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okay greetings folks uh as you all know and you can see on the screen i made angel let me get myself centered here on the screen uh from hypothesis and um sorry for the late start but as usual we had a little
bit of technical difficulties which seems to be happening in every session today which is fun no no we we won't point fingers no pointing fingers um it's all good we've all had technical difficulties especially over this last year when we've been asked to do so much
um unusual things even though we're all so used to it there's still the possibility of national yes it's national technical difficulties day as franny points out so here we are at any rate i'm so um honored and pleased to be able to have
these folks here with us today for this informal featured educated office hours and so we have with us here um miriam cortez cooper who's um from the rocky mountain university of health professionals i
myself am a colorado native so i'm very happy to have colorado represented in the house are you you are in colorado miriam no everybody says that rocky mountain is actually in utah
ah oh my gosh well as a coloradan i'm going to have to take a little bit of umbrage with that given that the rocky mountains don't extend over to utah but we're going to let that slip for now um and
i'd also like to introduce um karen nichols who's from boise state and so we're at least representing the west here though i'm actually located in portland oregon right now um so we have
multiple western states at play here and uh before before uh i kind of launched things off with with our invited guests here i just want to say that this session
we've really tried to design this to be a kind of informal drop in kind of almost like coffee hour where folks who have experience using social annotation can kind of talk with folks who maybe are less
experienced and we can kind of talk about maybe things around pedagogy or practice there's a separate session that just ended uh that's sort of for more technical details so
hopefully we won't have to delve into that too much although we're always willing to entertain a technical question um and so i thought i'd start by kicking things off um with miriam and ask you if you would just briefly describe
what your role is at your institution and how you came to know about social annotation and start using it in your practice yeah i am an associate professor and
teach in a number of courses that are all related to forming doctoral students in physical therapy so they're entry level students and
really somebody came to me and said hey look you want to try out this new tool that's really how it came down to and i was excited to try it because i love
um having articles journal articles that our students would have to read and it was always kind of a uh you know an issue that when students are first learning how to read an article like how how do
you go about it and so it was just a really easy way for me to highlight and say oh this is really important so i started off there with just highlighting and and getting students kind of i'm used to that to
them posing questions in the margin for students to have to answer and then also having and then eventually also using it as discussion points for students to have in small groups
so that's kind of how i got into it was just somebody asked me you want to try it out and i'm always willing to try anything so that's how i did it well that's that's that's great um and i
was really uh i know that um your institution was one of the first sort of um institutions that was focused on medical education that um adopted hypothesis formally and so
you guys are kind of pioneers in that respect and it's really been interesting to see um other institutions focused on on medical teaching and learning have sort of picked it up so we'll let's still learn that in a second but let me give aaron a chance to
basically do the same thing and just introduce yourself let us kind of know what what it is you do on a day-to-day basis or boise state and maybe talk about how you got to know social annotation and started using it
sounds great uh i teach in the business school at boise state and i teach in management uh predominantly strategic management but i also have an innovation
and change course and um i'm a recent academic i lived in the software industry before and i love all software tools
and the more useful the better so it was a um i teach fully online courses to non-traditional students and i'm not a huge fan of textbooks so i like oer materials
but i was like how can i get the son of a guns to read it and i was searching for a tool and our center for teaching and learning put on a workshop and included in it was a blurb on
hypothesis and i thought oh this is good because hey i can get them to read it you have to post uh um annotate twice per each article i can do something like that
and say you've got to do something um and lo and behold they did so i don't know if i'm going to answer your next question mate but they went so far above and beyond
what i expected what i asked for and i was fairly vague with my you have to annotate twice per article and that's all i said and they were going into these paragraphs and writing it
so last fall we moved online i tried it with my mba course and they're not as pliable potentially as underground so i better be careful here i don't know who's in our audience
but they went full in and they did the same thing and i'm just like i have no idea what the magic of the tool is but i'm in i'm i'm sold that's great and you know i also turn
behind you i see a guitar and i'm wondering if do you do musical numbers at all too during your your work it's it's a cello oh cello even better it's a cello and i uh set myself the
task of teaching myself the cello lessons would be much better so at the moment i also enjoy the view of the cellos oh got it i can do a twinkle twinkle that's it
that's right well maybe i can do yeah that's more than i can do too maybe we can have a little um i think we might not all know the words though so maybe we could have a little session a little bit i've heard that the cello is the instrument that is closest in
tone to the human voice and so i i actually went to a yo-yo ma concert once um he's a pretty good cellist i've heard yeah well what i really love here is
that we've got two folks who are really focused on kind of professional disciplines um and you know uh social annotation and hypothesis in particular have sort of
maybe had their deepest roots in english and composition as disciplines um and kind of branched out from there into um you know other kinds of humanities and social studies work
but i have always had it in my mind that um it's it's really in a lot of the professional disciplines where um social annotation can become really really valuable because i had
actually originally thought of law where so much of law is about deep textual analysis and interpretation right but reading is really fundamental to every discipline and in the professional disciplines in
particular it seems like so much of what is um necessary and i'll get your your thoughts on this in just a second but so much of what is necessary is for students to start to learn how to
um work in it think through professional um situations and issues and concepts in a group setting with other colleagues whereas some of the other disciplines may call for
more kind of solo activity if you will and so i'm wondering if you found the social aspects of the annotation to be particularly fruitful um in that kind of professional setting
and maybe start with karen i don't know unless you're not ready no that's fine um i don't think i've taken full advantage of that yet so it is happening organically
so at this point in time the way i'm using the tool is i'm kind of have at it here's my expectations and go to town and i've been really surprised at the conversations that have
happened so a personal post there'll be replies they'll go back and forth um and i've been super impressed at how that's happened i think one of the things that i like
about it i'm not totally going to answer your question nate but is that i can group together articles and they're not academic articles mary i'm just to be and i love your idea and i've already been thinking about how i'm
going to use that but i'm using more like um hbr harvard business review just some of the more popular press articles on the profession of business and i can put them together from
different sources with different viewpoints so we can get that juxtaposition and they can discuss it between themselves so like here's one that's for here's one that's against
have at it go go enjoy and read so that's kind of been my approach it's worked amazingly well so far well it does sound like there's kind of like a natural social conversation that's starting
whether you like it or not right just by the virtue of the material that you pick the students that you have and and the affordances of the tools so that's that's awesome what about you miriam is have you have
the social aspects stood up they have just because i you know oftentimes you get students that don't want to be wrong you know and so if you pose a question you know there's a one right answer
and when you're really trying to get away from that when i when i pose questions in the margins of papers like i said i highlight it put a question and um i have them in groups and so then they because we have
50 students so having 50 students all annotate on the same question just becomes crazy so i get them into sections so they're usually like five students or so
in each of these different sections and so they can have these discussions uh within their own sections only look at those and i they can do it asynchronously so i can just put that out as an assignment
and and have these questions and then students can answer them and there's not this feeling of like oh there's only one right answer they just are voicing their opinion in a way that is
um you know related to the question i put and there's just no you know there's no bad feelings about it if i could just add on to that too i tend to teach
non-traditionals students and that ability to share their experiences really really comes out in the annotating in me oh man this happened to me hopefully slightly more professionally phrased but
not all the time um they can give their examples and really get that social learning which is awesome and um i find happens
remarkably often considering it's not a requirement of the assignment yeah on occasion when i like i said you know if i'm looking at like social determinants of health or something that's a lot more um that's
not as cut and dry as some of the sciences are then definitely there are those shared experiences that you're talking about karen i think one of them was um looking at the impact of sleep on overall health quality and so some of
the things you're talking about was like okay well think about multi-family homes and you know is a person sleeping in their own bed how many kids or how many people are running around and what's the outside noise and what's the ambient lighting you know like all of those sorts of
stuff and there was just a lot of really nice um chatter and discussion um in that article um about that aspect yeah something that every human being
can sort of uh you know relate to right is how much sleep one gets and whether or not it's enough and what impacts it and like uh okay your partner snores okay maybe too much information on that
but you know like you know just everybody sharing stuff about like oh yeah okay it's something i can relate to and and add on to so yeah that that makes a lot of sense and
so um miriam in you know you talk about kind of delving into some more cut and dried science um which i'm sure is a big part of part of your studies there are are you reading um mostly in
textbooks or are they scientific articles or what kind of materials are you assigning in those cases yeah they're scientific articles um and so for them it's a new thing to do as well and and to start
parsing through that what is good about it what is not so good and it's a wonderful way it's a wonderful tool to start teaching them and again they're not so much um in that instance where i'm using it
for the first time for them to start looking at an article and critically appraise an article then it's easy for me to highlight and put things up there for them to see um before then
i have them to start doing the same thing so it sounds like you do a lot of preceding of the work like adding your own questions to kind of get the discussion going right got it yeah well the uh a real
deep scientific article is a pretty it's it's a kind of reading that not a lot of people have had a lot of practice doing right and so i can imagine that um some guidance there works well and it's like i've we've
heard other educators talk about how um the practice of reading is sort of an assumed skill but there are different kind of models and templates for how to approach reading in different contexts like with
maybe scientific articles and so it seems like you're kind of using it in this mode where you're kind of modeling a certain you're calling attention to ways that one might read this article
that can lead them down a path that they may not have traveled before can could i ask miriam a question sure yeah no this is a free free form discussion um miriam um
when you say you you the term was seating you're doing the pre-work are you able to copy that from course to course or do you do it each time you teach the class separately oh it has been um fun
learning how to cover how to get it from one course to the next um but no because like i'll have uh 15 20 annotations on an article and i'm like oh
i do not want to do that twice um so um matt um from um i guess from you know um i annotate has helped me
um go through the back door on canvas and uh be able to copy over my stuff so it can be done um he has helped me twice um in doing it and i i think now on the third time i'll be
able to do it by myself but i'm 100 sure that's that's very interesting just because i kind of like to do that but yes the prep work sounds a little bit
daunting yeah yeah you've uh i i think you're probably talking about my colleague matt dricker who uh works a hypothesis in our support
sorry yeah no no problem um and you know you've hit on something that i think as a as an organization we've realized and that's that there is this need to kind of
have templates or templated readings that you might move from course to course or from reading to reading if you have multiple groups like in your case um and so um the work that you've been doing working
that out now is going to be really helpful for us to figure out how to make it into a tool that everybody can use more easily so we really thank you for that that assistance and trying to get it right because
it's so hard to design uh software to do something if you don't have real kind of you know examples of what people need in front of you and so you've brought one to us so thank you for that um
and maybe maybe karen will bring more well you know we've got a couple questions now from the audience um and uh i'm going to bring this one up on stage here from from chris
uh see so we can all see it and read it i'll read it out loud so depending on what and how they're annotating i'm curious if miriam has noticed that the visual part of annotation has helped in a memory aid in students
practical work this can be done in other settings as well but in this text-only environment um you know maybe even like thinking about the idea of the degree to which highlighting something helps maybe having a
conversation pinned to it might help yeah you know that's a really great question and i haven't assessed that like okay so is learning better when they um when they are
doing that highlighting and responding and answering questions um you know certainly i do when i do my quizzes for you know tests i i mean i do ask questions that come
from the article i think it may be is less daunting when i do that but i haven't you know really said oh do students learn that or do more students get that answer or get that question right
um because they were engaged and it would seem to make sense of doing that that's a good good question yeah and feel free to jump in if you have anything to add in any of these karen i've got another question
teed up for you though so um yeah and i would just follow up with that that you know there's just starting to be um a lot more deep research into um what the impact of social annotation
is on various kinds of student success um and so that question about um whether or not the act of annotating can have an effect on other
student performance you know or assessments um is uh kind of an open question so far there's tons of anecdotal evidence that there's a lot of benefit to it but
um the really rigorous studies are just kind of starting to kick off now including one that's happening at indiana university um and it's just the first year or the first semester of it is coming to a close or just came to a close i guess
on this spring and so we'll start to see some outputs of that it is in the english composition discipline as opposed to um you know medical um but uh i'll put a link in just a second about that too and we're we're uh
we've had a scholar in residence raymie collier over the past year who's been helping kind of foster uh educators who have research questions and to try to think through how those
might be pursued in a kind of more formal way i guess as you know it gets pretty complicated with irb and you know all the different kinds of things that one might do if one's going to really do a formal study
um so so karen another question has come up here um from john and i'm going to pull it up on stage this one is short but maybe sweet have you ever used social annotation to practice case analysis
and i haven't um and that's primarily just because i don't use the case method for teaching i think it would be an excellent tool to do so i think getting the students whether they be in
teams as miriam's done or doing it individually my classes tend to be smaller i tend to be certainly below 30. um but i think it would be an excellent
tool to discuss it cases and and get into the depths and keep pushing each other as the students go through it one thing i just want to go back nate on
on whether there's a benefit for the social annotation um so one of the clear reasons why i wanted to use this well there was a couple reasons
um one was discussion boards can i be really blunt we still have blackboard discussion boards technically this is being recorded but because these are
normal conversations yeah right so discussion boards i find for me are a real challenge unless i'm in there two or three times a day nudging them and egging them on and i'm going oh my goodness
you know this wasn't my thought of a full-time job was to to keep students going in the discussion board and it's really hard to get them engaged in a discussion board any kind of thing like that
so i actually do use a separate tool i'm not sure if i'm allowed to mention it but for discussions separately okay and then i have the social annotation
and it's meant to really focus on the reading and what i've noticed a the discussions all over have improved and be their assignments and their work just because they're actually reading i
have a better discussion board tool i have a social annotation i'm giving them lots of opportunities to think and talk and integrate their learning and then when i have to grade their assignments it's just so much better
so uh from my perspective it's a it's a total win do i have actual proof um mine probably would be um grading time just because
their assignments are better and i'm focusing on the finer grading elements like you need to better critically analyze this versus you don't understand that term go back and read the text
so it's just a different level of discussion that i'm having with the students but the vast majority of the students this is not the fantasy or the silver bullet but it definitely is a super strong tool
i think that's my long answer to a multiple questions yeah i know that's that's really interesting so again you know more anecdotal evidence if you will that there's kind of an improvement and i'm interested particularly in this
this element of um how uh you know it make the the fact that there's a new way to engage with reading has led to these other kind of benefits
even in discussion forums right um and in the assignments as well um and it's almost as if um we've all we've been assigning readings for centuries millennia right
but um it's all you know it's it's always been difficult to motivate people to get deeply involved with them and when they do it's difficult to know that they have right except through you
know the degree to which they can bring it out in an essay or an assignment or a test right um and so this is i one of the things that attracts me to social annotation as an educator is just this idea
that it gives us a new powerful way to actually make it worthwhile to read right like it gives it gives people a new motivation to actually want to go to the text and read it
i can i can grade it they provide grades they enjoy the camaraderie and even for the fully online courses i'm i'm actually going to use it in my in-person mba class on the call
so i'll let you know how it goes because i'm wondering what their um feeling about it will be so an nba professional mba which means again non-traditional students
they either buy in or they don't there's not a whole bunch of middle grounds so we'll see what happens that sounds like my group of students karen they either buy in or they don't and
mine are all a face-to-face class so mine i don't i do this with my face-to-face classes yeah i was actually going to follow up on that a little bit yeah and maybe start with you miriam so
because a lot of people i think especially over this past pandemic year have really used social annotation mostly in like an asynchronous remote context right uh so could you talk a little bit about how you weave it into
a synchronous face-to-face class yeah and you know it's not really all that different than you know getting um small groups together um asynchronously instead of doing breakout sessions or whatever right
well i did that too but anyway um but yeah so they could um and this was actually before hypothesis developed um uh the ability to create sections in
canvas and then have the small ones i just i would get the students together they would discuss the information and then they would type their responses from their group and then another of course i had
five or six groups around the room so everybody was typing in and kind of having that conversation but they were doing it on the on the side first but i mean even face to face as as a class prep assignment could be you know
part of that like karen said i am not at the end of the discussion boards in general i and so if i could have a article in this students have a discussion on the article i would much much prefer
that to see that than to have a discussion board on canvas that that makes sense it's like um i guess the the thing that i always come
back to is how um so often in a discussion board you are talking about something in a text right or maybe you're relating back to something in a text and yet it's not there the text isn't there and so you have to go somewhere else and maybe copy
something or try to some complicated reference to it or something it's so handy just to kind of move that whole discussion right right yeah and i'm uh i'm i'm wondering too karen if you
you say that um when it comes to the fall you are um gonna have a face-to-face class and you're thinking to also use social annotation there um do you think it'll be different than you'll do use it differently than you
have been uh remotely i don't think so i'm just curious as to how it be received so in um
how do i express this i teach the professional mba capstone class and it's an awful lot of hands-on working on a project in teams so traditionally this class didn't have
a lot of reading associated with it it was more you've learned it through the mba now we're going to apply and yeah they still need to do some reading um this is my third year teaching the class now so i'm
very confident that we still need to do some reading um and again i can prep them just like miriam was saying it's a pre-class warm-up it's go ahead and uh read the articles annotate before you
come to class so that we're all on a on the same footing is the goal when everybody was online they expected to do online work i think they still will i think they'll still be
uh fine with it i've found it wonderful that really i've had to do zero prep zero training zero anything with a tool there's just a link it's click on the link
and annotate and i think pretty well i i do give them links to the help menus and things like that um but i haven't had to do a thing and i don't think i've had to answer a question
yet unless i've goofed up the pdf and i have done that a couple of times um easy to do you shouldn't blame yourself the pdfs can be tricky right and that's what i like just because i can put them
all together and it's a little bit tidier i'm old school who knows which way um but it works out um it's just been such a good tool i am hoping that the students in the fall will just go
oh yeah this works fine it takes me a couple of hours i go through it and now i'm ready for class one thing that we've heard um some other educators say even here at the conference is um
how uh it's a little bit like a flipped classroom situation in the sense that if the students are doing reading beforehand with social annotation there's kind of a layer of discussion that happens maybe even
before you get into that synchronous discussion about it and so um that that when you finally do come together whether it's face-to-face or online to talk about it live you're actually starting from a different place than you might have been
before because there's been that social annotation conversation going already is that totally i i'm totally assumptive that they have done the readings and they know what i'm talking about so
um i think again the compliance it's probably not correct but 99 of students do it so it seems to be
an easy uh task um i either willing to do it they're able to do it and they do it well that makes sense well here's another question to shift gears a little bit um i'll bring it up on stage remark and
i'm gonna um rephrase it even a little bit i break it i'm breaking this into two questions mark so forgive me if i'm misinterpreting here but so one question that i'm sort of curious about is how
if you have um grading or assessment attached to the act of social annotation itself so are there like assigned numbers of annotations that need to be made in order to get a grade or is it a cost participation kind of thing
and then the second question is maybe this thing about getting credit for for prior learning which is somewhat of a separate separate issue so maybe miriam can we start with you about your
assessment practices here yeah and i really have just been um as more participation so of course when i first started using it it was like okay i want to see you know
five highlights and you can just if the in the reason why you highlighted it you know like just something really basic just try it and then i was like okay let's graduate to the next level and that's like you
you uh like i said need to answer questions but i it was really totally on participation and not okay you got five points if you completed the assignment and of course i would scroll through everybody's
to kind of see but i wasn't grading quality of the responses but i will say um our students tend to be quality students anyway so they're going to give me
they're not going to give me junk so um that's more than probably the nature of my of my students so definitely did not have anything other than participation
points got it and i don't know if there's any prior learning credit in your institution maybe not for medical stuff yeah no not really it's not the kind of thing where
i treated my own headache can i get prior learning experience for that yeah what about what about you karen um uh do you how do you work the uh um social annotation into the uh
actual assessment uh of in your course and then what about the prior learning question that's a separate thing so uh i think i'm kind of where miriam said she started with which is i do give points and i do tell them
uh how many annotations i i um both an easy marker and a bit of a hard marker i.e if they do the work i'll give them a hundred percent no problem with that uh but if i say i
want an annotation per article and they try and put the five annotations in the first two pages of the first article yeah they get credit for half an article so i
pay enough attention um this might be a little bit out of line but i find if i nail them first early on in the class things go really smoothly after so i've
learned to grade hard in the early stages and then i can relax by the end and we're all happier um i don't do the quality with grades i.e because if
they do the work they get 100 so i won't give them more but the student has now put a marker and i try and let the students know it's easier to do in a face-to-face classroom
but if i know your name at the end of three weeks it's either really really good or really really bad and the social annotation is a way to make it really really good so even though you can't get more than hundred percent
you've now got my attention and that's kind of fun because the learning and the teaching will go to a different level so i can't give them points but i do try to provide some way to incentivize them to
work a little bit harder or go beyond yeah karen i agree because it's usually embedded in an assignment when i i give that and so the feedback on the assignment can just be high praise it can be like wow you know
you're doing some really nice critical thinking i like how you're you know doing this and and you just give high praise and that will continue and then um for the individual that was kind of superficial you kind of say that
you're like well you you met the criteria what i'm looking for is for you to you know wrap your game up just a little bit more i want to see this i want to see that and that's just you know
the gestalt kind of piece that makes sense i think people are getting a really good handle on on how this is working in both of your practices um i'm wondering uh if anybody in the
audience would actually like to join us on stage and be part of the conversation because we also have that ability it doesn't just have to be my giant talking head and these nice folks
and while we're waiting if you all want to think about that i saw that shauna who i know is that i believe at the university of minnesota twin cities um uh she had uh
gestured toward this anecdote that folks are saying that they get 10 minutes back in class from from social annotation uh that are sort of is not spent maybe on the basic parts of the reading anymore
um something like that i i see a lot of nodding i was gonna say i think i get two to three hours of grading back a week because i teach condensed courses so i'll um i teach seven-week instead of 15-week
for the fully online but just because they've read the material it's just so nice so now when i ask for the assignment they're actually at least better using
it we've just clicked up a level and it's fantastic let's let's head pounding my forehead's filling out now it's not quite although that keeps the wrinkles down on my when i do it to myself
um so i you know that's actually maybe the first time i've heard that uh particularly that way karen where this idea that um i mean some people talk about uh well some instructors talk about
social annotation being a bit of a burden because it's this new area where you have to spend time interacting right or you you might not be replacing anything but adding it and so it's more work but what i hear you see saying karen is
this idea of the actual the time spent grading going down because people have done the reading and i think that's the first time i've heard that i mean some of the other folks on our team might have heard it from someone else
but i think we're constantly in conversations with educators having this dialogue about well does is it going to make my work easier or is it going to make it harder is it going to be more for me to do right and what i'm hearing from you is
it's actually maybe decreasing the questions yeah i i find now uh we've been using blackboard and the integration of hypothesis in blackboard from my perspective was very good uh
we're moving to canvas in the fall so we'll see so i might need to hold off a little bit on that um but i do believe just having that nuts and bolts that they've read the materials
and the annotating i'm not asking for a 10 an article so uh it's not like i can still guarantee that they've read every paragraph but they had to do something so at least
i'm better prepared and it's fairly easy for me if i read an assignment and it's just totally off-base it's okay you didn't do the readings go back
so it i find it less frustrating quicker time yeah and actually maybe i maybe mispronounced your name i'm not sure if it's shawn or shayna sorry about that i should know better
but uh yeah she's she's um she's agreeing that that's what they're seeing the same kind of thing in minnesota um and that actually led me to like a whole other uh question and that is um oh first i
wanted to say karen that i think you'll find the transition from blackboard to canvas to be probably um better even only because we've been able to do some things in the canvas environment that we
haven't been able to do in the blackboard environment and canvas is actually a little bit easier to work with from a tool integration standpoint and so we have a tendency to roll new things out there first and then
bring them to the other lms's later so you may i i i'm hoping fingers crossed that you'll be um happily surprised when you uh when you get onto canvas not that not that we're trying to plug canvas here or anything every lms is
is fine um we're agnostic when it comes to that um so uh but that led me to this other you know kind of idea in question that i'm wondering what you guys think about and that's some
ah whether or not um you know just as as teachers in your practice if um by using social annotation
and and kind of getting that extra level of engagement around the reading or at least knowing that there's that level of engagement about the reading and being able to kind of make it visible and interact with it
um is that changing um what you think about assigning his readings at all and maybe start with miriam i don't know i'm just throwing this at you out of the blue so you might need to think about it um i i think if i
understand you correctly nick you're asking if the fact that the students will be doing social annotation if that changes like what article i pick to for them to read exactly yeah and i
would say no i'm not that exciting i mean like i don't i don't have really typically controversial um readings or so they're a lot more cut
and dry um so i would say no you know some that would be richer for social annotation versus i'd say no i'm sure karen probably has might have
have a different take on it but no i i'm potentially first off i'll say that um i love oer so open educational resources
and so hypothesis can i don't want to say mimic but do some of the things that the big textbook publishers are trying to do i.e to make sure that students actually read the materials
but this is in a more social environment i get to choose the readings i get to put them together i'm currently developing a course on entrepreneurial management and it's all the boring nuts and bolts
stuff and i'm really looking forward to a hypothesis with that because i am putting in some readings that are uh i want to say theoretically scaffolded i.e
i'm hoping that they are scaffolded they are in my brain we'll see what the students think about it so easier harder harder and i have one where i think five articles which is a fair bit for undergrads who
are in a condensed course um but i'm hoping that they'll be able to help each other go but wait isn't this the same concept that we used in the first article and i told them that there would be multiple
concepts and terminologies but we'll see how it will work so i'm hoping the answer is yes and that i don't think i would have had the nerve uh to give them these readings without the social annotation
capabilities of that there's no wrong answer i can write in here huh what the heck is this all about and i actually don't get dinged by the instructor other students come in and help me figure it out
so um yeah i'll let you know how it goes yeah interesting yeah so do you in your when you bring together your different texts that you've selected are you pr it sounded like you're primarily bringing them together as pdfs
inside blackboard up till now yes so i have been and and i know there's other ways to do it but i make it one assignment so i can group everything
together and i think that's still you know a small vest each of my control issues i am being um slightly silly so no not at all i i'm really uh
totally appreciating your perspective here um i'm just uh oh i i really want to would you be willing to come up on stage shauna so you can at least correct your pronunciation my pronunciation of
your name you're saying all sorts of good sorts of stuff in chat oh wait we have a raised hand yes that means that we can invite her up on stage so i'm gonna bring her up on stage so she can finally
school me on how to say her name correctly hello we see you and hear you i'll move to my other camera i'm sorry i don't mean i'm sorry i'm putting so many comments but you're miriam and karen your your
comments are just making me put so many ideas through my head so i really appreciate this conversation and nate you were right it is shawna so okay spot on yes okay great i respond to anything so
oh yeah me too i'm just like don't call me late for dinner so so um actually while you're here shauna what if you could explain a little bit about what your focus is on in minnesota like what what is your
work like and kind of answering the same question about how you got involved with social annotation yeah sure happy to um well i'm an i'm an academic technologist so i'm not faculty i'm not teaching but i support
all of those of you who are um and we got involved we've been pursuing hypothesis um before the pandemic came and then when the pandemic hit
we said we need something else to add you know to give faculty another tool in their toolbox for teaching and so we did a pilot with hypothesis and hypothesis was fantastic um i work in the college of liberal arts
we have 14 000 students on the twin cities campus at the university of minnesota we did a very limited pilot um which is what let me which is why we did these evaluations we did evaluations
both in the fall semester and spring as a way to decide if we were going to have university for some money to support this so that's where we did um focus groups with
faculty who used it we had constant contact with them through the semester and did student evaluation so that's where my reflections are coming from is um from these we had about 30
i would say 30 to 35 faculty use it each semester about there interesting is that is that faculty across different kinds of discipline i mean i know you're in liberal arts and sciences but
yeah liberal um philosophy history languages world languages english composition um religion i said you know that actually brings me to a
question that could be a really big help to me shawna maybe if you could help we we're having a world languages panel here and we have some really great faculty who are going to be joining that but the one thing that i'm missing
because i had somebody pull out is somebody a lang a world language teacher who's working in a language that doesn't use a latin alphabet i don't know if you have anyone i did not have anyone try that
oh no i did i did have a russian in russian i did have a russian professor yeah do you think they would be willing to at the very last minute pop into something let me pop him an email and see okay
no pressure if nothing else i could get some feedback from him i'll be there tomorrow so okay great um trying not to take over the comments again oh no okay i mean this
this uh office hours is supposed to be exactly this where we just kind of casually get together and so i really appreciate that you've been so active um and i'll just say that one of the reasons when it comes to world languages uh
you know obviously you can annotate any text any text that is annotatable in any language can be the target right of annotation um and even there are some difficulties in languages
that move in different directions so up and down or right to left as opposed to left to right but it's all sort of solvable but one of the real big strengths is the annotations themselves
can actually hold almost anything certainly in terms of language any alphabet any language in those alphabets um also equations and you may have also been using pictures and videos i was going to
actually ask about that um but i see that we're actually getting really close to the end of the hour and you guys probably all have other stuff to do and so i'm i'll just stop with that and say um uh and i'll ask all three of you now that
that shawn is up here too starting with miriam um do you miriam do you have a favorite annotation that you've come across um that you could kind of talk about that you've seen a student do
putting you on the spot boom yeah i don't know um one day like i said i can't think of one in particular like i said i really enjoyed the annotations on the on the sleep um just
just all of that discussion was was really um it was good and have your students mostly been making textual annotations or have there been things like pictures or videos or equations um mostly all textual i'm the one that
will add in other links to other articles or links to other entities if the article mentions something that i don't think that they'll be familiar with then i'll go out and get that resource
and put it in the in the annotation right yeah linking is the seems like one of the first you know kind of advanced things to learn is you know making a connection out to another text
that's right what about what about you karen do you have a favorite annotation that you've come across or uh so in one of the weeks you just have to talk we're in business right you have to talk about leaderships and
supervisors so those stories that come out are just great fun about the best and the worst bosses that they've had uh current past and
sometimes even they're thinking about the future so those are probably uh some of the best ones that i've read i don't have any off the top of my uh off the cuff
well we wouldn't want to violate something if you ask again i just might go back and through or start getting a collection of the best annotations yeah well we wouldn't want to violate this in privacy either um and have do you find your students um
going beyond text in any of their annotations no no no so something to go for uh non-traditional students which tends to mean even though we call them non-traditional it tends to mean
they're very traditional so it tends to be very uh word-based but yes i should try and get them beyond i am also very word-based so it fits with my uh
being but i will keep nudging them the links are a great idea bonus marks for links i just may try that yeah right what about uh in minnesota have you seen it in the end i know that you may not see them day to day in your
work but i don't see it day to day but i'm in regular conversation with faculty who are using it um and the focus groups and the meetings we've been doing so yes there are some who have been really encouraging
using the linking absolutely but the dance class that they talked about in the research section she really encouraged them to find video to to express and illustrate what they were talking about so i love
the images and we've really been encouraging it um to get beyond text yeah that's really when when i heard there was a dance class sorry go ahead yeah oh i think
students struggle in other technology i use students really struggled to be able to use visuals to explain their thinking or to explain how they're thinking and analyzing visuals so i love the meshing of
annotation of the text with visuals so i was just thinking i could get them to put in a chart find a chart because we're about data and the
visualization of data not quite as nice as dance but it could work find a chart that represents this article oh that could be fun yeah thank you you can also sometimes seed uh seed this activity
i've seen some educators do this where they um they'll start off the term with a very informal annotation thing just to get everybody's feet wet and it'll almost i don't want to say it's a joke but it's like you know a very light piece of reading
that's maybe related to your discipline but isn't you know a deep reading and the the goal is just to have them uh annotate it with images that express their reactions to different parts just to kind of practice that because
the image linking in images can be a little bit tricky um it's not as obvious as it might seem at first so giving people a little bit of practice can be a good thing well i know it's we've now hit the top of the hour and so i
only recently learned what that meant i get that top of the hour means the hands are at the top of the clock i guess i was raised by wolf so anyway we didn't have a lot of clocks um thank you thank you all so much for
coming here i really appreciate it was a great discussion um and i welcome you please be in touch if if you have questions um for hypothesis you know i hopefully how to get a hold of our support i know that matt is a
special favorite of some people um and he's he's with us so thank you so much and um i'll let you say goodbye and get on with your day right thank you
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