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welcome to liquid margins opening books social annotation and oer and i am your host franny french today's guest uh and we were saying
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earlier a pre-show that we've been looking forward to holding a show like this for probably about a year so we're really excited today to have this wonderful panel um monica brown she's the assistant
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program manager at rebus hi monica and we have addie clark associate professor of chemistry oregon institute of technology um emily reagan she's associate professor of department of chemistry and
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biochemistry at msu denver and then our guest moderator today robin derosa she is the director of the open learning and teaching collaborative at plymouth state university which sorry
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rob and i thought that was in plymouth mass it's a new hampshire so i got that okay and thank you and with that i'm going to stop sharing my screen and i'm going to turn it over
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to robin to take over thank you very much for being here everyone hey everyone um i am so happy to be here um usually i'm not a moderator i'm usually
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a panelist on these things so um the idea that somehow i am in charge of making the train run on the track seems like a poor choice by a hypothesis but i'm gonna do the
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best i can um and wherever we go i'm sure it will be interesting um i am the director of the open learning and teaching collaborative at plymouth state in new hampshire um so i mostly work in faculty development now but uh in the
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past i was an english professor here for about 15 years and then five years as a professor of interdisciplinary studies and i also do a lot of work in open
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education particularly with open pedagogy so i'm really excited to be here to talk about this and i'm going to ask our panelists today to introduce themselves so
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i will start with emily hi i'm emily reagan i'm at metropolitan state university in denver i'm in the department of chemistry and biochemistry and i've been using hypothesis in my
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biochemistry 2 class which is a senior level class and that's been a lot of fun yes me and the chemists it's a natural choice um addie why don't you go next
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hi i'm addie clark i am an associate professor of chemistry at oregon tech or the oregon institute of technology um and i've been using hypothesis in both my upper division chemistry courses
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and my lower general chemistry courses for about two years now awesome and monica hi everyone i am monica brown he she her
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heart pronouns and i am the assistant program manager at rebus community where i work with faculty on creating sustainable open publishing pathways i've been um using kind of social annotation via the route of being a
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composition instructor before this role um and gotten the chance to work with some faculty in an instructional design capacity on hypothesis awesome um so
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i am going to kick us off by talking um about how like why i think perhaps i was invited here today um and then we'll hear from some of our folks who are
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engaged in in current practice um so when i the first oer i ever made or used was an oer that i created with students
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called the open anthology of early american literature i was really lucky to be in a field where almost everything was public domain texts so we made this anthology it was digital
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and it was kind of okay you know it didn't have a lot of things that the paid version had in terms of like footnotes and notes and so students weren't actually loving it
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and that kind of changed when i layered in hypothesis to this open textbook that we had made um and i put in the chat uh
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the sort of origin stories of this of this project and you can you can take a look at it a little but hypothesis was new when i was doing this um and somehow you know they were so new
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and so small that they would like talk to me every day about like how's it going over in your class and they would watch um they would watch my class like do a kind of beta thing so it was this really cool
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thing because i was not a techie so um i really felt like they were watching actual students to develop the tool which was cool and then my students love the idea of like being in on the ground floor of
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something but the textbook itself really took off when i put hypothesis in there and you can see from the little write-up i shared that i think hypothesis was the reason that
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this oer became a living organic place rather than a replacement for a textbook it was replacing the heath anthology and that was kind of a game changer for
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me so in some ways i think hypothesis is what pulled me into open pedagogy this idea that using open resources allowed for my students to have a different relationship to learning
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materials than they had before so that was like pretty transformative for me and again at the time i was new and open i was new in everything
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so i was just i felt really lucky to be hooked in with a community of people that was discovering the potential of using an open license making oer using social annotation all is kind of
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one posse and i i think it's hard for me to separate out now the oer from the social annotations so all the stuff i've done since mostly through rebus um has had
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hypothesis you know plugged into it and i think it's been it's been pretty cool um so i thought i might ask the same question um first of emily and then of addie about
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how you started using hypothesis and how it's shifted your teaching or your pedagogy or your relationship to open resources and then i know monica will have some really interesting things to say about
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what publishing looks like in this open world where we can talk in the margins so emily tell us a little bit about your origin story well the first two places i heard of hypothesis were one from a colleague
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that's at an institution that shares our campus cu denver shares a similar physical campus as msu denver and raymie kalier was using hypothesis and introduced me
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to the idea of annotating syllabi and really fun things that you could do with hypothesis early on and then also libre text had integrated hypothesis into their oer resources and
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so i ran across it there as well but it really wasn't until um it must have been spring of 2020 so this was the semester that the pandemic unfolded that i had been thinking for
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over a year that i wanted to switch to using oer in my biochemistry 2 class i've been doing that in general chemistry for a long time but the oer i found biochemistry free for all which is out of oregon state
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huge pdf like 3 600 pages or more and i really was having trouble wrapping my head around how to use this resource and i realized i could chunk it up into short readings and then assign them through hypothesis and give that a go so
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i feel very fortunate that i happened to start that practice before the pandemic because it was one of the things i think really held the class together after we had to move virtually because the students could continue adding their
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voice and having those conversations in the margin so that that was my real foray into hypothesis and i've been using it in that class every semester since even adding more assignments so we have at
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least two hypothesis assignments a week sometimes three and i found it very satisfying because i get to see what the students are thinking about and then i can respond to that in my lecture so for me it's become a type of just-in-time teaching
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helps me see areas that maybe i didn't explain clearly enough in the previous lecture or things that students are especially enthusiastic about for the upcoming lecture and it's really really been a lot of fun
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can i just ask a follow-up which i guess is my job so good job robin um when you talk about um hypothesis assignments are you just telling students hey you
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know make some annotations or do you frame or scaffold that a little bit more it has been pretty open-ended so we're using the canvas integration so i really can set it up in canvas and so to the students it looks like an assignment
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there's a due date for them to help motivate taking action and i really just have said minimally i want you to either make three just three comments whether it's an initial comment or a response to a
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classmate i've generally kept it very open-ended because i want them to have the freedom to kind of explore and that's worked well for this particular class in this particular application the other thing that's really
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transformative is my students didn't used to do the reading and one barrier was that i knew only half my students had the textbook so i was using the textbook very lightly because i knew it wasn't a resource everyone had access to
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but that was a loss for my students also and at the beginning of the semester one of my students was asking like do we really have to do these readings i'm like hey it's going to make your experience richer there's connections that are going to come up in the readings that are things i'm not going
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to mention in lecture and you're actually going to find it very satisfying so it's really helped me take my class i think to a deeper level and students are able to make more connections as a result but it is very open-ended just
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what i'm asking them to do with the so-called assignment piece of it thank you addie do you want to jump in sure so um i
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also started using hypothesis in what i lovingly refer to as the spring that time forgot um [Music] and i started using it because uh we're on the quarter system here
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and so my spring was the entire spring quarter we we basically went on spring break and never came back um and i was teaching a 400 level class in the
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fate and transport of pollutants that was supposed to have a lab um and in general chemistry there were a lot of good simulations and videos and whatnot that i could i could send students to to
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sort of simulate the lab experience but for an upper division class there is there was no appropriate substitution so i sort of shifted the definition of lab
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and we read peer-reviewed studies in the fate and transport of pollutants for lab instead and what i used hypothesis for was posting those peer-reviewed studies
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um on canvas and then having students make notes before they came to our discussion about parts of the study that they weren't clear about parts of the study that they
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wanted me to provide some more explanation for again sort of that just-in-time teaching that emily was talking about um and it really just sort of saved my bacon spring of 2020 because otherwise
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there really wouldn't have been a good substitution for that lab um now i have shifted to using it so i have been using oer in my classes since the
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fall of 2019 we um we shifted our general chemistry to a version of openstacks that i had curated and was hosting on libra text and so
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we already had that and what i've been trying to do since about that same time is get oers in my upper level classes i teach two upper upper-level classes in environmental chemistry the fate and transport of pollutants that i already
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mentioned and an environmental chemistry um sort of analytical chemistry toxicology type deal and there aren't but there aren't good open resources for
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specialized upper division classes because they're just so specific to those topics and so what i started using hypothesis for last year
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in that respect i went to the open ed conference the open ed uh 2020 conference and i saw a really good presentation about having students tag their readings with these very specific
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keywords that we have definitions for and that's what i've been having them do when i assign them so basically i've been assigning them parts of other oers
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and having them go through and tell me what they think is important to then build the oer from using these tags or um what they think could be made more
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clear like what ex this explanation is muddy and i it would be better if you rewrote it sort of thing so i've been doing that in my environmental chemistry course this year i'm teaching a new and different general chemistry course i'm
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building the oer again and i'm having the students when they do their reading assignments instead of it being a reading quiz their assignment is to go through and tag the openstax chemistry sections that we're covering to help me
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build the next general chemistry oer for the course that i'm sorry but that is such a cool project and i know people
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um who use hypothesis you know nate being one of them but like in these cool ways that are so much beyond what i've done where students are just chatting with with each other in the sidebar
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because it's a bill you know i feel like i'm selling something by the way i did not collect a commission from hypothesis but the ability to use that um that tagging and curation piece um
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especially as a way to potentially over the over time build oers for areas that um don't have you know curated organized resources yet is so and to do that with
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students i think is really super cool um i'm going to ask monica to chime in now from uh rebus but i also noticed that big long thing from david in the chat which uh i can't you know
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process so quickly so um maybe you guys can tell me also at some point if you can empower him to speak i trust him and vouch for him so if he's able to be um liked to talk i'd love to hear a
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little bit about his comment um after monica so yeah go ahead monica uh yeah so um i think we're seeing both from addie and emily here like the power of social annotation to
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kind of change how we think about publishing um for so long we kind of give students these curated texts and they might note on them right they might write on them in the margins but they're not able to make that public and so the
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public component the collaborative component it's just really cool to see students be able to kind of highlight what they value call into question text and then of course make these really cool
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connections um that we haven't seen before and so something that we try to do at revis is really encourage everyone to be a part of the publishing process so that it's not this like one-way street your student come in the class get the
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information and leave it's more collaborative in both both ways um and i think social annotation is just one really cool tool on our in our tool kit to do those kinds of things
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yeah i mean i'm also always interested i don't know if anyone wants to chime in but like to me it was really important when i started working with hypothesis that they had this um
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you know non-profit commitment and a commitment to open in general right like there's nothing um i mean you can use hypothesis in ways that i think you know we would not call
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open um but the company itself sort of has this ethos and i'm always interested in you know where the future is going in terms of using hypothesis
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through communities like rebus or using hypothesis through the lms like canvas um and what the pros and cons are i guess sometimes i ask the question of like what's your vision
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for the future digital environments that we have available to us for teaching and learning and how does hypothesis fit in with that um and i'm just curious like especially with emily and addie if
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you guys are just thinking like okay here's a tool that works or if you're thinking bigger about like why this tool for my vision addie i see you on media do you have a
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comment so i i have two actually and one of them emily just posted in the chat so um i one of the things i am up against is cost to the institution of integrating it into canvas um because
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right now i'm the only user on my campus um so they they really they're not going to justify the cost for much longer just to give me this teaching tool um
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but i i think the benefit of the lms integration personally is just one less thing that students have to keep track of it's one less account like
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emily sort of mentioned it looks like a normal canvas assignment they open it up it's just right there it gives them a grade in canvas they never have to leave the lms to remember to do something
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which i think is really big and a lot of the other things that i use like that canvas integration is really important to students because they just can't keep track of all the different little tools that i
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want them to use but if they're all in one place and it just looks like the same assignment they are ready and willing to do it even though it would be the same thing as if i sent them to hypothesis
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to do it on the hypothesis website just that one step that one barrier taking it away makes it so much easier for them yeah i mean we've heard such interesting
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things during covid too about um i mean there's a million things we could talk about here in terms of like access and you know digital access and the ways digital tools make things both more and
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less accessible in various ways but certainly we heard a lot about tech fatigue and the challenge of a lack of consistency in the tech environments but we also know the challenge of like
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centralized tech environments and how those can also disempower learners who become less fluent in critically examining technologies right so it's a real challenge for faculty these
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days i mean especially when you're at a residential campus a place where people didn't expect to be taking so many online courses and suddenly your students are in five online courses full-time online courses at once or
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something so i i found that without the single sign-on it was a lot to ask of students for sure um um so did you guys promote david
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i don't know what he did to earn his way on this panel but you know it looks like nate did david david i think if you uh try to unmute and i didn't see him in my
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i don't see him either right i think nate said that he did sorry for the um it's okay we can we can come oh there he is hey david hi i'm sorry i did not mean to
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i did not mean to be on this uh this discussion i apologize um and you know what this could happen to any of you smart things in the chat so be careful it was not a smart thing robin it was
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just me blur you know blabbing away oh so i was just saying that um and and i love what the panelists have said and i appreciate you being here and um for me the annotation
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uh was not it was not something that informed my pedagogy didn't inform what i was doing it actually was more of an openness to
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the students sharing their organic thinking with each other and so i was just saying in my my little note there that in their labor reflections i do a lot of reflections
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and i ask them what's working for your learning in this course and i'm telling you invariably they always mention the annotation one they've never been invited to annotate in an academic setting before i think they do it a lot
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in their uh own social media platforms but in an organized fashion and it opened i my point was the openness for me is the openness of the organic thinking because
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that organic thinking contributes to their writing practices uh practice which also contributes to their um the the course community so i would love to actually have them go out
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find organic texts annotate them bring them back to the community and then we refashion that now i don't know if the hypothesis people here can do that in the canvas lti but i
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would love for that to to do that as well what addie was saying it is a beautiful thing when they can you know single sign on and and use hypothesis but i have taught where they actually had to go and
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create their own personal accounts and hypothesis which was very um you know it was simple it wasn't it wasn't that that difficult i teach at a community college online first year composition so like robin our world is like unicorns and
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rainbows we could do whatever the hell we want so i but i love the idea of you guys curating your stuff in these stem areas and all that my my goal and i'll stop here my goal is to actually use
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hypothesis to perhaps create a children's storybook about ungrading where we get ungrading through maybe a press book into the hands of elementary
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school uh students to hopefully kind of bypass the trauma that traditional grading does to them so anyway i that's my little side project with hypothesis but thank you robin that is awesome i gotta i
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gotta go find the resources to get in the chat in a minute because we made such an awesome little ungrading chat book it's i think it's not in press books though it's almost yeah i gotta figure that out because i i have something you could you could start
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with um but those are are super great comments one thing i'm really interested in david that you brought up and this is one of the things i've been interested in is sort of the community aspect of social annotation but the other is
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like the confluence of that community building with what you mentioned which is writing which and the third thing which is close reading um and i think as somebody who has taught
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both literature courses and reading and um writing courses before making reading visible and close reading visible um like i spent so many years teaching close reading without ever
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really being able to crack that nut i think i did a better job with poetry right because we would talk about scans and we would talk about diction it's really hard with prose to help students understand what close
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reading looked like and i just think there's something pretty magical about the confluence of community reading and writing in a sort of writing across the curriculum way in any discipline like those three things are generally going
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to be really really useful um anybody else want to jump in monica emily addie and then i can look to see what else we've got going on in the chat well i'll just say um manuel
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was trying to help think of ways we could get towards what david wanted which was students finding things and then those being able to be annotated i certainly have tracked down references that my students have linked to and brought them into the classroom it would
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just be one step further a little work for me but i could upload those as another assignment and students could then be annotating a related piece that was found by another student so
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that's you know maybe one way to kind of let that cascade out um so just i wanted to kind of follow up on that idea of how to let it cascade from the student's contributions to
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additional annotations yeah we had some good luck too with um students across different courses at different institutions intentionally annotating the same text over a week or
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two um and then the work from that they would share some of their blog posts and other things they were doing so that you ended up kind of creating some networked learning opportunities um
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through those um social annotation i what do remy call them like um remy called um annotate-a-thons is that right it was not what you guys were calling them but
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but doing that with with classes is very cool too um addie go ahead and i have to say just that discussion just now i just had an idea about an assignment that i do uh so in in environmental chemistry i
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frequently have students bring current events into the class for us to discuss because there have been a lot of current environmental chemistry events that we need to talk about and um
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i usually have them submit them and then i put them online and they we talk about them in class and i'm just now thinking what if i put them in a hypothesis and then they could talk to each other that way
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you know when a panelist goes hmm that you're really getting to some some good content um i do there's probably a lot of stuff and i'll ask um you know aaron and nate what i'm missing but i do see a question here from manuel
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i want to ask the panelists do they find in the chemistry classes there's a lot more writing so do they find an appreciation for the communication of technical content so the question is really um how do you do you also get the
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added benefit of talking about scientific writing and how that works when you're doing that kind of social annotation either i think that's for the chemists go ahead eddie well i was just guessing
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you go i haven't explicitly focused on that it's come up just a little bit tangentially but i like the idea of diving deeper okay addie similarly i haven't gotten into it um but
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again the question is making me think about ways that i could marry these two things together because i do make them do at least in my upper division classes i make them do science writing and i'm making them read science
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writing so the marriage of those seems like a natural thing i should be doing i'm trying a um wikipedia contribution project with my biochemistry 2 students this semester so for the first time
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instead of just writing a final paper for me to read they're updating uh wikipedia page about a a protein so it's related to our course and this is my first time running the
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this portion of the class and i'm really thinking about how i can use hypothesis to do some annotation earlier in the semester to help scaffold this wikipedia assignment better so that's something i'm going to be chewing on
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i'll put into the chat um the wiki edu link for those of you who are interested in um some of the confluence with teaching with wikipedia you do not have to go
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that road alone these those folks are really great at supporting anything from a very small you know two-day wikipedia project to a whole semester's research project and it
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really goes back to that open education philosophy of the non-disposable assignment um where many students tend to do research that you know in the old days when in the trash can now goes in the you know the delete
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button um but with wikipedia there's actually a place where some of that research can live and and serve access needs
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um any other comments that i've been missing um the chat is going fast and i know i'm missing things or monica is there anything else you want to jump in on before i choose another question yeah
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i might jump in i don't teach chemistry um but i do uh i did teach uh research writing for first-year students and so i i didn't have hypothesis back in that day and i wish i had because i think it
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could be really compelling way for students to conduct research across the web and be able to really close read as you mentioned earlier robin the text and understand how scholars write about these different things
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um yeah i look forward to teaching an english research course again in the future because i think there's a lot of potential there monica one way too is in the research is to have what emily and addy are talking
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about when they do their writing ask them invite them encourage them to cite their peers and what they've said in the annotation so now we're kind of renewing the research within the learning community
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as well the other thing is i saw a tweet about decolonizing the syllabus and then the person who did the tweet said you know you got to get messy you can't just say you're going to have these new readings on your syllabus to decolonize
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it and a good way is to actually invite the critical consciousness of the students on those texts get them to annotate them and to deal and get their hands dirty on these types of of uh topics so to to to
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uh comments there yeah and first of all david welcome to the panel it's a pleasure to have you um and also i will say we've done some great stuff with our in our interdisciplinary studies
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quote-unquote textbook which again i really think of as a community um it's got a lot of you know peer-reviewed open source um articles from various places but it also has a
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bunch of student writing that uh current students in the program annotate and a lot of those students you know when they go on and graduate they are still there but people are
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annotating their essays and we end up with this really wonderful thing where students are seeing their peers as people who can participate in a
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scholarly conversation and contribute scholarly content um and then it really keeps our alums like hooked into the community um because they get pinged on these various um annotations as they're
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coming in so they're always excited about seeing that we're still teaching their work um you know a couple years after they leave and graduate so i think um and i also used
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in sort of an ungrading kind of way i use hypothesis when my students are publishing we use domain of one's own in our program so our students have their own urls where they're doing a lot of their own work and so i would do my
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grading via hypothesis and before you ferpa me in the chat i will say you know i didn't do anything it was all feedback right there's no grading but i would comment on their stuff just the way i
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would comment on any academics blog posts now if they had a typo or a problem like that like if i was reading emily's blog and she had a typo i wouldn't comment on her blog and say emily you have a typo you
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know i would i would email emily and be like hey you might want to fix that typo so that's what i did with my students i would give them some private feedback but most of my stuff was public and hypothesis and it really changed i felt
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like that was just an automatic way of ungrading it really changed the model from grading to feedback just by thinking about their stuff as public and sharing stuff publicly the
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way i would with any scholar that i engage with online so i just love the way the dialogue of scholarly conversation
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can can change a little bit your relationship with your students it can move them and i think into a community of scholars rather than just a community of students
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um yeah there's a great question from david in the chat and i would love to hear this from addie and emily too is about the assessment of hypothesis
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so with um hypothesis assessment in my course i would always do it by self-assessment where i would show them how to gather the data on how many you know annotations they made they
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would write out their data they would look at their metrics then we would have little rubrics where they would look at the kinds of engagements they were having and then they would assign themselves a grade for it and that's what i would use
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i'm curious to know what other people are doing do you count annotations do you not grade it and how is that maybe different than how you would count class participation with like verbal
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contributions um either of you want to jump in yeah so the types of assignments that i've been using hypothesis for have been very much participation
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type deals of a very black and white you did it or you didn't um with my general chemistry this fall what i've done is i've i've get i give them
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the tags and the definitions and then it's also always open that if they have a different kind of comment that they want to make on a section they are more than welcome to um and i just tell them they have to make at least 10
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and they don't have to be unique from what their classmates have already done because since the purpose of this assignment is to sort of build the text they're almost doing a you know
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majority rules sort of thing on various sections if all of them highlight the same thing that tells me that it's a pretty important thing so for my general chemistry students it's a 10-point assignment they have to make at
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least 10. a lot of them still make more than that because i i was a little worried in that model that they would get to ten and even if that meant they were only on page five of their reading they would stop
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um but a lot of them keep going and they make more than ten but it is entirely ten annotations 10 points done i do not grade the quality of what they have to say i don't
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that because that's honestly it's their opinion so how do you grade an opinion at least as a stem person i have no way to i have i have no knowledge on
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qualitative grading as a chemist so yes and i do something very similar you know i'm expecting three annotations and you get three points and it's not grading the substance of
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those annotations however if students aren't participating they're not getting the benefit of the assignment right they're not showing that they're doing the reading or having the incentive to at least crack open the reading and take
00:36:44
a look at it and they're not engaging with the reading and their classmates so i've been using it at you know kind of a basic foundational level and even just that has been really fun and exciting to get the
00:36:56
conversations going i really feel like this benefits some of the quiet people in the class right you always have some percentage of the class that will be happy to engage verbally and some people will hold back but everyone is equally contributing and
00:37:08
hypothesis and i find that very satisfying well i think you guys are um brilliant i kind of i'm not teaching this semester kind of bumps me out because i'm remembering
00:37:23
just how creative you can be with with this stuff and there's so many interesting ways to use it we only have a couple of minutes left
00:37:35
and i guess i just want to uh say ask folks if there are any last questions that you want from um monica emily or addie i'm trying to read the chat
00:37:47
quickly or or david david is here and ready um i'm i'm just seeing all of the all of this stuff come in in chat and i'm trying to keep up but i can't really are there any questions that i missed
00:37:59
aaron or nate it does get weird when we're all just sitting here in silence re-reading the chat but i guess it tells you something about the power of the margin conversations
00:38:16
right um actually we moved our faculty meeting online because of covid we used to meet we have we don't have a senate model we have full faculty town hall meetings and we all show up um but now since we've moved it online
00:38:29
it's so funny because the chat is amazing i mean you can only imagine like the faculty back channel um at some point they're going to shut it off on us but for the most part i think it's absolutely fantastic so
00:38:43
um i want to thank you all for coming i will suggest that all of us are you know here um on the interwebs and you can find us if you need anything maybe folks can
00:38:55
either drop an email or twitter handle in the um in the chat if you're willing to field questions i know there's also potentially some um chemistry oer questions that were coming up there so
00:39:07
if you want to find these folks um they can put their info there and then the last thing i'll say is uh the hypothesis team is aggressively kind um so i do find
00:39:19
that when i tweet at them like my student chuck can't remember his password you know like they immediately help out um so i think if you have questions please uh please check them out and i i just want to put in a final
00:39:33
plug for monica over at rebus if you are interested in making oer or just kind of learning how people engage together in the in the publishing
00:39:46
of of open resources maybe just pop over there monica can put the link in the chat um so you can see what rebus is all about because it's a it's a similar ethos i think to hypothesis so with that
00:39:59
i will turn it over to franny all right thank you so much that was great the time just flew by as it does i'm always amazed when i look at the clock like oh my gosh
00:40:12
uh i want to thank you all what a wonderful panel um and david thank you for for uh being brave and and uh showing your face and it was nice
00:40:25
to hear your voice and your thoughts i usually just read you on twitter um but anyway uh so thank you to robin to monica to emily and to addie and
00:40:38
thank you as well nate and aaron for holding down the chat and we will see you next time on liquid margins you
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