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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.

The strategies listed above are hopefully a useful starting point for planning hybrid and socially distanced classes this fall. This isn’t meant to be a comprehensive list! We encourage you to add your ideas in the comments below or via Hypothesis annotations.

Amidst deliberation about the social value and culture of peer review, annotation is also a key characteristic in emerging open peer review (OPR) processes and the participatory revision of scholarship. Three common OPR practices frequently utilize annotation. The first is open participation, or an invitation for groups to review a manuscript through in-line annotation and forms of commentary. The second is open interaction, with annotation guiding back-and-forth exchanges among authors and reviewers. And the third is post-publication review, with readers commenting atop the published version of scholarship.

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.

Open pedagogy is often promoted as a vital way to increase the inclusivity of the classroom. It is defined as “an access-oriented commitment to learner-driven education and as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part” (DeRosa & Jhangiani 2018).

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.

The majority of our record 10 million annotations has been created by people reading together, moving us closer to a shared vision of transforming teaching and learning through social reading. Across all annotations the numbers are remarkable: