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.
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.
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.
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.
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.
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.