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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.

Hypothesis is a free open-source platform that not only provides students with a different way to demonstrate they’ve done the reading but more importantly allows students to work together to share information and build on the work of others.

Hypothes.is is an open source tool/plugin for social, collaborative asynchronous annotation. Collaborative annotation is an effective methodology that increases student participation and engagement, expands reading comprehension, and builds critical-thinking skills and community in class. Annotation can also increase faculty, student and cognitive presence in classes. Annotating together makes reading visible, active, and social, enabling students to engage with their texts, teachers, ideas, and each other in deeper, more meaningful ways.

Why is Hypothesis great for students? The annotations help students focus on the important points of the reading, which is especially useful with dense and detail-heavy texts. Because they can read one another’s annotations, students can benefit from seeing how other students have made sense of the reading. If you make each annotation worth very little of the grade, students experience less stress and anxiety when completing them.

The documents the class has annotated with Hypothes.is are diverse, ranging from book chapters and published articles, to websites and video transcripts, to even their class syllabus. “Annotating the syllabus allows students to add comments and questions to the course plan,” Gould said. “Annotating the syllabus live, in-class gives us an opportunity to openly discuss any confusing bits, and it opens conversation about particular aspects of the class. Students can add values statements and clarifying points to the inclusion statement, for instance, or ask questions about the collaborative grading system.”

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.