Welcome to Liquid Margins, the show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together.
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Are disengaged students haunting your course? It’s time to break the curse! In today’s classroom environment, keeping students engaged can feel like facing a legion of ghosts. Join us as we unravel the mysteries of how social annotation can bring your students back from the shadows and transform passive learners into active participants.
Join us in our upcoming live episode of Liquid Margins with Jennifer Young, Finance Officer and Adjunct Instructor at the University of Alaska Fairbanks (UAF), and how she transformed her courses by integrating social annotation to enhance regular and substantive interaction (RSI) and improve student outcomes. In this webinar, we will delve into the challenges faced by UAF in maintaining effective RSI in online courses, especially for non-traditional students managing multiple responsibilities. Discover how traditional discussion boards fell short, and how the innovative use of Hypothesis provided a dynamic and engaging solution. What You’ll Learn: Research-backed Assignment Strategies: Learn how Jennifer Young incorporated Hypothesis into her courses, moving away from traditional discussion boards to foster real-time interactions and deeper engagement with course materials. Best Practices for a Successful Semester: Understand how Young structured her courses to make Hypothesis annotations a central activity, requiring students to annotate, pose questions, respond to peers, and find external resources weekly. Comprehensive Guides and Resources: Gain insights into the implementation process and the concept of communities of practice, where knowledge is co-created and collaboratively contextualized. Webinar Highlights: Significant Increase in Interaction: Discover how the RSI in Young’s courses increased by 1400-2100%, with students posting nearly 40 times more annotations compared to traditional discussion boards. Enhanced Engagement and Improved Grades: See the notable decrease in failure rates (5-33%) and the increase in course grades (4-24%) achieved through Hypothesis, along with improved student retention and engagement. Reducing AI Misuse: Learn how Hypothesis helped build a supportive learning community and provided immediate feedback, bridging time gaps and reducing AI misuse. Interactive Q&A Session: Get your specific questions answered by our experts during the interactive Q&A session.
https://youtu.be/2N9am-UEcpA Welcome to a new episode of Liquid Margins, the video podcast by Hypothesis that dives deep into the world of social annotation and its impact on education. This episode, titled "Boosting Grades, Retention, and Engagement with Social Annotation," will feature a compelling discussion with Professors Francie Quaas-Berryman and Kristin Polizzotto from Cerritos College and CUNY Kingsborough Community College. Key Takeaways: Addressing Reading and Learning Challenges: Learn more about the challenges faced by educators in creating engaging and meaningful learning experiences. Our esteemed faculty guests will share their experiences and how they overcame it. Social Annotation as a Strategy for Success: Delve into the strategies employed by our guests to incorporate Hypothesis into their teaching. Discover how social annotation moved the needle on traditional reading and discussion formats, leading to significant improvements in student engagement and comprehension. Direct Impact on Student Outcomes: Discover the tangible outcomes of implementing social annotation, including dramatic improvements in student grades, retention rates, and overall class participation. Cultivating Community and Engagement: Explore the role of social annotation in building a vibrant learning community within the classroom and innovative ways our faculty panelists are implementing it. This episode of Liquid Margins is a must-watch for educators, instructional designers, and education technology enthusiasts looking to harness the power of social annotation to boost student outcomes. Join us as we uncover the strategies, challenges, and triumphs of integrating social annotation into the classroom, straight from the educators who've experienced it.
https://youtu.be/eyrnhYe3N4I Dive into the forefront of educational innovation with our latest Liquid Margins episode, “AI and the Future of Learning - Trends, Challenges, and Opportunities”. Scheduled for Thursday, February 15, at 1pm ET, this episode is set to provide an in-depth exploration of the transformative role and evolving impact of Artificial Intelligence (AI) in the educational landscape. Joined by faculty from SUNY New Paltz, The University of Oklahoma, and College of Western Idaho, in this episode we will explore the advancements, challenges, and significant transformations AI has introduced to education. We'll also predict the future of AI in education in 2024, with a focus on: The Evolution of AI in Education: Examining the changes and developments in the educational landscape due to AI since our last discussion. Innovations and Impacts: Highlighting key AI advancements and their transformative effects on teaching and learning. Challenges and Solutions: Discussing the obstacles encountered in integrating AI into educational systems and the solutions forged. The Role of Social Annotation in AI: Explore how social annotation can be used to mitigate the challenges of AI in the classroom and enrich learning experiences. Looking Ahead: Predicting the future of AI in education, exploring expectations and possibilities for educators, students, and administrators. Regardless of your experience level with social annotation, this episode is designed to offer valuable insights on AI in your classroom and provide strategies for AI and social annotation for 2024. Expect to gain practical tips and immediately applicable strategies for your courses.
https://youtu.be/4d9PEt1jUG8 Join us for an exploration into the groundbreaking research from Nicholas Denton, senior lecturer of pharmacy education and innovation at Ohio State University. During this episode of Liquid Margins, we'll traverse the challenges Professor Denton faced with his students, especially when confronted with intricate research-oriented texts, and their imperative need for research literacy. We’ll dive deep into the transformative influence social annotation had that not only shattered barriers of complex jargon but also created an environment where undergraduate students achieved an impressive 2x increase in graduate-level comprehension. Discover the near-perfect student engagement levels, the psychological safety social annotation extended to underrepresented groups, and its role in fostering professional identity, particularly evidenced by the significant improvements in student self-efficacy.
Do you want to transform the way you engage students and stimulate active learning? Join us for "Liquid Margins 43: Mastering the Craft and Unleashing the Power of Instructional Annotations" on August 1st at 12 PM ET, an exploration into how educators themselves annotate the margins of course texts to bring their readings alive for students and inspire student engagement. Get ready to dive deep into pedagogical strategies. From instructors who create annotations as signposts or discussion prompts on a reading to those who focus on responding to student questions and comments to further the conversation, you’ll learn best practices for instructional annotation from active Hypothesis educators. Join us as we uncover how these small notes in the margin can lead to major breakthroughs in learning.
Social annotation has seen widespread adoption in reading-intensive humanities courses. But reading is important in STEM education too, and social annotation can be leveraged to address the unique pedagogical challenges and opportunities in STEM disciplines. Tune into our next exciting installment of Liquid Margins, titled Liquid Margins 42: Annotating the Future, Reimagining STEM Education on June 28th at 12 PM ET. We will journey through the landscape of social annotation with a special focus on STEM fields, from computer science to biology to mathematics. Hear directly from STEM educators who have successfully integrated social annotation into their teaching. Whether you're a STEM educator looking for new ways to engage your students, or you're just curious about the intersection of technology and education, this episode will provide you with valuable insights. Let's learn together and reimagine the future of STEM learning.
Join us for an enlightening episode of Liquid Margins where we delve into the transformative journey of Hypothesis adoption. In this episode, we will hear firsthand accounts from some of our strongest partners about the remarkable impact of social annotation on teaching, learning, and collaboration within their educational institutions.
In this episode, "Liquid Margins 40: Leveraging Social Annotation to Enhance Open Educational Resources", we will explore the benefits of using Hypothesis to annotate OER, such as promoting active learning, amplifying student voice, fostering collaboration, and creating more personalized and inclusive learning experiences. Watch and discover the power of social annotation for open education!
RSVP for Liquid Margins 39, "Inclusivity and Social Annotation: Fostering Diverse Learning Environments". Guests include Dr. Sophia Rahming of Florida State University, Katherine Gaffney of the University of Southern Mississippi, and Dr. Jasmine Noelle Yarish of the University of the District of Columbia.
RSVP for Liquid Margins 38, “Hypothesis on ChatGPT.” Guests include Joel Gladd of College of Western Idaho, Kat King of Diablo Valley College, Dr. Nicholas LoLordo of University of Oklahoma, Rachel Elliott Rigolino of SUNY.
RSVP for Liquid Margins 37, “Connecting the Docs: Creative Uses of Tags in Annotations.” Guests include Janet Mitchell-Lambert from Cerritos College and David Wick of Middlebury Institute of International Studies.
RSVP for Liquid Margins: Members of our team will share their history as educators and librarians and what drew them to the mission of building a conversation layer over all knowledge.
How does social annotation help build community and foster student success for STEM majors? Join us for Liquid Margins 35, “Annotation Lab: Social Reading and STEM,” for a conversation with educators teaching with the margins.
How can social reading set students on course for success in college right from the get-go? Find out on Liquid Margins: “Orientation by Annotation: Hypothesis in First Year Seminar.”
Join us for this special Liquid Margins as Shana Crosson and Karen Jeannette of the University of Minnesota present social annotation pilot evaluations from two semesters of Hypothesis.
How can we use annotation to foster a sense of belonging, creating a welcoming community and providing all students with a sense of agency over their learning? Find out on Liquid Margins.
Some classes are so big that you can do the stadium wave. Join us for Liquid Margins: “Social Annotation Strategies for Large Courses” for tips on using the margins to teach to a “crowd.”
Educators from different disciplines at Rutgers University will gather to talk about their experiences using social annotation. RSVP for this wide-ranging discussion on Liquid Margins.
RSVP for “Where's Class? Meet Your Students in the Margins” for a conversation on using social annotation to engage students from “all walks of classrooms.”
In this special year-end episode of Liquid Margins, hosts Franny French and Nate Angell will curate and recap their favorite moments from the show. Join us for this retrospective look at all 27 episodes, going all the way back to the show’s inception in 2020.
Join a conversation centered around open pedagogy and the relationship between social annotation and open educational resources (OER) with Robin DeRosa, Monica Brown, Emily Ragan, and Addie Clark.
On Liquid Margins “Bodies of Knowledge: Teaching Health Professions With Social Annotation,” we discuss the ways in which social reading is leading to student success in one of the most popular majors.
Meet us on the liquid margin for “Empowering Student Writing With Social Annotation,” as guest educators unpack how to use social reading to engage students in writing.
This fall, once again, we are afloat in a sea of uncertainty. Will we be face-to-face? Hybrid? Hyflex? Or just high anxiety? No matter where we find ourselves in autumn, one thing’s for certain: We can anchor class community in reading using social annotation. Join us as we share the screen with educators who have long been using social annotation to make reading active, visible, and social.
Just in time for fall, join us for a timely discussion with instructional designers on best practices for rolling out Hypothesis social annotation at your school. Topics will include goals for your pilot, steps to implement the pilot successfully, communication strategies, and engaging faculty on ways to use social annotation in the classroom.
Social reading is increasingly making its way into K12 schools. On this episode of Liquid Margins, we’ll be joined by Morgan Jackson and Joe Dillon, high school teachers who focus on reading, writing, and literacy. We’ll discuss their methods and practices for teaching with social annotation, and all the ways secondary school educators can use the margins to build reading comprehension and classroom community.
In 2020, schools around the world scrambled to adopt tools to enable remote learning during the COVID-19 pandemic. Many teachers found new ways to engage their students in reading using Hypothesis social annotation. Discover how the benefits of reading together with annotation go beyond remote learning.
This special edition of Liquid Margins coincides with our free AnnotatED workshop kicking off OLC Innovate 2021. Join us at 8am PT along with educators presenting at OLC Innovate for a conversation anchored in texts, showing how social annotation builds understanding, connections, and community. Or hop on at 9am PT for Liquid Margins as we meet up with educators using social annotation to help students read, interpret, and comment on scientific texts.
Social annotation is gathering momentum all around the globe. In this episode of Liquid Margins we “travel” to Ontario, Canada, to discuss how the pedagogical practice is gaining traction in Canadian higher education. We're joined by Associate Professor of History at Trent University Olga Andriewsky and Trent University Department of Psychology Associate Professor Fergal O’Hagan.
This episode of Liquid Margins traces the story of social learning and student success in the Contra Costa Community College District, where weaving social annotation in as a teaching practice has significantly increased student engagement and learning outcomes.
Members of the #DHReads community join Liquid Margins to talk about how they use social annotation in their digital humanities virtual reading group. Andy Boyles Petersen from Michigan State University, Arun Jacob from the University of Toronto, and Hayley Stefan from the College of the Holy Cross share their experiences using Hypothesis as a way of meaning-making and community-building, especially during the COVID-19 pandemic.
This episode of Liquid Margins focuses on using social annotation in the teaching of foundational English and composition courses, and it covers Hypothesis' research partnership with Indiana University — a multi-year study investigating how social annotation improves reading and writing practices for undergraduates in core English literature and composition courses.
Liquid Margins 15 focuses on the nexus between the work of researchers and practitioners: How learning scientists and instructors can partner to successfully implement and use social annotation in diverse disciplines across higher education.
Hypothesis scholar in residence Remi Kalir will lead a discussion on the ways social annotation can meet those challenges and even enrich the practice of teacher education. Dr. Kalir’s guests are “educators’ educators” Lysandra Cook, Associate Professor of Education at the University of Virginia, INFOhio Instructional Specialist Matt Yauk, and Charles Logan, Doctoral Student in Learning Sciences at Northwestern University.
Join guests Maha Bali from American University in Cairo, Mia Zamora from Kean University, and Autumm Caines from the University of Michigan as they share the screen to converse about the equitable, pedagogical, and practical ways they use collaborative annotation and social learning to help make classes hospitable to all students.
Guests Aline Lo, Assistant Professor of English at Colorado College, and Emily Chan, Associate Professor of Psychology and Director of REMS & Bridge Scholars Program at Colorado College, discuss social annotation and college success.
On Liquid Margins 11, guest Dr. Kalir discusses the state of social-annotation research, becoming the first Scholar in Residence at Hypothesis, and where the AnnotatED community goes next.
Guests Georgia Seminet from St. Edward’s University and Cory Duclos from Colgate University meet on the margins to discuss using social annotation to help students explore reading and writing in different tongues.
Join guests Justin Cerenzia and Caitie Cotton from St. George’s School as they share strategies and pedagogical approaches for applying social learning in secondary schools.
Join our guest, Matthew Salomone from Bridgewater State University, to discuss “sum” of the ways we can use social learning in math classes, making reading with numbers active, visible, and social.
Danielle Sanchez from Colorado College and Michelle Sprouse from the University of Michigan discuss using social annotation to enrich students’ understanding of texts and build community across face-to-face and virtual classrooms.
Instructional designers Betsy Barre from Wake Forest University and Christine Moskell from Colgate University discuss ways to motivate, engage, and inspire faculty around using collaborative annotation in their fall classes.
Guests Beazley Kanost from Roger Williams University and Wilma Hodges from Longsight, discuss ways to engage students more deeply in reading using collaborative annotation in the Sakai LMS.
Guests Jennifer Blake-Mahmud and Alison Koleszar, both from Colgate University, discuss effective ways to use collaborative annotation to engage students in active, visible, social discussion on science texts.
Guests Alicia Maggard from Auburn University and Mary Klann from UC San Diego join Nate Angell from Hypothesis to talk about using collaborative annotation to engage students in active, visible, social discussion on history texts.
Guests Anna Mills from City College of San Francisco, Chris Gilliard from Macomb Community College, and Nima Kianfar from Contra Costa College share the screen for a conversation about using collaborative annotation to enable students to be more deeply engaged with reading and writing.
Kyle Denlinger, Digital Pedagogy and Open Education Librarian at Wake Forest University, and Michael McGarry, Lead Instructional Technologist at California State University Channel Islands, share how they integrate new practices and tools — including Hypothesis collaborative annotation — at their institutions.