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.

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thumbnail of Liquid Margins 14 with pictures of Lysandra Cook, Charles Logan, and Matt Yauk and the words Social Annotation & Teacher 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.

Thumbnail of Maha Bali, Mia Zamora, and Autumm Caines and the words "Hospitable Learning Communities"

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.

Thumbnail of Aline Lo and Emily Chan

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.

Thumbnail of Hypothesis Scholar in Residence Remi Kalir

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.

Thumbnail of Georgia Seminet and Cory Duclos

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.

Thumbnail of Caitie Cotton and Justin Cerenzia

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.

Thumbnail of Matthew Salamone

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.

Thumbnail of Danielle Sanchez and Michelle Sprouse

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.

Thumbnail of Betsy Barre and Christine Moskell

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.

Thumbnail of Wilma Hodges and Beazley Kanost

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.

Thumbnail of Alison Koleszar

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.

Thumbnail of Nima Kianfar and Anna Mills

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.

Thumbnail of Alicia Maggard and Mary Klann

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.

Thumbnail of Kyle Denlinger and Michael McGarry

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.