Vimeo and a few other sources. All right\, we’re getting there. Irene\, would you please show\, poll 3? The last pole\, the last breather. \n[56:46] Michael DiRoberts: And we’re going to do a quick review of assessing and reusing content in Hypothesis. Thanks for sticking with me today. There we go. So while we fill out that poll\, gonna start talking here about assessing and reusing. So… One of the things I want to look at is the dashboard in an assignment. So back in the account menu\, we looked at notebook and keyboard shortcuts\, but we have this last button to open a… open an instructor dashboard. Students don’t have a dashboard at this time\, only instructors\, do. The… The dashboard shows\, student activity. When you enter from an assignment\, we show you what’s going on in that assignment. I actually want to pop up to\, Example 1. Nope. I want to pop up to Example 2. Okay\, so here’s a dashboard in an assignment that is not using auto-grading. I can still filter by student\, arrange them by name\, I can look and find the ones who’ve annotated the most\, who’ve replied the most\, I can filter by… I can\, sorry\, sort by last activity. I have a number of filters available to me on top\, and I can choose\, say\, to build out a view. Of just certain students\, or sections\, or groups\, if you’re using that in a given assignment\, or even\, at the course level\, we’ll see later\, multiple assignments. \n[58:16] Michael DiRoberts: When you open the dashboard from Inside Hypothesis once\, you can Bookmark a specific page in your browser and come straight back to it later without having to open the assignment again. If you ever get logged out of the dashboard\, just open it again from inside an assignment\, and those links will work again. We have breadcrumbs at the top of the page that’ll lead you back up to a course-level view\, where you can see how many annotations\, replies\, and last activity on a per-assignment basis\, and also an all-courses view that’ll show you all your most recent courses. Only one right now\, sorry. And when they were last launched. Sorting by last launch can help bring up all your most recent courses using Hypothesis. Pardon me. Okay\, so we’re gonna jump now into some other examples. So\, in an example that is using auto-grading. We can see that we added a column called\, called\, grade. You can sort by grade\, just like you can by other factors. We use these\, color-coded grading chips\, so you can see the grade that’s been\, calculated. When you see a new tab\, it means we haven’t synced that grade back to the LMS yet. You can do so with this syncing grade button. We had some instructor feedback early on that people wanted to use grading to see how students were doing\, but not always have it automatically end up in their gradebook. Although we may add some \n[59:38] Michael DiRoberts: automatic syncs in the future. Grades are syncing right now. It’s done. If one of my students came back in and added a new annotation\, then they would get a new chip\, and I could choose whether or not I wanted to sync it. Paste grades… Also\, get\, additional columns. So in my paste social annotation assignment\, I chose to use paced grades\, so I counted my annotations in the hidden phase and revealed phase separately. And we show a final grade\, which is an average of the two different grades together. We are going to\, I will say briefly that Hypothesis also integrates with Canvas’s SpeedGrader. So you can leave individual grades and grading comments for students. And in non-Canvas LMSs\, and I do have an example\, but I apologize\, things are getting a little hairy in here. In non-hypothesis LMSs\, you can also see a grading bar\, that also lets you enter grades and enter grading comments\, and will show students who have launched the assignment here. So you have options in every LMS to grade. Okay\, I promised you some email views\, and I know we’re just hitting time\, so if you gotta go\, thank you so much for joining us. If you can stay a few minutes longer\, I am almost done. Another way to keep tabs on student activity is with the instructor email digest that we email you. So\, at various points of time\, we will send you an email. There has been some activity in Hypothesis. We will sort this \n[1:01:19] Michael DiRoberts: By… by course\, and by assignment in the course. And we’re telling you some of the auto-grading requirements when they come up. You can change your email preferences using the link at the bottom of the email digest\, and we will always sum up\, from the last email we sent you. So if you just want to get that email on Sunday\, go ahead and do this. If you don’t want to get the email at all\, you can do that. Another way of keeping tabs on a class is by encouraging your students to use at-mentions\, and you can choose whether or not you receive at-mention emails here in the same control. Students have a control in their email as well to choose whether or not they get at-mention emails. They don’t have an instructor digest\, so they don’t get that control. I’ll save it. I want to get mine on Sunday. All right. Finally\, reuse. Oh. So\, we link out to this in the blog post. Course copy works a little different in every LMS\, and I’m not gonna walk you through all of them\, but we have very explicit guides for every single every single LMS we have here\, with how to do this\, so that you can copy your assignments from semester to semester\, and get them working with as few steps as possible in Hypothesis. \n[1:02:35] Michael DiRoberts: We also… have a way of copying annotations forward. So if you recall earlier in this webinar\, forever ago\, I made… I exported my instructor annotations into a JSON file. I’m just going to import these really quick. This is a copied assignment\, no students have been in here yet\, but I’m going to come to the Import tab. Find my file. And import my scaffolding. There\, one and done. Okay. That is everything I’m gonna show today. We’ll get the slides out in a little bit. I’m gonna put some\, examples in the slides of things we talked about today. We’ll have Dr. Martha Payne’s slides in there as well\, as well as a few other tidbits for you all. I want to say thank you so much for being a part of this catalog of LMS app functionality. You’re always welcome to write to us. We’d love to get your questions\, feedback\, and anything else you want to tell us. Big thanks to Dr. Payne. Super wonderful to have you here and to talk about your experience with Hypothesis. I want a big thank you to all the instructors and students using Hypothesis. We hope it continues to be an excellent resource for you for reading and writing and social annotation. I’m going to go and check here and see if there’s any Q&A stuff that my team would like me to address. \n[1:04:06] Michael DiRoberts: While I’m talking\, otherwise\, we’ll close the webinar and say goodbye. Anything… anything left open that I should talk about\, Jan Ray or Irene? \n[1:04:16] Janrae Valencia: Nope\, everything has been answered. \n[1:04:18] Michael DiRoberts: Well\, thanks to my team\, too\, then\, for answering everything. I appreciate it. Hope you all have a wonderful day\, and I hope to hear from you in email. Thanks so much\, everybody. Bye. \n 
URL:https://web.hypothes.is/event/annotate-this-5-beyond-the-highlight-everything-you-can-do-with-hypothesis/
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