Video: AnnotatED Workshop With Jenae Cohn at OLC Innovate 2022 (DocDrop)

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we call this an annotate ed workshop because there's now a community of many hundreds of people and hundreds of schools that are all engaging with social annotation in a fulsome way

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and annotated is our name for that community and so this is now maybe the sixth time we've done this in partnership with olc and i'd like to thank our llc uh colleagues for um joining us in this um

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in this workshop but this you won't be able to see you can't even recognize the logos on the slide anymore because they're so small but this is just a smattering of the representation of the kind of schools that are that are involved in annotated and doing social

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annotation uh kind of for reals at their at their campuses i'm assuming that a lot of you in the audience are part of that i know janae is at csu sacramento where she is um and so we welcome all of you whether

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you're part of the annotated community yet or not um hopefully we'll be in the future if you're not already and so uh as i said before uh and our agenda is really uh these uh gonna be chopped into

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one quarter half an hour about jeremy um leading you through getting us all on the same page about what social annotation is how how hypothesis works with that some of the pedagogical and educational affordances it lends us and

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then we're going to dive over to the show with janae and spend a little time talking with her about her keynote at olc and her writing and her work at sacramento state and then we're going to dive directly

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into a reading we're actually going to be quiet for a while and read together and then do some annotation as well during that time and then probably have quite a conversation on top of that as it moves forward and i think this is the

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moment when i finally give it over to jeremy and so i will do that now and without further ado dr jeremy dean my beloved colleague thanks nate thanks so much um it's great to be here virtually with llc big fan of the

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organization and a lot of great connections at previous conferences and hope to be face to face sometime uh in the future maybe maybe we're about there um so let me get you let me get us on the

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same page around annotation i feel a little bit humble doing this because we have an expert in digital reading who's really the um the marquee event of the show but i'll do my little thing and then hand it over to janae

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and to all of you to talk about you know social annotation and digital reading um in just a bit um i'm an english professor by training i taught high school english i went to grad school for english i taught

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literature and composition when i was getting my graduate degree and well before i ever knew about technologies like hypothesis i was obsessed with having my students annotate um in their texts for the

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course i didn't have much evidence for this except my own experience but i believe that them annotating um the course readings for my course was a one of the most critical things they could do to be successful in the class so i got in the habit of handing out a

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poem by billy collins on day one of every semester alongside my syllabus we've all seized the the white perimeter as our own and reached for a pen if only to show we did not just lays in an

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armchair turning pages we pressed a thought into the wayside planted an impression along the verge and i'd read this to my students and hand it out to try to inspire them to engage more deeply in their readings

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it's really neat to see how this quote sort of resonates with a lot of you know philosophy and educational study these days around social learning and not social learning but around active learning um we'll get to the social part in just

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a second so i'd hand this poem out nothing radically new about that uh annotation has been around uh for centuries uh if not earlier you know nate and i sometimes talk about cave painting as kind of one of the original sort of forms of annotation leading up

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to the the chat of this um video webinar as another kind of annotation but in between um you know the most classic idea of annotation is writing in the margins of books scholars and students have done this

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for century to help uh better comprehend what they're reading to memorize what they're reading and to begin to think critically about their what they're reading and what they're studying and one of the really neat things about social annotation is just that it's part of

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this longer history and for a lot of instructors that are new to online learning and new to digital tools and new to digital reading there's some familiarity in the fact that it's not a brand new way of teaching or learning

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it's taking something that's traditional and kind of adding some of the benefits of digital networked spaces to it and that's what really got me excited about uh

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annotation was when i was teaching at ut austin where i got my phd and working in the digital pedagogy lab there and being introduced to a lot of tools a lot of that i'll frankly say went over my head digital tools like teaching with

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uh you know second life teaching composition with second life it's a little bit much for me um as a tradition rather traditional sort of literary scholar but as soon as i saw social annotation technology i got

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super excited this was around the same time this article from chronicle higher education came out by jennifer howard in 2012 and there's a line that stuck with me that sort of describes the possibilities of annotation

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in digital network spaces i thought she captured it really powerfully when she writes online a book can be a gathering place a shared space where readers record their reactions and conversations um and

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it's really that that i feel like hypothesis is trying to build to uh taking annotation from its analog form and books and putting it in digital network spaces where people can annotate

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and share those annotations together and so this is our vision of annotation at hypothesis multiple layers of annotation on top of any single document

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there can be that layer of private marginal notes i expect later this afternoon you guys will be working in the public layer on top of janae's writing but then you can also have private group

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layers group layers for your course for small groups within a course groups for any one of your learning communities for colleagues in your specialization or colleagues in your office so the multiple layers of annotation

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that are shared and private is the vision of hypothesis and what we've built there are three major takeaways and i think janae's probably going to go even deeper with this so i don't want to

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labor it too much but there are three main takeaways that i've gathered that we've gathered from instructors and students using hypothesis over the years the first is goes back to that nothing new aspect of annotation that hypothesis

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makes reading active and this is what annotation has always done and and that's what we can continue to do especially because a lot of times when we're reading online we don't have a

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margin like we used to in a paper book um it's on a website where we can't necessarily write and hypothesis kind of opens up every website to have that margin like a page that you own and can

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have in your lap a neat thing i like to point out on the slide though that is kind of new about the ways that hypothesis makes reading active is that it's not just you know scribbles and highlights uh you can have images

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in your annotation video actual hyperlinks to other texts to make intertextual connections um and this is powerful in any number of ways you know i think when i taught composition i thought a lot about how we really need to teach students to write for the 21st

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century um that we need to teach them how to write in online spaces where they might be incorporating images in video it's not just a five page you know word process document that they're there there are other types of products that they're going to need to produce

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professionally and academically in their lives and hypothesis is open to those other modalities and those other modalities are also important i think in terms of allowing different students to express themselves

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in different ways and giving students opportunities to to express themselves in ways that they're more comfortable with where they might not have been in traditional academic ways so i won't go into the anecdote too much but when i was

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teaching high school i use this tool i used a social annotation tool and i really found that students who had been quiet students who hadn't been successful in traditional summative assignments and evaluations

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found found a niche with hypothesis or found an issue with with social annotation because they you know had other expertise that they were bringing to the table and that the tools allowed them to do enable them to do

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this i think is the powerful and radical new thing about social annotation that hypothesis makes reading visible when i told my students to annotate i really didn't follow up on that i really graded the summative assignment

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of an essay i told them annotation would be good for them but i didn't teach them how i didn't check that they did it it didn't interact with their annotations obviously and uh hypothesis makes that work visible that

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brings that you know those steps that students should be taking as they read and they write and makes them visible to the instructor it makes them visible to the students you can see you know the connection between texts and your ideas very

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deliberately but teachers and classmates can also see those connections that students are making and give feedback and this is again and again what teachers say is most powerful about the tools that they can see that their students have done the reading but more importantly they can see that

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students they can see where they're confused and change how they might prepare for class based on those confusions they can see where students are excited and nurture a certain line of inquiry in a student's reading writing and thinking

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and then finally hypothesis makes reading social the idea that students can see each other interacting with the text the idea that they're no longer alone i think anybody who's uh you know gone

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far enough in school or really probably everybody's had this experience at school at some point i imagine where you felt like you didn't belong you felt like you're confused you didn't understand the concept maybe you know i'm not good at this maybe i don't belong here and seeing that that's all part of the

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game seeing that other people are asking questions that other people are confused uh learning from other people really opens up the text to be a space of belonging for students to feel like they're not alone that they're working

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in community and that other people have those kinds of have similar kinds of struggles and that they can learn from other people and that can help them advance in a field of study so those are the three top level takeaways um

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i uh want to just say another sort of advantage of hypothesis is that it's a very simple tool um and i think it's simple for instructors to integrate because you know most of you if your teachers assign

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readings and this is just something that sits on top of your reading it's not you know a whole new system that you have to introduce a whole new platform that you have to orient students to the reading is the reading and this adds a layer

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to the reading so when hypothesis is active on a text you can select text annotate you can reply to existing annotations a lot of folks compare social annotation to the discussion forum as a more

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authentic way for students to engage in conversation that is actually grounded on course reading course material rather than in some other place so replies and discussion is a key part of the tool

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um and i've already mentioned that you can annotate uh together in groups and we do have the ability to enter together in small groups within a course uh as well uh i think i'm just going to close by

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saying hypothesis is available in your lms if there are folks here that i saw folks from las vegas university of washington where we already have subscriptions in place and it's great to i don't know if they were familiar faces it was going by too quickly in the chat

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but it's great to see that um we have some partners that are present today i imagine some of you might be new to hypothesis news to social annotation or your schools might not have piloted with us yet but we do integrate with the lms

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and have some additional functionality within lms that you're not going to see when you use hypothesis as i like to call it in the wild today you're not going to be in the management system you're going to be using our free web tool but if you do teach within an

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lms you do teach in the academic institution um this tool integrates pretty seamlessly students don't have to create accounts as we asked you to do earlier there's much less onboarding there's integration with the gradebook and

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other things of that nature that you'd expect from a lti tool um i'm going to leave it there and actually skip this section because i think my time may be up and i want to give janae and you guys the chance to

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have the conversation that i expect to be truly uh wonderful but i'll just say that if you are interested in learning more about how you can use hypothesis in the classroom or how you can get your school involved in our

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pilot program i'll drop this in the chat but you can email education at hypothesis and we're standing by to take your call and help you take bring social annotation to your

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classroom and what i believe will be a truly transformative experience for you so thanks very much before we get actually started in the hands-on activity i wanted to give janae a chance

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to um kind of help um you know situate us in the conversation today and the way i was thinking about it and we'll see if she agrees or not but the way i was thinking of it is you gave a keynote

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at olc innovate you wrote a book that was uh incredibly valuable an interesting book that's been making a lot of waves yeah hold it up there it is skim dive surface great title by the way

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and you can see janae's background is even based on the cover of her book the bottom half of the book here's the background yeah you didn't you didn't want to go so far as to put the title behind your head i thought that more abstract was kind of

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cool maybe next time it is cool i like it um and uh so i've and you know we're not i mean we will be directly engaged with the chapter of the book that's what we're going to read and annotate together but

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i thought janae you might want to take a few moments to maybe put some context around you know there are definitely people here who uh got a chance to see your keynote and uh there are people probably who have already engaged with your book can

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you help us connect the dots between what you were talking about in your keynote and then the book and maybe we can use that as a kind of segue into the actual reading sure that's a great idea so

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um the keynote was titled um imaginative strategic sustainable and really the argument i made in that keynote is that the future of online learning uh needs to be

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informed by approaches that are well imaginative strategic and sustainable um and i kind of unpacked what those words meant in the keynote and i'll give the very brief version of that now which is really if we're going to move forward the future of learning that is fully

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informed um by the context of the past couple years or we had a massive shift to emergency remote instruction but also that's really informed by the context of how people live and work

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so in such integrated ways online today we have to be willing to align our approaches in higher education with the realities of our context for digital learning um which really does mean

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thinking a bit outside the box right trying to be willing to understand what kinds of experiences are really transformative for our students and being willing to imagine uh digital pedagogies that rise that

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challenge of meeting students where they are and really centralizing or focusing on those really transformative experiences um the strategic insofar as we are incorporating decision makers across the

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university who are able to align pedagogy and technology effectively um we talked about a couple different frameworks for thinking that first if folks want to go in that direction there is some relevance to that kind of

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concept of strategy and especially alignment between technology pedagogy and this chapter's focus is really on the ethics of digital reading and that's a part of being strategic too right is

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imagining how we um make future decisions that are well aligned um with the ethical realities of working and being online today um and sustainability to me really refers

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to our abilities to um keep the enterprise of teaching and learning um well energized right and able to be continued i think a lot of people felt very depleted in their teaching and learning especially in the last couple

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years so i was eager to think about approaches to discussing online learning um that really re-center our mission our values our purpose that take that step back and help us again

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imagine how can we keep doing what we do um while also being more intentional and being more imaginative about what's possible so that's that's kind of the keynote in a

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three-minute nutshell um i'll put actually the slides that in the chat i did make them publicly available um they might be a bit inscrutable um as just slides in their own way um but there may be some things you sort of pick up on um

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that are perhaps interesting there um and so in terms of connection to the book this chapter well let me take one step back and say that my book skim dive surface um is about a purchase to

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teaching digital reading and it goes through uh it starts with the history of sort of reading technologies in higher education um oh and thanks nate through the link to the book in the chat buy it from the press if you're gonna buy it

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um support small presses um so we sort of start with kind of context for history's feelings around digital reading we talk about strategies and approaches to doing that in the classroom

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and we end by sort of taking a step back and saying okay what are the implications of implementing these practices and that's what we're going to focus on this workshop today is actually we're going to start at the end of the book uh we're reading the second to last chapter

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together um because i think it works really well in isolation and it'll give us i think a lot of fruitful launching points around thinking through um what are the risks and rewards of

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reading online and reading publicly um yes how's that for transition that was that was good that was you managed to cover both the keynote and the book in just a

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couple minutes that was amazing yeah i'm wondering too how you how you see you know um it hasn't been too long since you've taken your role at um at sacramento state and you know you have um

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you have a position there um that can probably have some effect on the kinds of things that you were talking about in your keynote and i'm wondering how you see your if this isn't too political how you see

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your role as a director there um to be someone who's in a position to you know try to move forward on the agenda that you were laying out in the keynote do you is that fraught or

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do you find it it's a possibility or what do you say about that well i'd like i'll start by saying i see my role as being a bridge um i think of myself as really bridging multiple parts of the institution

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from from where i sit um i think that we can't talk about technology in isolation right it doesn't exist in a vacuum that only a select few can

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understand right it has to be paired with why we work in higher education right what what are our goals for our students what are our goals for faculty success um

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and so i would like to think in my capacity as kind of that bridge between sort of making sure we have space and infrastructure that makes effective pedagogy possible and bringing in academic perspectives

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about why and how we can use technologies for learning uh responsibly it is an important modifier there um i can hopefully start to move the needle

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a little bit forward since from where i sit um i'm really engaging a lot with with faculty with administrators um with university leadership um to try and share some of these ideas to kind of

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translate them for lots of different kinds of people um it's hard change takes a very long time and i think there's a long ways to go um in most higher ed institutions to really

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think about um strategies around implementing technologies for learning um in ways that that are informed by truly meaningful student-centered practice that aren't sort of just

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there's a lot of reactive technology adoption i think actually elizabeth and i were chatting a little bit about that in the chat a bit earlier even just today there's an article i wrote in the chronicle of higher education um several months ago now about kind of

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how challenging it is to get decisions made around uh educational technologies um how challenging it is to um have unified vision and leadership and direction about um which technologies are chosen

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and why patrick asks old white men i mean that might be part of it um there's definitely some like power structures right that we have to sort of interrogate and think about in terms of

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who how when where and why decisions are made so um i'll do my best right and we'll sort of see how the needle moves um but that does take a village right and so i'm grateful

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for those of you who are here to be in this conversation you know i'm guessing if you're here you're a faculty member maybe you're an instructional designer maybe you're in a similar role as me um

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maybe you're a student um but the point is wherever you sit the more that we can all kind of keep advocating across the country for practices that are meaningful um and that really are engaged with listening

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directly to pedagogical use cases well also that are informed i think by an understanding of the realities of how hired infrastructures are built uh how technology infrastructures work

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that will allow us all to make better choices i think but it is it is complicated and fraught and very political as is everything these days

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right yeah especially in education land well i know it had a hypothesis you know we try to amongst the world of educational technology vendors we try to negotiate a

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different pathway than many do uh along that route too and i think we've been semi-successful at it um i think that we we have definitely tried to focus on acting ethically and acting with kind of

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student-centered student-first kind of perspective and education educator first as well um and so i i think that what you uh what you presented in your keynote and your synopsis here really resonates with us a lot

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and one of the reasons why we were so happy to have janae here today um so um you know i was thinking about um you know at some point here we still have an hour and ten minutes left in our

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workshop but at some point we do want to transition over to doing some actual active reading as we might call it right you are the reigning expert of active digital reasoning or

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or one of them we should say at least there's a group yes yes we're a group and i'm sure there are some others here in the um in the audience as well um because there's people here that you know we're

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all peers together um but i was just thinking about how we might start to transition over to the um the actual uh the actual reading and annotation itself and i'm sure you have

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some ideas on that so before i let you go i was just thinking that um uh we we might anticipate uh if you i wanted to sorry we i wanted to remind

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people that now would be a good time if you haven't already done it to go make yourself a free hypothesis account and um here is the link to do that

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again we put it in the chat several times if you don't already have a hypothesis account you can make one that only takes a couple of minutes to set it up but it's good to do it in advance because it then sends a message to your

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email and you have to click ok whatever and if you have any troubles with any of that please say something in chat and franny will help uh get you situated by making sure our support support forks folks are

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being extra responsive to your needs um yeah a lot of ohm and stem that is so true i like this new acronym the um being one myself as well um trying to be a good one

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so janae um when you think about you know like i mean in a certain sense all of us here today are kind of your students uh we're learners assembled around you or with you

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when you think about this reading with you yes it's a flat hierarchy yeah it's a very flat hierarchy um except only some of us have the cameras and audio but anyway um so when you think about this reading

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that you've assigned and how this group of now over 100 other people might get involved in it what what how would you think about recommending that people first dive in to this text

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yeah so i think there's a couple approaches i'll give us two options before we get into the text um one is that as you read um one way to orient yourself i think to

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some digital annotation or any really any annotation practice is to think about what concepts as you read what ideas connect to your prior knowledge um we know that new knowledge is actually

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built best upon um things we've learned or understood before so an exercise that um actually i talk about in the book um that you could practice here today if you'd like um is what i like to call highlight and link

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where as you're reading if you see a sentence that kind of stands out you're like oh yeah that reminds me of my own prior experience or that reminds me of something else i read somewhere else on the web or that makes me think of this gif or this image

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or this video you can go ahead and highlight that in the browser in your comment create that link maybe it's just a sentence where you tell us what it reminds you of maybe you actually put in the link to the thing that you're thinking of that sentence reminded you

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of sometimes that's a good entry point just to kind of orient your own experience because sometimes just like you know commenting can be very intimidating or overwhelming um if that approach doesn't work for you if

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that's not resonating for you um another approach you can do here is to think of it kind of in a heuristical way um a lot of activity i kind of like is sort of what i call 321 sort of thinking

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and again this could work online but it could work equally as well in print really is like you kind of try to go through and give yourself a little um set number of annotations right so it's like okay i want to find three points

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that are interesting to me just what what stands out what feels unique what feels weird um whatever right kind of just sort of your gut feeling about that um and you can say okay i'll do three of

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those and i'm gonna do two moments that are like just confusing to me like i don't know i just don't get this i don't understand the sentence uh i don't know what she's getting out here please do that by the way because i i love

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conversations in that respect right we can start from a place of like yay enthusiasm or confusion and will be equally as productive and you could just think of like one question right just try to say okay as i go through what's one question i can

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think of that emerges for me as i approach this moment in the text and the beauty of doing this digitally in this case the social annotation is if you take one of those prompts in mind for you as an individual

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someone else is going to have a similar kind of prompt in mind and you'll see uh the thread of responses it'll become very active um and so even if you can't think of a question yourself maybe someone else's comment their link to prior knowledge

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their moment of confusion that might trigger a question for you that might trigger something interesting for you that might trigger that link for you so you have a lot of choices once these things start to become very visible in

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the space um and to make this manageable too another thing that we might do or invite you to do is we've got a lot of people here and the text is about 20 pages long um so we could say something okay if

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your last name is like a through f right maybe you focus on pages uh like the first couple pages right one through or sorry they're numbered pages 251

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to 255 let's say and maybe once kind of nate shows you the screen i'm happy to share my screen sure oh it's easier i can do it if you want unless you'd prefer yeah preference um maybe why don't you just in case you want to show any

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technical things about using the platform that you think yeah yeah i was just gonna i was gonna do that in just a second as soon as you uh if you're if you're ready but if you have anything more to say before we do that oh i was just maybe

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i'll just finish this thought which is that you know if we want to chunk it out and not try to like read all of it all at once right some of you might want to start the beginning um maybe if your last name is like g through n

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you could take the first kind of subsection that starts on page 255. um but i don't want to dictate too much of what you're reading here either because maybe you want to start in the middle maybe you want to start the ends i might

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encourage you once nate shows you the screen and we show you where to go to find this scroll through you know skim it skim it first there's a book that has that in the title isn't there yeah i know right it's

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crazy um before you said a deep dive right get a sense of what's there um and then you might find your intervention at that point um karen's asking how he gets the tech so maybe this is a good time mate to offer that

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instruction yeah and so just to remind people you know this is chapter nine from from janae's kim dive surface book um and there's a link to the bookstore there too but we're gonna read this chapter nine the ethical implications of digital

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reading grappling with digital archiving readerly privacy and evidence of our reading and so this link in the center uh will lead you directly to an

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annotatable version of the text and so i will click on that now and bring it up for myself and so you should now be seeing it in the page and i can make it a little bit bigger as well

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um so folks can see it if you're not if you haven't used hypothesis before the way that hypothesis works as jeremy mentioned is it just adds a new layer to an already

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existing reading so in this case um the press has generously enabled janae to share chapter 9 publicly with you all so that we can annotate it together and you can see i've made one annotation

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on it so far which is highlighted in yellow ear but also in the upper right there's these little controls that you wouldn't necessarily find in just a normal pdf um and either by clicking on that um

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that already existing annotation or just by clicking open this little tab here with the carrot i can open and close the hypothesis sidebar and just as another point if you find the sidebar to be too

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narrow or too wide you can grab that carrot and drag it back and forth in order to make it wider or narrower for yourself i want to draw your attention to one other thing and that's you see how there's this little red down arrow up

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here at the top that is indicating to me that there have been other annotations added since i opened the page

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and so um and it went away i wonder if somebody added an annotation and then deleted it or something um oh there it appeared again so now you see like oh jeremy has added

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an annotation as well and so if we scroll down in the book we would also see jeremy's highlights and if i click on his highlight it will lead directly to his annotation each annotation consists of an anchor the portion of the

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text that was highlighted as well as the annotation or note itself like jeremy has added here and so each one of these annotations kind of exists as a little a little tiny web page itself that contains a reference to

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the original text and what somebody wants to say about it and as janae was indicating the annotation itself of course can contain all sorts of different kinds of information so for instance in my

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annotation at the top i included a link as as one of janae's prompt suggested and that is a link to the actual full book itself in case you wanted to get it from the press so we see that that little red indicator

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has jumped open again and that means oh look there's so kb musings i'm not sure who that is has put in a new uh a new annotation as well so i can see already people have started on this path

00:33:50

one other uh further thing i'm going to add here before we like maybe be quiet for a while after janae has last word is if you don't already have a hypothesis account and want one you can see in this upper right hand

00:34:01

corner i'm already logged in so you can see that there's information about my account and so forth here but if you're not already logged in you can uh use this space up here in order to log in or sign up to get a

00:34:15

hypothesis account i logged out you can see i can still read public annotations uh that are being made here but i'm not able to make any until i actually log in myself um and start annotating so it

00:34:27

looks like we've got a couple people zach way up north a couple folks are already annotating here i'm going to be quiet there i haven't been able to see the chat so i'm not quite sure if people have any questions but janae are you

00:34:40

seeing anything that we need to mention as well not yet i think um again i just invite folks you know you can start at the beginning if you'd like but um i do encourage if you want to start in the middle

00:34:53

um that's also a great place to kind of jump off of i think we'll probably let you sort of focus and be we'll kind of offer some silence here for um how long nate what's kind of our time

00:35:05

expectation just so people kind of a sense yeah and uh julie we'll get your question in just a second but um yeah i'm thinking what is it a little bit after 2 pacific right now so i'm thinking that maybe we could spend

00:35:18

what if say we spend like 15 minutes reading and then maybe so we'll go till about oh let's make it 2 20 even spend some quiet time reading and annotating and then we'll come back we'll turn off our mic so we're not

00:35:31

bothering you and um and then we'll come back and maybe open up some discussion again but before we go um i see that there are a couple questions

00:35:42

here so yeah as janae said to lauren um you don't have to annotate publicly you could annotate yourself so if one goes in to make an annotation you have the option to make it private to yourself so for instance if i were going to

00:35:55

highlight a little bit of text and make an annotation i have this choice i can post it to public or i can post it to only me which would mean that only i could see it right so feel free to annotate privately

00:36:09

if you want but then no one else will be able to see it and engage in conversation it could be that you also belong to more than one hypothesis group so right now we're annotating in the public group which everyone can see right

00:36:22

you see i belong to a lot of different groups so you could too and so if you are in a different group that doesn't say public you might want to change that to be public so that you're annotating in a place where everyone else who's here can

00:36:34

see it um yes you can you can change the privacy of an existing uh annotation and toggle it from from private to public um i see that uh and jeremy is uh

00:36:46

interacting with uh with julie to see uh if we can fix uh what she's seeing are there does anybody else have any kind of questions or having any trouble getting started i

00:36:58

forgot to mention one other thing that's right we were just focused there for a second on uh making new route annotations right but you can see in jeremy's annotation that he made it's already started a little conversation

00:37:11

so the other thing that you can do is instead of making your own annotation if you find the annotation that someone else has made like the one that jeremy made a couple of people have replied to it by hitting this reply button and so

00:37:25

that starts a threaded conversation much like you would see in a discussion forum based on the top-level annotation that jeremy made in this case so you have that possibility of either making your

00:37:38

own root annotations or responding to other peoples [Music] yeah so why don't we go ahead and be quiet now and then we will have a full 15 minutes if anybody has it having any

00:37:58

troubles bring it up in the chat we'll try to answer it there um and i am going to go ahead and leave my screen up so you can see what i'm annotating in case you just want to watch somebody do it

00:38:49

just want to pipe on that i can say i'm really enjoying reading all these comments and going through them so thoughtful appreciate it yeah you know today maybe maybe we'll we'll just jump on a little early um

00:39:02

i'm wondering you know we're seeing pretty rich activity here i must be a little bit disconcerting for you as the author of this work jeff watch live as people pour over it and

00:39:14

read it and ask questions and have dreams about what it could be and you know different opinions and so forth what are you taking away from this experience as an author so far um

00:39:26

this is like a dream honestly because you write in a vacuum and you don't know what anyone's thinking as you go and you kind of wonder does any of this make sense to anyone but me i guess we'll find out um so it's nice to um

00:39:41

to just see kind of thoughts launched by reading and writing their conversations they're about people and often we can forget that when we don't see the people associated with the text or we can't hear it so um

00:39:53

i'm really enjoying it um what is standing out to me there's a couple of things thematically that are standing out to me so far and i think we could as we're giving full complements to sort of wrap up and keep

00:40:06

going maybe we can even point to some of the moments that have been sort of particularly active in the text here and kind of we can use this as a focus for a little bit of the conversation here um

00:40:20

and thank you for those of you enjoying reading it so far it's um really it's like such an honor to know that you're enjoying it um one area that seems to be kind of very popular

00:40:32

here is sort of the beginning reflection um on this sort of moment of just challenges with our own kind of reading practice challenges with um kind of maintaining records or

00:40:44

understanding how to kind of organize um records of your reading um yeah so i was kind of seeing a lot of activity especially like pages 251 and 252 around challenges of storing and

00:40:57

archiving and remembering where things kind of go um so i think you know one thing i'm wondering about or thinking about i like to start with feelings about reading too because i think they

00:41:08

sort of inform a lot of decisions that we make um so i was kind of curious to to hear or see a little more about um or take the temperature perhaps on kind of some of these feelings about storing

00:41:23

and archiving i've seen a range of feelings so far in the annotations some people think yes i really wish i could store things more and i saw another question um have to find who said it about like well

00:41:34

do we need to worry about storing these things like does it really matter if we do so if like the learning happened in the process so um i was curious about what other feelings were kind of coming up for folks as they

00:41:47

were thinking about kind of the implications of trying to um consider how they keep store organize reading and seeing evidence of that yeah definitely it seems like there's

00:42:01

at least with this crowd which is probably a somewhat self-selecting kind of crowd right everyone here is probably an educator in some way um there's a lot of there's a lot of emotions around

00:42:14

our relationship to information we you know words like sense of loss and you know i know that there's um people have also been um tossing out different strategies that

00:42:30

they use to kind of help keep track of information whether it's the giant metal filing cabinet in your parents basement all the way to the is it zettle castron uh somebody put in

00:42:43

a video here which was i thought was something we didn't even talk about about how um annotations can be multimodal you can put images and videos and oh here we go so this uh zettle cast and there's a

00:42:56

practice around kind of a very intentional knowledge recording practice and there are obviously brianna and maybe others in the crowd are part of that movement

00:43:08

that's on mentions of evernote ego obviously hypothesis is another way to do it hey well one thing i forgot to show people is you know we've been making these annotations on this very specific

00:43:21

document you may have if you were watching me do it at all you noticed i was putting in a tag on my annotations one thing that you may not know about hypothesis already is that all your annotations in addition to

00:43:32

being able to be visible on top of the document itself are also available to you in a kind of like combined notebook of all your annotations and i'm opening up mine here

00:43:45

so what we see here is a kind of search and browse interface for uh for hypothesis and you can see that mine is filtered down just to show annotations that were made by me

00:43:58

and there are other kinds of filters that you could use um so this is just showing me annotations that i myself have made um and you could also see annotations that i had made if they were public or you we

00:44:11

belong to the same group but the cool thing about this is you know all the annotations you know just talk about putting a pin in knowledge like you mentioned in your text

00:44:23

all the annotations that i made on your chapter here janae are collected in this one little area for me and so i have them here in addition to having them on top of the text itself

00:44:34

and i can always go open that same text directly back from my my overall hypothesis collection so it can end up being a kind of um you know a literal way of putting a pin

00:44:50

directly in a very discrete point in a text in addition to also having a further thought about that pin and explaining what it means to you i wanted to make people make sure people

00:45:02

uh saw that capability set i'll pop back to the reading here yeah and b uh the fact that comments don't pop up right away there's something like you know in a google doc where

00:45:25

there's that thing where everybody's editing all at once and you're actually typing on a line and then it moves down the page because someone added something above you or it just can be very dynamic and it can be very distracting and so you know the fact that you do

00:45:39

have to sort of intentionally reload the page in order to see more comments you know some people see it as a hindrance but it could also be a benefit like you're suggesting just also to note in case people didn't

00:45:51

see this functionality this eyeball control here uh allows you to toggle on and off the highlights so let's say that there's a whole bunch of annotations on a document like this but you want to have a clean read where you're actually

00:46:04

not paying attention to all the notes you can just toggle off the highlights close the sidebar and then you're back to a completely clean read of the document are you seeing other things in the um

00:46:26

in the annotations janae that are that are leaping out to other patterns yeah um so as we go further down you know i'm seeing a kind of different sets of opinions about um

00:46:39

how we talk about privacy actually and this started at the very top um actually with like the title a a messer so i found out this person's first name um you know kind of thinking about kind of the you know privacy

00:46:53

reading privacy is referring to um kind of the privacy of students thoughts right what they are not willing to share and um later on i'm seeing other folks kind of grappling with privacy

00:47:06

and from a different sort of perspective right around the privacy of like um you know to what extent is are your cookies tracking what you're reading and impacting your behavior kind of from a from an algorithmic perspective um

00:47:20

and i'm sort of i'm curious about um the extent to which the folks hear um like how do you all think we should be approaching discussions and these

00:47:32

sort of expansive notions of privacy with our students i have a few suggestions in this chapter of course but i'd be eager to hear how others are addressing this either in their own classroom practice or with their colleagues or if you're an

00:47:45

instructional designer if you're more in that kind of space how you talk to faculty you're making decisions about whether to make certain assignments kind of public or not online or not because i know that there's a lot of um

00:47:58

just just different ranges of feelings about that and if someone or someone actually wanted to join us on stage and talk rather than chat they could

00:48:10

somebody has something they want to say about janae's question just let us know in the chat and we can bring you up you know i'm seeing your comment here in the chat too at least that was your comment in the um

00:48:22

in the text itself as well yeah they're just that i you as i was writing this particular chapter this was like a tough one for me to write it took me a while because there was so much i wanted to say

00:48:34

and this book was already getting long in the tooth i already i had to cut out like a third of this book um so there was just so much that that you could say about this topic so i feel like um

00:48:47

i sort of struggled to make this as narrow as it could be because there is so much complexity around like i mean we're engaging in social reading right now this is inherently not a private practice we're making our

00:48:59

thoughts visible and deliberately so um but i think a struggle that i have whenever i implement these kinds of activities or assignments is you know what will make it feel safe what's the value of making the work

00:49:13

public um who can be empowered to engage in that who can't be um and what are ways that we can still have reading be digitized right because we know that you

00:49:26

know some context of course is that many students aren't buying textbooks right they may not be buying ebooks or excuse me they might never be buying print books they may be using ebooks or just using their phones to read right so it's like how do

00:49:40

we take advantage of kind of the benefits of the medium what's available without making people feel vulnerable or uncomfortable or coerced into making choices they don't want to make

00:49:51

that's something i think about a lot and i love your comment here lauren about um emphasizing student agency kind of giving it an opt-in philosophy giving them some options like choosing a pseudonym

00:50:05

you know just just kind of um making these options really clear i think that's a great approach lauren appreciate you sharing that and elizabeth that um one thing that i was going to add was

00:50:20

another educator who's done a lot of work in this area amanda la castro often structures her engagements with students by first annotating in a very closed private space

00:50:32

so that when people maybe it's their first encounter with group social annotation and so they she has them do that in the context of a private group like in their learning management system

00:50:44

um and then as the academic term progresses she actually evolves their practice more to an open public annotation uh sort of framework and so kind of scaffolding their you

00:50:58

know their the layers of privacy and agency that they take in the pub how public their their work is um and obviously there are still dangers right as um as alyssa brought up here too where

00:51:11

yeah i mean the online environment is an environment where you can get abused just for just for being public about almost anything and thanks for sharing the resources lauren this is great

00:51:28

yeah the rebus community does a lot of really great work uh exploring all their uh exploring all the open resources that rebus is uh highly advised um also getting involved

00:51:40

in if you haven't already had a chance to do this and you have free time on your hands because who doesn't getting involved with um helping to um bring some um open works to publication

00:51:51

whether by writing or editing or proofreading or i helped by doing some technical details um there's a lot of ways to get involved and you actually end up being it's a you're a public author then so

00:52:03

it's a great way to get involved in that just reading more of these comments yeah alicia you know you're sorry sorry to keep talking but um your comment reminds me that um you know something i'm sure janae

00:52:28

has addressed too which is uh you know one thing that we do see in annotation as opposed to like live classroom discussion is that it does seem to afford a kind of

00:52:41

you know a more welcoming space or a more open space for different kinds of people to participate for one thing the activity we're doing synchronous annotation right now which is actually relatively rare someone before was saying that they tried it and it

00:52:53

actually didn't go well it is a little disconcerting to sit quietly in a room of other people and i'll be reading together and yet still having a conversation sort of in the margin um but uh we have a lot of a lot of

00:53:06

educators reporting that they see that annotation enables a wide variety of students who might not feel comfortable speaking up live in class getting more involved in the discussion than they would normally

00:53:17

not only in the annotation but when they when they come back to class and are having a face-to-face discussion the work that happened in the margins can then help make the conversation that happens live more

00:53:31

inclusive and valuable yeah i'm looking for [Music] i'm seeing some other kind of trends here do you want you want to share your screen instead uh

00:54:01

sure i'll point out i'm reading one comment that um i could maybe find it if you told me you made it yeah um it is from oil ray it's on page 264. um right before the how we empower

00:54:13

students header um i'm sorry say the name again oh el rey o l ray yeah yes this is this is the comment i'm sort of looking at um

00:54:26

you know all right so i wonder whether emphasizing the personal responsibility to maintain control over privacy is the only and most effective way at getting issues of surveillance and educational technology it seems difficult

00:54:37

to get individuals to care about this um i just think that's a good and a point that i feel challenged by too was how to make these concepts that might actually seem simultaneously

00:54:50

very concrete but also very abstract meaningful um because there's some things that are obvious right like do i make my writing visible in the margins or not um

00:55:02

but there's so much about reading online that's not so obvious like why should we care for example that if we don't clear our cache regularly websites can follow us on the web where we go

00:55:14

and even if you're within you know an institutional learning management system the internet will know if you're a student for example and will give you recommendations um thereafter so there's a kind of like tracking mechanism that i think can feel

00:55:28

like kind of out of remove from like the kind of space of the classroom it's like it's kind of there and it's not there right like it's a pervasive part of this work and there's another comment

00:55:40

that i made about um sort of educational technology being um inherently tied to the logics of surveillance capitalism um right so it's like it

00:55:50

i sort of struggle with how we resist kind of subjecting ourselves to kind of constantly being surveilled while also recognizing that that's part of the web and part of the risk of being on the web

00:56:05

so that's just something i i'd be eager to hear if others have thoughts on ways that they um get at issues of surveillance in particular yeah i mean every in reading your

00:56:20

chapter every it just conjured up the whole digital literacies practice to me because you know there's so much about forget the subject matter that you're that you're engaged with in teaching and learning

00:56:32

there's so much around how you're going to interact with it in this wild world that we live in and the tools that you might be using to do that and how you're going to access it later and what kind of agency it

00:56:45

gives you and what kind of privacy it affords and all those different kinds of things where it's it's it's actually it's sort of hard to have like a more naive relationship to the material anymore because it's always embedded in

00:56:56

this complex web maybe that's always been true and it's just more surface now some good questions a more practical question here from kate yeah for the synchronous annotations of some sort of

00:57:14

experiencing activity you could you could do in real time um i mean i i have mixed whenever i'm assigning reading i always have mixed feelings about whether to give it like a bound like you have to write a minimum of three um because that feels a little

00:57:26

bit like it it turns into a compliance task like well okay i guess i'll do my three and then be done um but on the other hand it does kind of like make the task more manageable right like okay well i know i have to do these three so i'll

00:57:40

start there and see how that leads me so um you know what i would probably do if i were to [Music] create something like this again asynchronous my own students is i like to do a little bit of like like a

00:57:53

temperature take or even like an intake kind of survey with students different points like hey what are your prior experiences with reading like have you ever done this before um how you know do you like to have more

00:58:05

time or do you like to have it be a time-bound task like kind of see like your what your students thoughts are about their comfort level with this kind of work and that might shape right whether you would make it a set number

00:58:18

of annotations or whether you keep it more open so i would say if you had a group of students who were a bit less experienced at the task maybe a set number would make it feel more manageable because students who had done

00:58:29

this or had some exposure to it you could probably keep it a little bit more open-ended because i mean here's a perfect example right you all are very experienced readers if you're here and so we're able to keep

00:58:42

this task a little bit more open and give you several different options because we kind of had full faith that you felt comfortable doing it you probably wouldn't have come here if you didn't so there's a there's a big difference between kind of you volunteering

00:58:54

to be in this space too writing and thinking and reading with us and students who you know they have to go to your class they don't have much choice but to engage with the assignment um so it's

00:59:06

worth kind of also just again checking in as the instructor acknowledging hey i know this is part of the class let's see how we can make the most of this for you um i think these kind of social annotation tasks are at the greatest

00:59:18

risk of failure if they feel very performative right of like oh well i have to like make the comment that teacher wants me to make um and that's when you get kind of the more

00:59:30

like stereotypical like discussion forum kind of responses of like yes what nate said is so interesting i agree with nate right which like doesn't really get you very far um

00:59:42

so right so i think making it kind of very clear to students what the purpose the task is why they're doing it and then what the expectations are can make it more successful um yes zach exactly like well

00:59:55

i'm going to i'm doing this you know because i think my teacher needs to see that i've done it um but i think that also happens if we don't know you know we don't have like a a way to enter

01:00:09

um either right like i think if the entry point isn't clear we also can kind of slide back into let me comment and just say i agree for the sake of agreeing because i'm overwhelmed so i try to be very empathetic to that

01:00:21

challenge yeah i see some people are happy to leave already thank you all so much for coming um this this whole conversation is really bringing up some great points um

01:00:38

i think it it's it is a little disconcerting uh to read together because i think we so much think of it as a private act the actual reading is private you might discuss it together

01:00:51

but the actual reading is always so private the nice thing about this is uh you know you can make that uh collaborative social reading happen

01:01:03

without having to be all together in the same place at the same time so that the kind of strangeness that we're experiencing today may not be the most common way that people read together using social

01:01:15

annotation i don't think you don't have to try to recreate what we've been doing here in a day in a classroom in order to experience the value of social adaptation in other words yeah i want to amplify steven's response here in the in the chat before going

01:01:31

back to the text where i'm saying a couple more things um just i sort of say stephen i really like your idea i mean it helps it's great that your business law instructor how convenient that's a wonderful connection yeah think

01:01:43

about actual use cases make it real tell stories i think that's a great approach the more we can kind of make abstract concepts really concrete um through our own experience is a great idea um i would love to know

01:01:55

if you bring it into an annotation discussion with your students i think that's awesome yeah and stephen i mean the opportunity i think law is one of those areas where social annotation could be most valuable

01:02:09

uh in the law practice as well as in education because there are so many digital documents in law right where you know anything from the constitution to

01:02:21

uh you know to a specific case law or something like that you know you've got this document and so much room for interpretation that having a conversation in the margins on top of you know legal

01:02:32

documents seems like absolutely crucial uh there's a a fantastic project in colorado university colorado denver that i'll put a link into where uh a teacher and a group of students have been

01:02:45

working to bring the right to education into the colorado state constitution that's their project that's their goal and of course in the course of doing it they end up annotating many legal

01:02:57

documents but it's both a real world like let's make something happen in the real world project in addition to being a digital literacy project and a reading project and a law project and all these different things combined together i'll

01:03:09

find a link to it and put it into the chat let's see trying to find there was a [Music] comment where we can use this search bar up here

01:03:36

to search through the annotations if you remember a keyword or anything oh sure that is great um yes okay uh i found it so

01:03:48

page we page 270 we're kind of getting into the examples of uh suggestions for conversations um yeah here we go i just developed mindfulness around metadata um and i

01:04:01

want to acknowledge there's a few comments here um about kind of digital inequities you know this is kind of might be sort of overwhelming to teach some of these things so i think that's a

01:04:13

really good point um leslie i don't know if leslie's still here um because i can appreciate right that as an instructor it's like they're already trying to teach so many different things like having to then also kind of try and close like digital equity gaps or

01:04:27

digital literacy divides like on top of it all like how do you even have time how can you do everything um so i guess i want to like maybe make a call out here too and i'm sort of i wish

01:04:40

i mentioned this more in the text you always regret the things you don't talk about but like we have a lot of librarians here i think librarians are a great resource to partner with especially for this particular point

01:04:52

like i don't think instructors should necessarily feel very completely obligated right to do it all themselves i don't think you can do it all yourself and i think especially this

01:05:04

chapter one reason i chose this for this particular activity was i was you know really hoping this would kind of get us into some launching points what we're doing right now about how faculty librarians i.t staff

01:05:16

um academic skills coaches advisors all these kinds of people are going to help kind of augment this knowledge and maybe make these issues visible so i guess i would encourage

01:05:27

like all of branch type of thinking um if you're going to be part of um helping students develop some of this mindfulness around metadata or to kind of like you know mark and zach

01:05:40

replies to leslie i think are are interesting and useful here too because they do tie in um you know zach has a specific suggestion right about like you know you could create some infrastructure for

01:05:52

them as kind of a an entry point and explaining what that structure is could be a good way to do it um and to mark finding it ties into some of i think the existent needs

01:06:03

around digital literacy and computer training development too i'm curious if others have ideas in response this point about like hey if i can't do it all right um where should i go uh what would that look like

01:06:16

exactly it's really tough yeah you know the the thing that it reminded me of is the domain of one's own project from the network uh-huh are you have you delved into that janae

01:06:29

uh a little bit but it's a good connection here um it's not addressed in this chapter in any real part of the book it was a little outside of scope i think in terms of like if you're not familiar domains of one's

01:06:41

own is a project where um institutions can kind of purchase quite inexpensively um some domains of space that um where students and faculty and staff can kind of plug in content

01:06:55

management systems like wordpress or drupal or omeka and kind of create their own sort of web properties it's a great way to kind of learn web authoring and archival skills and databasing skills perhaps

01:07:07

um that's a way to do that with kind of the protection of the institutional licensing without going like all the way into having to purchase a domain for example um so it's a little outside

01:07:20

of scope for this book because um and yes market starting at university of mary washington thank you um it's a great project i really love reclaimed hosting i just didn't get into it fully because it felt more about kind of content creation

01:07:32

um than it did about um content consumption which is really the focus of this particular book um but yeah i mean this definitely ties together and i think it's a great way

01:07:45

for people to learn yeah i was just thinking that um you know one of the takeaways i have from domain of one's own is this idea that a domain is it gives you a a kind of permanent

01:08:00

digital place a sort of home and the way that you use that and what you put there can evolve over time right so as your digital literacy grows or changes or your focus

01:08:13

whether it's scholarly or professional changes you can sort of modify that like you janae have a a pretty robust website under with your own domain um in fact i have it open right here and we

01:08:25

should make sure that people uh actually visit it um yeah so i'll do yeah i can put a link in the chat it needs to be updated sure we always always feel that way but

01:08:39

um you know i don't know always out of date but there it is in the chat in case you want to come say hi i've got a couple recent blog entries for once so that's exciting yeah but just the idea that you you've created a domain you own janaecon.net

01:08:52

and then now you are able to have some agency in deciding what's going to be there you can use it as an archival space you know you can do experiments there i mean i think that's a very valuable approach to building that kind of

01:09:05

literacy absolutely and to tie into um this i mentioned e-portfolios in this chapter too which a few of you also kind of commented on the annotations right on page 272.

01:09:18

um kaye mentions an e-portfolio assignment that she's done um clarissa to um kind of point it out um i think she's gone actually um but

01:09:30

pointed out sort of archiving and curating kind of practices a part of your portfolio so that's of course the benefit to a domain advise you have this opportunity to kind of reclaim evidence of your work archive it

01:09:41

um curate your own thinking um yeah portfolio pedagogy is so interesting there's so much we could talk about there i was i it was one of these things that was like a little tangential to this chapter but i was

01:09:53

like i'd be remiss if i didn't mention it because i think that's part of the student agency piece it's a theme in this chapter that i think a lot of folks have been picking up on in these annotations right is the more that we can

01:10:07

empower students faculty staff alike um to understand where their ideas are stored how they're stored how they're being shared um yeah the more they can feel like they

01:10:20

are also empowered to um to learn more to keep learning because the web also keeps changing and evolving expectations on what's what's available where it's available uh will continue to grow as well

01:10:32

um yeah there's a lot of good assignments being shared in the chat here steven came back with his explicit social annotation assignment for the us constitution

01:10:49

how cool oh lansing community college leslie uh yes they they do domains of one's own um i've heard a lot about that that program there

01:11:06

good to see you in the house oh yeah and thanks mark for linking to abel um that's a great organization for people who are doing portfolio pedagogy um super friendly community um it's a great conference if you have a

01:11:22

chance to go or go online yeah and salt lake community college um one of the largest community colleges in the country it's also one of the most innovative they've done so so much great work in open educational

01:11:34

resources for example great people there i've always loved to visit it yeah fun fact this book was initially conceived at salt lake community college no way oh yes because i was part of a

01:11:47

national endowment for the humanities institute in 2018 on the book it's material histories and digital futures um shout out to melissa hellquist and lisa bickmore who organized that at salt lake

01:12:00

community college and so um they're in the acknowledgments for this book um because i got to spend a lot of time there i was there for a month um as we were like making books and thinking about book history i like outlined this book

01:12:12

because that was my goal and then she was like i'm getting a book out and i did so it took it took a while but it's here yay is slow and long um

01:12:25

and it's funny you know the book about digital reading to have like this print object still um but it's nice to be able to it is available of course in in digital forms as well i'm glad the

01:12:37

press um was gracious enough to help us make one of the chapters public yeah that's really great and i feel like more publishers should do things like that like you know give a taste of the

01:12:51

book to the public enable people to engage in it and who wouldn't want to buy the book after you've seen how great one of the chapters is right you know a little sneak peek a little sneak peek exactly

01:13:02

yeah so just so you know this um this chapter we we will obviously it'll still be available at this uh url that you've been using here today um there's a little bit of dark magic at

01:13:16

work uh in hypothesis so this this is a pdf originally right a pdf of chapter nine from janae's book each pdf has a unique digital fingerprint and the way hypothesis works

01:13:29

the annotations are tied to that unique digital fingerprint so actually no matter where you annotate a copy of this pdf the annotations will all find each other

01:13:42

it seems it seems almost too hard to believe but it's really just a simple mapping to that one fingerprint and so um we're going to work to also get it i think if you're up for this still janae uh more

01:13:54

permanently located in your website so you have kind of a permanent you know home for this annotated chapter yes yes so this exit i think without for whatever reason the via link wasn't

01:14:07

working nate and i were trying to troubleshoot but there is actually an x this excerpt is published um on there we have to figure out how to make sure the annotation layers sync up but in case you're wondering this excerpt does live

01:14:20

um at this page and it works at the chrome extension if you downloaded that but the via link for whatever reason it's just not just not liking it um we can give another try

01:14:33

oh did you actually put a link in here uh yeah if you scroll up oh sorry that's okay hop up not down again it's right in the center uh oh right

01:14:45

read next there we go definitely yes yeah and so just to show here if i do enable the hypothesis chrome extension we should see all the same annotations that we're

01:14:58

seeing over where we're annotating it so this is the dark magic so even though we're looking at this on a different web server and it's held in a different place the annotations find it um but it does require to use the chrome

01:15:10

browser and chrome browser extension here in order to see the annotations but we'll try to figure that out uh you know i see that we're actually believe it or not getting to the end of our time here and so i wonder um

01:15:23

you know as we sort of bring this to the close i see there's been lots of great connections going on between people in the chat that's great and i really appreciate everybody who's come and and contributed their thinking and their annotations we've all we're up to let's

01:15:36

see what are we have 82 huh went from 83 to 82. somebody somebody removed an annotation but you can always do two remember you can always go back and edit or or delete an annotation um so yeah really rich session today

01:15:50

annotating um janae did you have any sort of closing thoughts or ideas that you wanted to walk away with i am kind of curious like if you were going to go uh let's say there's a second edition of skim dive surface

01:16:04

um would you feel like you would come back to these annotations for your revision of chapter nine oh absolutely right i mean the more conversation you know the more that people sort of read and comment right

01:16:16

the more ideas that kind of spiral out um i think i particularly appreciate the comments about kind of connecting to the real conditions right of students where they are a lot of i think great

01:16:29

themes i saw emerge about how we support marginalized students in particular and what that looks like um i think would be great to kind of call out more explicitly if i could kind of go back or create a version too um

01:16:41

and to also kind of be more transparent and pragmatic about what exactly these approaches could look like um in partnership with the rest of the university campus is something i'd like to of course update and i think this chapter you know speaks to very current

01:16:54

issues around how archiving works right now but i think these things are going to change in different ways it's like this chapter in a way another reason i chose is like i kind of knew it would keep evolving right i think um

01:17:08

and that at this point in time we may have different connections to make than we might make in two months from now depending on what kind of happens in the world and with how um information stored or secured so um

01:17:21

so i just want to underscore the gratitude for your attention your care your reading there are a bunch of other comments that had questions that i'll try to respond to asynchronously as well and you'll get a little thing on that

01:17:32

from me um but i'd happy very happy to keep engaging with you if you're curious to talk more or do more work on this um i'll put my contact information um over in the chat you're welcome to

01:17:45

find me on twitter it's a great place i'm quite active there i'm very active on linkedin too for there um as well as you know via email so i'll put all those channels to reach me in

01:17:57

the chat you got feedback right on just like how did it feel to read this chapter how did it work like yeah i'm i'm happy to figure that feedback directly share with with other folks i'm in touch with the

01:18:17

olc people too so don't be shy about that is anybody saying anything else other than that so many things take away oh mb i'm glad you found it a good introduction because we didn't actually

01:18:30

focus too much on introducing it so that's great well thank you so much janae i really appreciate your being willing to do this even after all the work that you put into olc and other and other venues so

01:18:42

thank you um it was awesome and uh look forward to um even going back over the annotations even more and reading them all in depth me too i'm excited it's like a little goodie bag of ideas um so thank you for

01:18:56

for putting some virtual party favors inside of our digital goodie bag i don't know why like like these little like rat hands are my yeah yeah no that's the scene that's like a little it's like hanging hanging ornaments or

01:19:11

something like that there we go yeah anyway yes thank you everyone really nice to meet y'all stay in touch you