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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.

Introducing the software Hypothes.is, Arun Jacob facilitated the first CDHI Praxis Workshop of 2021-22: Social Annotation as Scholarly Practice. Hypothes.is is a social annotation software for collaboratively reading, commenting, and annotating online texts. Used through a Chrome extension or bookmarklet, Hypothes.is allows users to engage directly with all manner of digital or digitized texts—from websites to uploaded pdfs.

Social annotation tools such as Hypothesis and Voice Thread, when used well, boost student engagement, enhance critical thinking, expand reading comprehension, and increase student interaction. Of the several social annotation tools currently available, our institution uses Hypothesis. Hypothesis’ motto—“Making reading active, visible and social”—sums up why we think social annotation is so valuable for our students: it engages students and invites them to read and think together as a group by sharing real-time annotations of websites or PDFs (Hypothesis, 2021). The richly multimodal, interactive nature of Hypothesis offers instructors a platform through which they can employ the principles of Universal Design for Learning (UDL) to improve engagement and accessibility for all learners.

In this study, 44 first year undergraduate students were involved from a Singaporean university. they took part in a 13 week writing programme, using Hypothes.is “to respond to questions in their tutorial handouts for a period of two weeks.” Working in groups, students responded after “group discussions of 10 to 20 minutes on average” with annotations analysed and coded. In the literature review, research suggests that online social annotation tools are helpful for evidence-based tracking; teachers can gain an insight into how students process information; can reinforce learning; enhance student motivation (with an Internet connection) and in a collaborative context, provide other points of view and co-construction.