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DTSTART;TZID=America/New_York:20250807T130000
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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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20250918T130000
DTEND;TZID=America/New_York:20250918T140000
DTSTAMP:20261022T160157
CREATED:20250908T193623Z
LAST-MODIFIED:20250919T131052Z
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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:20261022T160157
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:20261022T160157
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
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260812T130000
DTEND;TZID=America/New_York:20260812T140000
DTSTAMP:20261022T160157
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
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261021T130000
DTEND;TZID=America/New_York:20261021T140000
DTSTAMP:20261022T160157
CREATED:20260930T155723Z
LAST-MODIFIED:20261022T140430Z
UID:9004111222059912-1792587600-1792591200@web.hypothes.is
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/
CATEGORIES:Webinars
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