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Participants annotate articles using the web-annotation tool Hypothes.is and have access to comments from their peers. Groups are then assigned to summarize the annotations and findings, posting a synthesis for the course’s Hypothes.is group. In parallel, students contribute to common notes. The instructor generates a weekly video discussing the student notes. The goal of these activities is to foster an environment of open annotation and co-creation of knowledge to aid in studying for deeper learning. Compiled notes can be used to create an open educational resource (OER). The OER provides an entry point for future students and the public. Based on the evaluation of annotations, notes, and assessments, we conclude that these activities encourage student engagement and achievement of learning outcomes while raising awareness of the importance of open and collaborative practices.

The 21st Century offers new options for this kind of connecting. A free, open annotation app, Hypothes.is, offers a similar and expanded experience in the margins of digital texts. Readers can collaboratively annotate web-based content, respond to other readers, and add additional resources and links. This digital, social space offers the potential of conversations and insights into the text, which my students started referring to as a “ discussion before the discussion.”

There are other great digital annotation tools out there like Hypothesis (check out this excellent webinar) and Manifold.

Hypothes.is is a web-based social annotation tool. It allows you and your students to highlight and comment/annotate/discuss web pages or pdf articles directly on the text. Sort of like digitally writing in the margins. This tool would be extremely useful to get students to complete their reading assignments, think critically about their readings and engage in class discussions.

For four weeks this summer, biostatistics professor Lucy D’Agostino McGowan gathered virtually with a group of other Wake Forest University professors to read the latest research on teaching online, learn how to use digital tools to increase student engagement and debate best practices for inclusive instruction. She annotated articles using Hypothesis, recorded videos on Voice Thread and experimented with Zoom breakout rooms.

Overview of how students can annotate on a Hypothesis PDF / website their instructor has posted in Canvas. This method shows an example that was created using the Canvas-Hypothesis integration. Student does not need to create a Hypothesis account.

This video is a part of a series on collaborative annotation where I will be showing you how to do collaborative annotation in a few of the most popular collaborative annotation apps on the market.

¿Y cuál es su propósito? Subrayar o anotar, destacando ideas y hacer relación de textos que se comparten y se socializa para fomentar la comprensión lectora, el trabajo en equipo, la revisión de textos y su interpretación. También facilita lecturas hipertextuales, en pocas palabras: ¡Te ayuda a aprender!

Importantly, our Hypothesis annotations were created within the context of each article, and the relationships between our codes and the original content were preserved. For each article, the annotations are both summarized on the group page and remain embedded in the annotated document.

A wide range of web annotation technologies is represented in this review. Some tools are custom-built, with sophisticated functionalities that provide unique scaffolding (Chen and Chen, 2014; Eryilmaz et al., 2013). However, there are also studies that adopt tools that are readily available, such as Diigo, Hypothesis, and even Google Docs.