Welcome to Liquid Margins, the show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together.
Scroll down to join the conversation live by RSVPing for future episodes and find full recordings, clipped highlights, and shared resources from past episodes. You can also subscribe to the Liquid Margins playlist on YouTube to get all the recordings.
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. Please note that this is a pedagogical discussion on the ways social annotation can aid in understanding texts. For a breakdown and demo on using Hypothesis, RSVP for one of our Hypothesis 101 webinars.
Justin Hodgson, Associate Professor of Digital Rhetoric in the English Department at Indiana University, will guest moderate Liquid Margins 16, Community in Composition: Annotation and English Education. He will be joined by guests Laura Rosche, PhD candidate in English (Rhetoric) at Indiana University; Alex Penn, visiting lecturer at Indiana University; and Remi Kalir, Assistant Professor of Learning Design and Technology at the University of Colorado Denver and the 2020-21 Hypothesis Scholar in Residence. Join us for a conversation about using social annotation in the teaching of foundational English and composition courses, plus learn about our recently announced 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. Annotate the video transcript while you watch
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. Guest moderator Bodong Chen, associate professor in learning technologies, will be joined by University of Minnesota colleagues Cindy Garcia, associate professor of theatre arts and dance; Malinda Lindquist, associate professor of history; and Xinran Zhu, PhD student in learning technologies. Annotate the video transcript while you watch Episode 15 Highlight Clips
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.