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this is the hypothesis roadmap session and i'm frannie from the marketing team hypothesis and my wonderful colleague jeremy is here and jeremy's
going to be meeting this session just to talk about hypothesis uh where we've been where we're going that sort of thing with that i'll shut up and turn it over to jeremy thanks jeremy uh excited to be here a big shout out
to franny and to meet uh for the wonderful work they've done all week um and pulling off this very engaging uh remote conference that we've
all been party to um and thanks so much to all the speakers i haven't been able to go to every section a session but there's been some really truly inspiring stuff um this is a session short session on
talking about the hypothesis roadmap where we've been uh and where we're going um and i'll go ahead and get started um so it's been two years since we've done one of these we did not have a conference last year not even a remote one
so the last time that we had an eye annotate was uh in 2019 and a lot has happened uh since then obviously we've been hard at work but there's also been a real i think shift or a deepening of focus that
hypothesis in terms of really uh the headline is that we really start to focus on in on annotation and education space uh over the past two years um it's true that since
uh since the beginning uh educators have used hypothesis in the classroom um and since 2015 we've had a dedicated director of education building out uh that vertical but it but it's really only in the past two years
that the full force the full focus of the company has been on education including uh the engineering and product development resources so this is our threefold uh you know vision for hypothesis and
education um the first claim here should resonate with anybody who's used the tool inside or outside the classroom that social annotation is a way to more deeply engage with content that you
are reading and with others who are reading the same content but some of the other propositions for for educators why this matters to teachers and why this matters institutions of education might be newer to folks who are using hypothesis outside of
of that space uh we've learned over the past couple years um from educators that we've worked with that there's some radically new things about hypothesis social social annotation one of those is the
visibility that social annotation provides to educators to learn more about where their students are at with their reading and understanding of course materials but we also believe
in we're learning from some of our bigger institutional partners we have schools that are really using hypothesis at scale with enterprise agreements we're learning that administrators outside of the classroom also gain a lot
of insights around teaching and learning from the data that's produced by social annotation and namely they can see very early on if students are engaging in a course because of course one of the first things a student
will do for a course is read and this tool allows uh teachers and administrators to see that students have done the reading to see if they're engaged and possibly to intervene when they're not and use social
annotation as a way to more deeply engage students and keep them enrolled so the major gateway uh into the education space um for those that are unfamiliar with it
is the learning management system uh and it was really just before our last in-person meeting of innotate in 2019 that we launched our integration with learning management systems uh through the uh
learning technology interoperability standard uh sorted by by ims um for those that have been using hypothesis in the wild you know outside of a learning management system basically this integration allows for
teachers and students to use the app without signing up for accounts um without installing a browser extension so it makes experience much more seamless uh for them and uh usable at a kind of scale
where if you have 120 students in a semester you really can't chase them down and make sure they've signed up for something and installed a browser extension update of the browser extension etc um but the story of the last two years has really been about
the extending and deepening of our integration with the lms uh we enable instructors to store uh documents orientation in google drive um that was one of the first things we added to the app
uh we also integrate with canvas speedgrader as well as the gradebooks um in other lms's this allows teachers to grade annotation sets by students um
we've integrated with the canvas file system so that pdfs and other documents can be stored there we introduce the canvas sections integration allowing for smaller group annotation you might have
a course of 100 students but you're reading a short poem and you really just want 10 students on each on that poem annotating together um you can now divide that uh group that larger course roster into smaller
sections as you you know would expect to see with in a university structure of a course um instructors can copy courses year to year or semester to semester so that the same content and the same
sort of assignments with hypothesis are um are there from the previous semester if they're teaching the same course some of this stuff is a little wonky we work with scoped dev keys in canvas which is basically just a way to limit the power that
hypothesis has um or that the data that hypothesis has access to access to within the lms um why that's important is that one of the things that hypothesis has stayed true to
over its years you know starting an open source is that we're really limited in the data that we gather from our users from students and from institutions we really try to trade carefully there and the scope dev keys is just a way
that you know schools can say all right hypothesis is that access to this and not other stuff um certainly one of the other big headlines uh that over the past couple years is um our adherence to
wcag 2.0 double a compliance um thanks to nate um and to caitlin and now to matt and others at hypothesis the dedication to accessibility at hypothesis is really
goes well beyond the box ticking of um of compliance with wcag standards we have met that compliance but we also continue to work very closely with institutions and with individuals
around where things aren't working as well as they could um and just making the tool universally uh accessible to to all um regardless of whether that's a
you know a criteria of standards or just a lived experience of the user um we have ims lti 1.1 certification which is about to expire uh we'll talk about that in a
second um just in the past few months we released an activity views feature for the lms those have that have moved in between the lms and the uh wild app as i call it
um we'll notice there's sometimes differences some capabilities that are outside of the lms that aren't possible in lms yet and so we're slowly bringing uh parity to the lms app and now we have an active activity views
space called notebook um in the lms app um and then one neat thing that's happened sort of outside of the normal development cycle thanks to john udell is some early experimentation in
administrator and instructor dashboards anybody that's working within the lms who hasn't seen this teacher or um or administrator i highly recommend getting in touch they are a prototype so they are behind
some authentication that we need to work with you to gain access to but this is the early exploration of how annotation data can be surfaced to students instructors and administrators
um in in a very powerful way and this is not a very powerful slide um but this is what the dashboards look like at the top level um and you can just see that john very much in partnership with users john is
talking to administrators and to instructors about what do you want to see what's interesting about the basic activity that's being done um by your students with annotation by you and your students with annotation
and he started to surface some of those uh data points so you can see here you know there's going to be some raw top level numbers how many annotations has so and so made how many annotations per day uh how many annotations on a document
but also some really you know deep interesting dives into things like conversationality right how healthy is the conversation in the course right um how often are tags being used
uh different annotation types private annotations uh replies top-level annotations how often are images or video used in annotations you can see here he has a section on confusion surprise and lack of
understanding a lot of data points around questions and how many questions are asked how many uh how often are those answered and by whom are they asked and whose answer given by we can see things like the
teacher is really answering a lot of student questions so we can see teacher presence in the data we can also see peer-to-peer uh connection through ways that students are responding uh to each other this is very valuable in
terms of our conversation with partners about well why is the tool valuable how we've seen it being used so shout out to john for that shout out i think it is actually sorry um i'm excited to be able to announce
publicly i think for the first time two brand new releases um two of the biggest um requests certainly canvas groups is one of the biggest requests this idea
that um you want students to be annotating in smaller groups and one mechanism in canvas is there you know capital g groups functionality so our inter uh inter um our uh integration with canvas groups
is something brand new many don't know about that i don't think it's been said publicly um and the other one is blackboard files the ability to host content within blackboard rather than in google or other places or
on the web so if you're from a blackboard institution or canvas institution we will be reaching out next week but please do to reach out to us and let us know uh uh we can get you started you know as
soon as possible now this is what the canvas groups feature looks like um it just allows you as this would be an instructor's view of a document that was being read and annotated by different um
smaller cohorts within a larger course roster and the instructor would be able to go in and see group ones annotations and then switch to see group two's annotations and also be grading those individuals within those groups um and of course if you're an
individual student you would just see the groups to which you are uh assigned so um that's very exciting i think it's going to make a big difference in terms of hypothesis working with larger courses um 200 300 person courses that
you know you can't have 200 um you know physics students all reading a 10-page paper you're going to want to break that down and then the blackboard files feature we're also going to be as you'll see in a second
bringing out the native he's working with the native files um uh repositories for other lms's like sakai uh and d2l and moodle but blackboard is what we've got
um there are some things we can do through lti and bring it to all um lms's that's the standard that's used for these uh external tools like hypothesis and there are some things where we have to go in and work
on the api and so uh kudos to the development team at hypothesis for all their work figuring out not only the ins and outs of the lti standard but also the ins and outs of apis uh for all the different lms's um
i'm sure they're all experts by now uh so what is coming um we like i said just released these features and now we're focusing on a onedrive integration we see many schools that are google schools and we have a google files
integration google drive integration but we have a lot of microsoft schools and so we're going to be rolling out a onedrive integration um so that you can have uh store files of pdfs specifically within you know the
the institutional onedrive um we're also going to bring groups to blackboard so this is the canvas equivalent you know we have canvas groups which was done through api not through lti um and i know that sounds wonky for
those that don't care about those uh you know acronyms but um we're going to bring that small group capability to the other lms's and we're going to be starting with blackboard and also as i said going to bring file
storage and other lms's besides canvas and blackboard uh we have course copy uh to bring to some of the other lms's um really one of the most exciting things for the next few months is an integration with vitalsource which i'll be talking about a little more in a
second um but vitalsource is a content delivery platform they work with barnes noble to deliver a lot of content to uh you know bookstores so university texas bookstore if a teacher adopts a text and has students
buy it at the ut bookstore and they buy it digitally it's going to be delivered through vitalsource and so we have a partnership uh work launching with them this fall so if you're a vital source school or you're even just an individual instructor who likes the vital source
delivery mechanism and wants to assign a a text that would be bought through vitalsource um you can uh you know get in touch about that integration um we're gonna be launching
aws hosting uh uh sorry aws hosting outside the us starting with canada so we hope to have uh you know canadian data center um up and up and running not i mean it's
already up and running but we hope to be integrating with um aws canada uh by the end of the summer so we can uh expand within the canadian um canadian provinces many of whom are
very concerned rightfully so about privacy um and where data is stored and in what country it is stored uh their southern neighbors haven't always had the most stable uh you know people in charge so i can
understand them not wanting to host uh their student data um lti 1.3 implementation uh is coming as well um and uh we're going to continue with
our accessibility improvements again we really do listen very closely to partners and we learn hey this isn't working with a specific screen reader and so we create a ticket and then really try to address those specific rubs
that again are outside of the compliance regime of wcag double a or compliance but are nonetheless uh difficult aspects of using our tool with certain readers in certain
contexts and so we're going to address those um as we go and i should have said earlier that the accessibility you know philosophy has really been written into the way that we develop now and so that
everything that we develop every new feature is going through a protocol around um making sure that it's accessible so we had a lot of retroactive work to do and now it's just a piece of what we do
every time we release a feature and design a feature uh we also have video annotation coming a video transcript annotation coming in the next few months as well longer term
we have in-app notifications notifications is a big ask of our users for me this is really important because you want students to go back to the reading right that's a big part of
of reading and understanding i'm beginning to think critically about material in a college or high school classroom you want them returning to the text and a great mechanism for doing that is oh my teacher responded to one of my
annotations or my classmate responded to one of my annotations uh if you've ever gotten a push notification from your social media platform of choice you know it makes you go back right uh somebody liked my tweet i'm
going to open up twitter um one-to-one annotations is something we want to deliver um this is the idea that uh while hypothesis originated as a kind of collaborative tool
um a broadly collaborative tool and a tool that was built around conversation there are times pedagogically speaking when instructors want to know you know did jesse i'm going to pick on jesse in the audience you know did jesse read the shakespeare poem
uh correctly right or you know i want to see how she interpreted the um shakespeare poem without the influence of chris or franny or morgan or others um it's a it's a valuable uh use case we see it especially in the secondary
uh level of education um and so we want to create a mechanism where we can do that it's possible we may be able to leverage some of the groups work that we're doing but in the case it's a use case we want to develop for i've mentioned secondary education we
want to expand within the secondary marketplace we are already working with a number of secondary institutions one of the most meme secondary institutions uh in the world probably cho rosemary hall is represented by
morgan in the chat here shout out to morgan and chode um and so we see it being used there uh we often see it being used in schools like cho that use a sort of lms uh that is more
um that is common to this uh tertiary market to the post-secondary market um like like canvas right that has a big uh presence in higher education i believe chode is on canvas but we need to get google classroom
uh integration going for all those secondary institutions that are using um you know google classroom and so that's something that we're already starting to think about and research around student ownership of
hypothesis accounts and content beyond the lms you know anybody who knows history this company we're not just an edtech tool and we don't believe annotation is just sort of an institutional tool for administrators and teachers ultimately
it's something that is healthy for students and it's healthy for everyday people on the internet um and they should have ownership of their content and they should be able to take that tool with them uh wherever they go not just within a particular platform that they're using
in a particular educational context and so the hope is that students at choate um would be able to take their invitations with them uh when they graduate and then they go to the university of massachusetts or where they
make uh you know and the university of massachusetts would be a place where they could then continue to use hypothesis and continue to have access to the annotations they've created with hypothesis um
beyond a particular institution's [Music] platform caliperization will be part of our uh you know building out of the data structures around annotation uh and according to uh you
know more standard formats a lot of institutions are uh educational institutions are capturing data from various learning tools like hypothesis through standards like caliper and then doing neat things where they align them
and then learn more about their students uh so we want to be able to contribute to that project um through the calibration of our data and a partnership with unizim that we're hoping to launch and they're uh you know one of the leaders in
thinking through um data across platforms and tools and how it can be meaningful um and actionable for uh for institutions and for teachers and for students
single sign-on beyond just the lms so in wordpress and press books and uh in the domain of one owns domains of one domain of one's own um you know uh um and then unifying
single sign-on across context so that my um my you know i can log into canvas and use hypothesis and then when i switch to a wordpress site that my teacher is using
uh hypothesis recognizes me um as the same person allows me uh to see my annotations in those both those places and use the same acronym seamlessly across those different platforms um and then finally and i think most
importantly um the file picker functionality for publisher resources and this is really not a great articulation of of the problem i think the biggest problem not the biggest problem but the
biggest opportunity ahead of us is that hypothesis is an awesome tool and every day our engineers and our product folks are making it awesomer um for students uh and and for teachers
and the big question is i want to use this on other types of content i want to use this in other places um and it's expanding that landscape of content by working with folks like vitalsource and barnes noble by working with folks
like jstor um through the slack coalition which uh dan has mentioned that's just gonna you know increase the real estate of content that students and teachers can access and use annotation on top of by
far the most important opportunity ahead of us is expanding the different types of texts in different places that students and teachers can access using the tool and um you can see here uh some of the names
of folks that we would like to partner with um the ebsco's and proquests and jstors of the world the vital sources and the red shelves the cengages and the wylies um we're gonna we're gonna need to be able to bring that content
uh to students uh in the context of the lms with uh annotation capabilities hypothesis annotation capabilities on on top of it um that is the the major opportunity in front of us and we're already with the
with uh with the vital source partnership specifically and with the slack coalition more broadly um we're we're getting there um to be able to bring more content to students and teachers with
the power of annotation and this is what that is going to look like for vital source this fall um for a teacher creating an assignment an annotation assignment within
the context of the lms they will be able to um not only select from some of these other resources uh resources on the web resources in the native lms file repository resources and google
resources in onedrive but also place you know vital source um delivered content and with that i think i've reached my last slide with five minutes left
this may not be the most discursive of topics but i'm certainly happy to answer questions um if uh if folks have any feel free to drop them in the chat or better yet in
the q a maybe there was something you were hoping to see here well what better time to ask for it directly uh so jeremy here's a question from
jeremy he's the other jeremy who every time i see it his name i think it's you but it's not it's another jeremy um and he asks how healthy are conversations re as in
something like participant posting um sorry somebody kind of addressed it in the chat a little bit but i thought i'd surface it so i mean i guess the question might be
and feel free to raise your hand and speak up or or re-articulate if i'm on the wrong track here i mean i guess the question is like what is a healthy conversation how is that determined um we're not trying to define that for
instructors um but we are exploring you know what does it mean for conversation to be healthy um if that's a goal of yours i always like to say and it looks like jeremy's on on appearing here
um hey uh hey go ahead jeremy we can go on camera now uh i was actually annotate so you actually uh you were looking at this the context here was and i commented i replied to myself a little further down
you're looking at the dashboard and it had to do with uh you know measure the measurements the easy to do measurements uh in there and you you use the word healthy
so i was adding the context to that by which i assume you met something around uh the participant posting on a particular topic and so yeah so in fact i don't have a question okay
so much as uh an answer to where i was uh left wondering what you meant because it wasn't immediately obvious to me that by healthy you meant the sort of
metrics that could be uh just passively read by the algorithm true um they're definitely uh deeper you know non-data-centric ideas of health that uh
we're not going to try to why that's why people have teachers yes absolutely because they're in relationship with them oh 100 um but i think you know it's uh
you know we're all sort of machine human hybrids at this point i think it can be helpful to know oh oh my all the annotations in my in my course are only top level nobody's replying so maybe i'll bring that up in class
student asks teacher answers student asks teacher answers teacher asks student answers so do we have a student asks teachers so who's asking who okay i've got more
i've got more questions john is talking about uh helping the chat there um thank you for that jeremy i think i'm going to let me know we do have another question i did have a question go ahead
you said you have another question jeremy no no no i'm out of questions okay all right well we'll see you later thanks again and jeremy i'm gonna surface this on stage this question
you can just read it this is from the q a see that yeah um well i think in terms of stem classes things like the vital source integration are going to be um helpful because a lot of stem classes
are going to be using in bigger textbooks that might be proprietary they might be bigger courses so i think some of those basic functionalities will make it easier to use in some stem classes um
i think uh we want to also expand and this isn't articulated in the in the slides i shared the different types of things somebody could be putting into an annotation so right now you can put in
an image you can put in a video from youtube and you can put in a hyperlink and so i think um one of the things that might uh empower uh use within stem courses
is adding to that repertoire of embeddable content that can go into an annotation um and then i'd say the corla and so that's something we are looking into we have h5p for example is something that we want to embed
um and we're working with other platforms that allow you know for specific video embeds and things like that um and then as somebody else asks you know image annotation in stem classes uh
absolutely that's where i was going there's sort of this other aspect which is um what can i annotate you know right now hypothesis is very text heavy it has to be addressable text um and then being able to annotate the
uh the uh the the chart or the graph that's inside of a stem article and you know circle or capture some piece of that image um for annotation is definitely something that
we're working towards image annotation broadly um that i think will be helpful in uh in stem courses as well but diego and uh the other person was brad
but also interested to know from you you know what what do you if your stem instructor our educator what you know what are the things you see besides textual annotation with text and and the other things that would be um
helpful uh from a you know science or math pedagogy or engineering pedagogy standpoint okay so i i magically popped another question onto the stage doesn't look like a
question but i'll try to turn it into one um student ownership of hypothesis that they can use parallel privately and have them bridge to note-taking and tools for thought tools i don't know
if those are capitalized because those are um specific projects that i'm not necessarily familiar with um but uh certainly you know the private annotations
are part of what would be portable by a student uh hypothesis allows um students to take private notes on top of course texts and also have those group conversations um and both of those
are you know uh those that are authored by an individual are sort of owned by that individual and and we want to make portable um to other contexts will there be improved ui for more easy
easily storing hosting than annotating personal epub or other non-pdf files so is the idea is a question here chris that you want to be able to host your own annotations
or to to store annotations on your own personal servers um i think that's something that's possible and we want to rather than prove the ui and prove the documentation around
um so that it's easier for folks to do sorry sorry hello hello can you hear me hello yes yes uh no what i meant was that uh
i say i use i i use hypothesis very heavily and it's it's it's really the cornerstone of everything i do so i suppose students want to be able may like to use it for their own work
outside of school and actually have their own personal private copy nothing to do with the institution a kind of red native you know something that that lives on there on the mhgs
and in fact if you do that you could actually then then just take everything that that they want from there from the school work has already been part of that and that's that's right
saying and and also i'm involved in people in this note-taking space and networking tools and with fishing and other web native tools we're really exploring uh the possibility of really
creating interoperability across note-taking tools so the future is yes that we would like to read is that it doesn't matter what you know bring your own note-taking tool to your data instead of you know going somewhere
where there is there's some law taking capability and i'm just saying that this is how this is coming up and i'm interested whether you would be interested or hypothesis would be interested to join this sort of sort of web native
movement which basically means that what if if the only thing you need is a browser so all your data is privately securely hold on all your devices and i really my my vision is to really
bring hypothesis into this world and back so so that it's a it's a new level of of integration and that really is the could be the stepping stone to to what dan was talking about which is
you any capability should be just one click away so so i i i i first of all i want to ask you whether you understand what i'm talking about doesn't make sense you know any questions could i really
really believe in hypothesis and inspired by and this is the way i see that it could be really moved forward that's very an answer to the question of the future of note-taking right yes
yeah i think that i do i think i understand what you're talking about and i think dan and the conversations around future of note taking at the conference um you know show that we're very interested in that space um you know i focused really here on the
sort of formal education context um there's a lot of other work that we have done and that we want to do that falls outside of like how this works with an lms in a partnership with the university and this is you know this is in the dna
this is the origin of hypothesis yes and at some point we want to bring them together right now but i really like what you said that that oh ensure that you know you don't have to wait till the
the the students graduate and leave right you could actually make this sort of private and and institutional interoperability really that's the key that that that anything else that i do at school
should be mine as well you know or by construction yes absolutely um and just just as a kind of way to maybe end um one of the neat things that you know
under dan's um leadership and has has happened is that our contracts have actually pushed back against a lot of institutions um that essentially demand that they are the owners
of the work that the students do it's kind of standard contractual language of universities and colleges and high schools sometimes to sort of say we own this stuff and it's it's a protection against it being owned by the company
right which is understandable but we are sort of treading a kind of in between space where we want to say no institution this isn't yours a student wrote it it's their intellectual property they can do what they want with it we also don't own it um and so we're
really trying to privilege the individual user and it's been an interesting kind of legal question with many of our partners because we will always want to keep that line in the sand if you will so that we can achieve what you're talking about
um you know for students yes but but i mean the whole point of having a kind of web native side car that sidesteps the issue because the other it would be the other way around the student creates
its contribution his or her contribution in his his or her space and makes it available to the institutions okay right yeah i think this is understanding yeah i think to some
extent that's you know when we get to look we've had to we focus on education that's the use case that we're focused on that's an area where we're gaining some sustainability um that's just a fact um and we want to do these other things
and when it comes down to uh you know the starting with a learning management system integration that may be seemingly opposed to this web native movement i think that's maybe misunderstanding the approach
which is we're working in the marketplace of education we're building something institutions can get behind but we want to privilege the uh ownership and the rights of the individual users and the students and when it comes that there's going to
be some complications and and questions about what that looks like how a student brings a hypothesis uh account and content into an institutional setting or how they take it out of an institutional setting
and you know our philosophy is that in all cases that should privilege the ownership of the of the user uh and the student but there's a lot of work to be done uh around that um yeah i yeah i'm just volunteering in that space so so
yeah i appreciate it yeah let's stay in touch and thank you very much thank you very much thanks for your feedback yeah yeah bye-bye uh michael is asking uh about um about
a repository for hypothesis lesson plans and other resources that is coming uh franny and nate i don't think ever sleep and are working constantly on all the different things including this wonderful conference
and one of the top priorities is the launching of a liquid margins collection um that will include assignments activities all manner lesson plans things like that that will be a place where teachers can
go and my understanding is that we're 95 of the way there uh and so i think that's coming very very soon i'm going to go ahead and just say that nate and franny are going to get that
done in the next uh six weeks oh i i started working on it last night i'm halfway done already but yeah thanks but yeah it's coming we'll stay tuned michael i'm really excited about that too
yeah thank you michael um let's go ahead and end that and this here thank you so much jeremy and thanks everyone for your great questions jeremy do you have any parting words
yours just you know thanks for being here with us uh for this session and i look forward to seeing you in the other sessions we have some more coming up this afternoon
and tomorrow
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