Press

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).

Hypothesis allows teachers and materials developers to apply the affordances of the social annotation tool within their specific learning contexts quite flexibly. Since the tool is merely a tool and not a suite of activities or strictly a language-focused application, it can be used in a variety of ways to align with learning outcomes and goals of different learning contexts.

Web annotation is on our minds at OE Global with our initiative to use this technology to add examples, commentary, and specificity to the UNESCO Recommendation on OER. That is why we were excited to have a conversation with one of the leading scholars of annotation, Remi Kalir. An assistant professor of Education at University of Colorado Denver, Remi was a Scholar in Residence at Hypothesis, leader of the Marginal Syllabus project, and co-author with Antero Garcia of maybe The book on the topic titled Annotation published by MIT Press in 2021. In this episode of OEG Voices we talked with Remi about the value of annotation, how it is something we do as an every day practice, and brainstormed what it could offer us in this effort to annotate this high level UNESCO document. This conversation included Nate Angell, Director of Marketing at Hypothes.is as well as Paul Stacey and Alan Levine from OE Global.