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Hypothes.is is a free Chrome extension that is very easy to install. It allows people to annotate the web. It is a way to get students to engage with text while not having to print text. This way, you don’t even need to find pdf documents for the kids. You can send them directly to an article and have them annotate there. You can also make teams where kids can respond to one another within an article. It is a powerful tool for collaboration and close reading.

Having taught many courses ourselves, we know that motivating students to complete the assigned reading before class is always a challenge. Hypothesis is a great tool for encouraging students to engage with each other and complete their reading. Hypothesis allows you and your students to annotate a journal article, or other text, collaboratively.

Enter Hypothesis, an open-access, free web tool that allows for annotating web pages anywhere. While I’m new to using it, it has revitalized the way I think about using OER web resources and encouraging students to annotate their readings and share questions and notes – all of which Hypothes.is facilitates.

This is a very quick guide to using the hypothes.is plugin with Blackboard to annotate texts with your class. This enables all of your students to mark up a text in a private space without an additional login. With this tool students can write comments, provide links, and use images and videos to annotate a website, PDF, or document on Google Drive.

Fortunately, new tools are emerging to support the switch to more affordable and accessible digital resources. Highlighting apps and browser extensions, like Hypothes.is, Diigo or Weava, let you mark up the web as though it were a page in a book. Returning to a marked page brings back your highlights and notes. Many of these support private, group and public commenting.

Hypothesis a également joué un rôle de communication, participant à la dissémination de cette expérimentation.

A short video about using Hypothesis in both online and in-person classes, which led to some thoughts about the value of online teaching. Dan Allosso reimagines student reading assignments as "renewable" rather than "disposable", using Hypothesis annotation and moving from in-class to asynchronous online discussion.

Learn how Hypothesis enables you and your students to annotate documents and web pages together as a class in Instructure Canvas.

While solitary reading has benefits and is a common aspect of learning in higher education, it may not be the most effective way to read. Research suggests that social annotation (SA) tools—which allow students to highlight and comment on digital course materials as they read—have impressive educational benefits. SA tools can help with students’ reading comprehension, peer review, motivation, attitudes toward technology, and much more. But how does SA help students learn? To find out, we introduced the SA tool Hypothesis into three different undergraduate courses at Simon Fraser University. Together, students created more than 2,000 annotations atop more than 250 course readings over the course of a semester—all of which we collected and coded for evidence of learning. The outcomes of our research were thought-provoking and inspiring—and we’re eager to publish the full results soon. But for now, we’re sharing a sneak peek of the preliminary findings.

I just made a short video to introduce my students to Hypothesis. I’ll be using it for annotation and discussion in all my online and in-person courses this fall. After they’ve watched the video, I have the students create an account, follow a link I provide to the private group I’ve set up for each section, install the plugin in their browser, and leave at least one comment on the course syllabus.