Press

No fancy tools are needed. Students may, for example, work together on a shared Google document. But for PDFs, webpages or other artifacts, they may need a tool such as Hypothesis, a free browser extension that allows users to make private, semiprivate or public annotations. (Update: The browser extension is free for users on the web; schools that integrate the service into their learning management systems pay a fee.)

Students also enjoy using Hypothesis, a Web 2.0 social annotation tool integrated into the UDC LMS [Blackboard Ultra]. Students can comment on readings in the margins or type answers to questions using text, audio, videos, website links, or pictures during class for everyone to review and reply. Students can access all activities in the LMS course site at any time to revisit the material or continue the conversation.

That said, there is still a bit of a hurdle to learning to use Github issues. We looked for a way to have more of a Google Doc comment experience. That led to integrating Hypothes.is in the HTML page for the Data policy. To add Hypothes.is to our workflow it requires exactly one line of code: Hypothes.is code snippet This can be added directly to the HTLM file or we were using R markdown and RStudio IDE as the visual editor. In the YAML section of the R markdown, this one line is included in a stand-alone html file seen here:

For teachers who are using social annotation with tools like Hypothes.is in their classrooms, Allosso’s book is an excellent resource for what students can actively do with all those annotations once they’ve made them. (Here’s a link to my annotated copy of a recent working draft if you care to “play along”.)

Using the Baldwin Test’s elements and the social annotation tool Hypothesis, teachers and students can join together to annotate an educational technology’s press release or website, making observations about the language with the Baldwin Test as a guide. For example, install the Hypothesis web browser app, open the website from Evolv Security explaining its product Evolv Cortex AI, and come join the conversation I’ve started about a technology company selling school districts its problematic scanners (Singer, 2022).

Since March 2020, the pandemic forced UDC to take a trip to the future to maintain access to learning in the virtual world. To operate our classroom virtually, we had to adopt Web 2.0 tools, which played a key role in the evolution of the learning paradigm at UDC.The value of the Web 2.0 tools (Kaltura, hypothesis, TikTok, etc.) is that they allow our students to be active learners who curate knowledge. Thus, creating a student-centered learning environment. As we reclaim our physical space, we need to take a closer look at the status of classroom technologies to keep moving forward.

Why is it important? 1. Provides a history of hypothes.is and states its driving raison d'etre: conversations should take place where the content lives online, and not relegated to other places (blogs, Twitter, Reddit, PubPeer). 2. discusses the integration of hypothes.is with multiple publishers (i.e. eLife) 3. gives the author's view of how annotation can facilitate the process of scholarly reading (for later writing.....)

RRIDs.org is a California nonprofit organization; the main asset being the ownership of the RRIDs themselves - keeping them free to reuse by anyone (academic, non-profit, or commercial) who wishes to improve their journal or the scientific literature. The information about the use of reagents, that a particular paper used a particular resource is delivered daily to the public Hypothes.is group (https://hypothes.is/users/SciBot) and is being made available via the CrossRef Event database (https://www.crossref.org/categories/event-data/).

If you're working with a study group or a team on a research project that needs to share links with annotations, Hypothesis is as good as it gets. This Chrome extension is much lighter than others and focuses on the ability to collaborate. Plus, it's ad-free and has no hidden costs or restrictions.

This study examined the affordances of SA as asynchronous online discussion and analyzed how SA enabled students’ KC activities. Our case provides further evidence that SA, as mediated by the Hypothesis technology, is a productive form of online discussion through which undergraduate students in multiple disciplinary contexts interacted with peers (i.e., Kalir et al. 2020), made sense of academic content (i.e., Kararo and McCartney 2019), and constructed knowledge by reading and writing together (i.e., Sprouse 2018). As the first descriptive cross-disciplinary account of students using Hypothesis SA to construct knowledge together, this case details the ways in which SA made cognition visible and collaborative activity possible (i.e., Kalir 2020a; Chan and Pow 2020).