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hello and welcome to this webinar we would love to know where you're coming from geographically institutionally disciplinarily so feel free to introduce
yourself in the chat if you do so please do so to all panelists and attendees so you might make connections with other blackboard customers across the world
i should say i'm jeremy dean in austin texas so i'll wave to our armando there in san antonio it's awesome to see this geographic
diversity really really cool uh let's ask another question i'm curious why you're here um you're obviously a blackboard customer this is focused on uh using our tool hypothesis and blackboard
what what made you interested in coming to our webinar on social annotation i see people saying enhanced class discussion collaboration
so exciting 125 participants i think i'm going to go ahead and get started i see some familiar uh folks in the in the chat that's also exciting hi clark hi
laura um we're gonna go and get started i'm dr jeremy dean from hypothesis vice president of education there is a bitly link for this deck which i'll go ahead and drop in the chat
um you can take the deck and run with it it actually does have linkable resources within to help you get started uh teaching your students annotation uh working with students in annotation and specifically within blackboard so
you can turn around from this webinar and hopefully if your school has black hypothesis installed in blackboard you can get right down to work i do see some folks from some of the schools that are piloting with us
alabama udc and others so welcome this is going to be a very basic introduction to the hypothesis tool and the pedagogy behind it and how to use it in blackboard
if you're interested in moving on from there whether you're piloting or not we can schedule more customized webinars to dig deeper into the pedagogy of how to apply social annotation in a particular discipline
or at your particular school and this can also be the first step in turning around and launching a pilot at your school so you can reach out to education at hypothesis after this webinar if you don't already have
hypothesis at your school and are interested in getting it added to blackboard and starting a pilot with us i'm an english professor by training i taught high school english for many years
in college english annotation was always super important to me as a teacher it had been as a student i knew it was part of my success and i believe that meditation would be part of the success of my students in my course and so i always encouraged it
um and uh you know when started to deliver books more online uh sort of felt like i had lost this critical piece of how my uh students engaged with the content for
my course um and when i discovered social annotation i really felt a a sigh of relief in a sense of finding a tool that would allow me to continue an analog practice with some sort of new and exciting
affordances as blackboard users and blackboard has known for many years you know blackboard has been in the business of creating online spaces uh for for education um online spaces for students and
instructors and students and students to engage with each other and with content you know blackboard is one of the original sort of innovators in that space and as folks have moved more online in the in the recent
months due to the pandemic but even before that as we've tried to sort of bridge the gap between class meeting and class meeting and and enrich those spaces with uh engagement with our courses you know we look for tools that help us
build community uh we look for tools that help us build uh interaction um and i believe social annotation and the margins of digital documents is one of the most powerful places to um to do so uh
this is a quote i like to begin with online a book can be a gathering place a shared space where readers record their reactions in conversation that's from about eight years ago when this technology really started taking off
social annotation and social reading and i think it's important for us to think about especially in the pandemic moment how do we create spaces for teaching and learning especially when we can't meet face to face i think that's a question before the
pandemic as well but we want to find authentic engaging spaces for our students to engage with each other with us and with content and today we'll be talking about the margin of digital documents as that kind of place
i'm going to share three top level takeaways that i've gathered from students and instructors that i've worked with over the years [Music] implementing social annotation in their classrooms and then we're going to get down to the practical and i'll show you
how this works in blackboard the first is that hypothesis makes reading active uh or social annotation makes reading active and this is what annotation has always done it's not anything new if you've written in the
margin of a book you know this you may have encouraged students to do it writing in the margins of the books taking notes sharing ideas there uh it's a way to better comprehend material it's a way to begin to think more critically about the material
um and so in a sense this idea of making reading active is nothing new although of course in a lot of digital documents we don't have a margin there is no place to write and so hypothesis is you know re-enabling the margin as a place for
students and instructors to engage uh with content one of the neat things about when we take annotation online into digital and social environments is uh is that um
you know we can have multimedia elements in our annotations and so here's an example of larry hanley at san francisco state having students annotate a poem with images the degree to which um
you want to have students working with images working with video working with inter with uh with hyperlinks in annotations is really up to you um but it's it's a power and i'll show
you how that works in just a little bit it's a new way for students to engage it's a new way to show their expertise hypothesis makes reading visible this really was what was sort of radically new to me when i discovered social
annotation i'd always encouraged students to annotate i obviously wanted them to engage with the content of my course but i evaluated that engagement largely on the basis of final products you know
in a composition or an english class a paper that they wrote so i engaged them really at the end of a long process of a lot of formative moments and formative areas where they were deploying their skills
and i just created the final product the neat thing about social annotation is it makes all those micro processes that might lead to a summative assessment more visible and addressable i can see whether a student has done the reading i
can see if they're confused about a certain concept and i can intervene i can see if they have a particularly rich line of inquiry that i want to nurture and help you know help them come up with ideas maybe for a more summative assignment
push them in the right direction to find other resources making all that visible is very powerful and allows us as teachers i think to engage with students um in new ways with our with uh with
with them around the work they do for our courses and then thirdly hypothesis makes reading uh social uh this is the the piece of social annotation that the students really uh
latch on to um the idea that they're no longer alone in their reading i think it's wonderful as an english professor i loved having you know thinking about my students getting lost in the books that i assigned um i think that's still important i don't want to
displace it but it also can be very lonely as you enter college and are reading more difficult content or advance in a discipline and read more and more difficult content i know i had this experience in grad school feeling
like an imposter like i didn't belong i didn't understand things i sort of felt like well maybe i shouldn't be here um but that's sort of part of the experience that's what frankly reading is about sometimes that kind of disorientation
and it's helpful to know that others are struggling and it's helpful to be able to work with others to make meaning on top of texts and that's you know what students say that's not just me waxing poetic as an english professor but this is a
great quote from a student at plymouth state several years ago she wrote in a blog actually about her experience of hypothesis in the classroom hypothesis is my literary facebook when i'm reading i sometimes wonder does
anyone actually understand this am i crazy with this brilliant tool i know i'm not alone so let's get into the practical and again i encourage you to ask questions or just you know cheer from the
sidelines there in the chat do remember to post to all panelists and attendees uh not just to all panelists unless of course you have direct feedback for me and my team and you don't want others to see it but
more likely let's keep this open and and uh horizontal and and include all panels and attendees and your comments and questions and do ask questions we've got a team standing by to respond and uh also you may be asking a question
that's relevant to others um and we'll service it and have a conversation about it before i move on actually if you've used hypothesis in the classroom because i know there's some of you out there and you're interested in being
unmuted or interested in sharing in the chat something besides the three takeaways uh i've already shared this is one opportunity to do so i'm gonna take a sip of water and pause
take a teacherly pause to see if anybody wants to participate i know that's a big ass we've got 146 people here any existing users of hypothesis want to share a use case or share a takeaway
they've had all right i'm going to just take that as i basically captured it all in my three points there but let's talk about uh the practical here um when hypothesis is active on a
document uh you can select text to annotate and you can reply to existing annotations and sorry looks like i uh um i i spoke too soon it looks like some folks are sharing in the chat some of
their experiences um you can reply to existing annotations uh it's true that not all annotation activities need to be discursive uh need to be about conversation although i think that's one of the major powers of the tool
um but if you do if this if discussion is a goal for you um then you know noting the reply feature building the reply feature into your assignments and exercises is uh
is important to note and then this is the first of a couple slides that has some practical guides for you that you can take away from here i know some folks here are already piloting hypothesis in blackboard at
their institutions and so hypothesis is already there for you in blackboard others may be newer to hypothesis their institutions may not yet have launched a pilot we can talk about that you can reach out to education at
hypothesis and we'll help guide you through the process of launching a pilot at your institution and getting hypothesis in your course so you can do what i'm about to show but this set of resources on slide 12 were just some
very basic introductions to annotation actually irregardless of your lms um things like you know guides for students about you know how to be a thoughtful annotator to select text carefully
to be additive these aren't actually meant to be prescriptions um because you may have different uses for hypothesis that um they require different types of annotation as i mentioned before there is a use
case for a one-off annotation that doesn't encourage discussion for example drilling paraphrase i've known instructors use hypothesis to really train paraphrase probably not going to lead to a lengthy discussion thread but a very
you know sensible way of using the tool to visualize here's some text and here's how i paraphrase that without plagiarizing for students new to academic writing that can be very powerful so these are meant to be rules
take them or leave them as you see fit one of the guides here is for adding images video and links in your annotations again not everybody will find it useful
or or or valuable to you know make annotations more multimedia kind of depends on your teaching goals your discipline but the to the extent that linking to other resources within an annotation you
think is something valuable for a student to do or adding images to annotations uh would help them think about multimodal composition or something like that those affordances are at your fingertips with
the hypothesis tool and so now to the blackboard of it all we have a blackboard integration it's a basic lti application if you're already piloting you may know
this it can be installed in blackboard and then ready for instructors in their courses for some of you that are not yet piloting hypothesis there's probably a process to go through to work with us and your lms administrator to get hypothesis
installed in your class so that you can use it but once it's there it's quite easy to use there's no signing up for anything essentially what you're able to do is configure hypothesis to appear on readings
and essentially to make your readings for your course annotatable so we have single sign-on as i mentioned and the other neat thing about the blackboard integration is that there's a gradebook integration so not only can
you make your your readings annotatable but you can you can also assess student contributions and then uh there are some resources on
slide 17 that link to if you already have hypothesis installed how to uh set up readings uh in blackboard i've popped out of slideshow mode in order to jump over to uh to
blackboard and demo there but when i come back to um to to the slide deck i will uh i will go to slide view presentation mode
any questions at this point so i'm about to share the blackboard of it all i'm in a pretty bare bones blackboard course here actually we just migrated our blackboard instance and so there's not a lot here
uh to make it look like a a live course but i am going to be able to show you what a hypothesis looks like in a blackboard course i'm in a course right now called literature 404 and hypothesis lives in the content area and i will actually make this a little
uh bigger so hypothesis lives in the content area um i'll come back to this but um you know what i need to log out and not be a student
first so let me do that real quick hopefully this works uh so now i'm back in the uh as a teacher here um i'm back in literature 404
and i go to the content area that is where um uh hypothesis lives inside of content um and i can add more content using the build content but i'm not going to go there first
let's start off in a poem by mary oliver called wild geese as i mentioned i'm an english professor by training and will open up a hypothesis reading and here is what it looks like um you have a reading on the left here
in this case it's a poem by mary oliver wild geese and over here is hypothesis this little sidebar that can pop in and out i can scroll through it you can see that several students have annotated already
on top of a hypothesis enabled reading i can select text and when i select text i'm given two options i can highlight which is a private act highlights are only for me
or i can annotate and when i annotate you see a annotation pane opens up and it's really open-ended i think you know we we really strive to be as pedagogically neutral as
possible around how annotation gets used in your classroom as i mentioned some folks might use it to train students to paraphrase others might be training students to um to you know uh use certain critical
frameworks um in an advanced course in a discipline you can leverage the annotation tool in the annotation space however you see fit to try to direct students in terms of
their reading strategies um and it's really just a text entry space right i can type text i can format that text i can add a hyperlink to another
resource maybe cite something that i mention in my annotation if there's another poem or that kind of has a line that's similar to that maybe i linked to that poem in this case i can add an image i can
use latex i didn't see anybody suggest that they were from a mathematical discipline but latex is a way to write math equations so i can incorporate that into annotations i can also drop a youtube video
and i can tag annotations if i want my students to sort of structure their annotations in some way so for example with a poetry assignment i might have students look for you know imagery metaphor and illusion
and have them use those as tags so that they're thinking about those different poetic elements and then also that we can filter the text for those poetic elements when we meet synchronously and we might focus in on one of those elements and
and talk about that and it also comes in handy in the gradebook integration as well um so again an annotation is just you know my username i'm professor oak here uh the referent what i selected from
um from the from the text and then my comment on that referent and i can tag it as well i'm going to stop there um and there are a lot of questions in
the chat that i haven't been able to totally follow um but maybe my colleagues can help me surface any that might be worth mentioning now just in terms of some of the basic functionality of the interface that we're looking at
and i will be getting on to the gradebook integration as well as how to create one of these activities marianne i'm going to come back and show you how to create this a poem you know an ad an assignment like
this right now i just kind of want to look at like you know when hypothesis is active on a text what does it look like what am i able to do what am i not able to do let me open up another one this is
amanda gorman's poem from the recent inauguration this one's a pdf so this this assignment was generated by using a pdf um and then the other assignment the
mary oliver poem was generated using a url or web address for that document i'll show you in the workflow in a second but there are essentially two options when you're adding hypothesis activity in terms of
where does the content live and what format is it in it can either be a web page a publicly available web page with a url or it can be a pdf
susan asks if this would work with kindle um and some other things like that we don't yet work with kindle you know kindle's very locked down being you know an amazon product um not a lot of other tools can can play
in the amazon ecosystem or or the kindle ecosystem although it would certainly be a dream about ours in the future to be able to provide social annotation um inside of kindle and on that type of format of ebook
as well as other places so let's go ahead and show you how to create one of these i'm going to go back to my content area and i will say that you know hopefully this looks a little familiar to you
i'm in blackboard learn right now i know blackboard has other products or sort of versions of their lms uh this uh this tool does work in blackboard ultra as well the pathways to make the things happen
are slightly different but ultimately you get to the same place a reading that can be annotated so i'm in the content area then i'm going to go to build content and my friendly neighborhood lms
administrator has uh installed hypothesis for me so i just click on hypothesis and i have a uh a little uh you know you've probably seen this
before i can type in a title for this exercise i could you know put an assignment prompt up here in the description i don't use this attachment section that is not how
i connect a reading to hypothesis i make a choice here about grading i have the option of making it gradable or not and that's really up to you pedagogically do you want to be able to assess individual student contributions
which i actually forgot to show and i will or do you really just want this to be low stakes or no stakes or grade it but not leverage a sort of gradebook integration so i'm not going to make this gradable
and i'll click submit and i have to reopen it and this is an important place i see a lot of questions uh in the chat about this this is an important place to stop
because this is where you're going to stitch hypothesis annotation to a document to a reading for your course and as i said earlier there are two options i can either grab a url from a public webpage yikes i don't know what's going
on there the url from a public web page like that mary oliver poem or i can select a pdf right now that pdf would have to live in an associated google drive um
but we are before the end of the spring gonna be able to deliver blackboard file integration or blackboard content integration so there would be a third button here and if i have pdf files that are sort of inside my course
i'll be able to point to them there one of the unique things about hypothesis is that we don't host text we don't host content our focus is to build a tool that moves between content in different formats in different
locations and so we'll be building out this menu here right now it's a url for public website and pdf from google drive very soon there'll be pdf from blackboard content and then we might have you know
microsoft onedrive integration uh we plan to have partnerships with the library resources like the erez providers and ebsco's and jstors of the world so you might be able to go to your ebsco
shelf and grab something directly from the library that way but for now to be absolutely clear for christina and others um the workflow is to download pdf from its location
uh upload it into black into google drive let me just quickly show you that real quick actually i'm going to click on pdf from google drive and you may or may not be seeing me actually authenticate here and while i'm saying that i uh showing
this out i will answer karen in the chat the pdf from blackboard content is a top priority i think it's about three quarters done from a development standpoint so it's probably going to be launched within the spring term but certainly be
ready by summer to access pdfs and yikes what's happening here to access pdfs yeah they have to be in a google drive folder and then soon they'll be able to be in
blackboard content and other locations as well i may be having some issue with the connectivity of my instance of blackboard with uh
google so that may be something i need to check on oh no here it comes um so i authenticated into a google account and then i'm now seeing pdfs that are in my google drive
and so patrick asks above i don't need to use google drive i can upload from a local folder um i think that was a i'm not sure if it's a question or comment but i'm going to address it
so yeah i am using google here and i personally have a google account so i have some pdfs in my uh google drive already but i can just use google as a pathway to look inside my
device and i can grab a pdf here um so i do need to have a log into google currently to access pdfs within blackboard and with hypothesis but i don't need to
pre-load everything into that google drive and have all the things that i might want students to read there um i can you know look inside my device but i am kind of peeking through google to get to uh my device if that makes
sense so i could grab a pdf from there i can also grab a pdf that exists in google drive here's that maya angelou thing that i
was looking for and we'll see the maya angelou story essay pop up and
it's now annotatable in the course and then of course the other option as i mentioned is to uh to um use a a web address um
and i forget what it was going to be it's like lincoln first inaugural maybe um or linkin 1961 inaudible um so now this time i'm going to show you a different workflow
maybe this time i'll make it graded and [Music] make it out of 10 and i'll submit this one and i'll show you the other workflow again i have to go back to the shell of
the assignment and i'll go through the url process here um i guess i have to go find it
so you'll be with me from the start this uh constitution center how about that one is that look like a good digital version of the speech so here i have bartleby.com link
and i'll come back to uh where i was in blackboard yikes if others have seen that but i'm getting like some tremors um and there's there it is
um the the speech and uh got this um you know the annotation sidebar here um and this is a graded one so you can see this grade this gradebook view
let me go back to um to the mary oliver poem um to show you the grade book view real quick and i know there was a question about searching a document um so let's let's go ahead and show that real quick actually i think i can do it
on amanda gorman all right so a couple things to show here one somebody asked in the chat about searching the sidebar so as i mentioned before you can use tags you can see actually on this
assignment the instructor has asked the students to use tags and so i can search the sidebar i can search that hypothesis annotations really for anything but maybe there's a particular tag i
asked students to annotate with and to be mindful of as they were annotating like diction for this poetry analysis so i can search diction in the sidebar and it'll just show me the diction annotations not super dramatic right now but if you
can imagine a group of students all using several different tags you might get a handful of diction tags and then in class you'd be able to pull up you know basically filter the text for
that tag and then talk about diction does everybody understand what diction means how is amanda gorman using diction uh how about some people you know model student tell us a little bit about the passage that you chose to
represent an example of diction so i can filter the text in that way i can also go into a gradebook view this allows me up here you can see our gradebook
tool and what this allows me to do it looks like yeah so this only has two students again it won't be super dramatic but there's a bunch of annotations on the text right but with the gradebook view i can toggle
through students there's only two here but i can toggle to model student and now it's just showing me her three annotations and i can send a grade to the gradebook right up here she gets a 10 out of 10 because she did all three
annotations so i'll submit that and i can go back and i can see class clown just did two annotations this one's really just an image so that didn't follow my assignment so i'm going to give him a seven out of seven oops that's not
where i do it up here so i'm sending the grade to the gradebook there and if we if we switched over to the grade book we'd go and see a line item for this assignment and see see the grades i've
entered all right i am going to stop there um and ask my colleagues or others or see what the tag of the chat says um
uh about what kind of questions have come up jeremy it might be great to talk about some ideas for ways to use this with groups questions are coming up in the chat about groups with
hypothesis thanks becky um so uh we are working to be able to listen to the blackboard concept of groups you know you can create a group in blackboard right now hypothesis as a tool isn't you
know doesn't know that it just knows the course roster it doesn't know those subdivisions very soon we're going to have that direct group integration for now what you would have to do is create multiple versions of
a document to essentially sort of trick hypothesis and use groups in that way because otherwise hypothesis will throw all annotations on amanda gorman amanda gorman's poem all on every
version of amanda gorman that appears in your course but if you actually create a sort of pretend different version of uh of amanda gorman's poem um then hypothesis will just think of
them as two different documents we've actually developed a tool that allows you to do this you can thank me later for introducing you to the concept of a pdf fingerprint but actually every pdf has a distinct
number that makes it unique and that's what hypothesis triangulates on so it knows to connect the right group of people on the pdf and you essentially have to change that code
and we have a pdf fingerprinter that allows you to drag a pdf here so i could drag that mandagorum mana gorman poem here and if i had a class of 20 and i wanted four groups of five
i could generate four copies of it with those different uh fingerprints um you have to tell me how i did there becky it's hard to explain group sometimes i think you might be able to do a better job than i
um but here's our no that was great other questions or uh or comments another thing while we're uh yeah so i'll drop this into the chat this tool for the fingerprinter
[Music] while we're on the topic of pdfs another important piece of um of pdf knowledge
is that some pdfs are accessible and some pdfs are not and what that means is that some pdfs are just an image and other pdfs actually have text inscribed on top of
on top of the image and i already see patrick and others commenting on this right the kind of technical way to talk about that is some pdfs are ocr they have optical character recognition they have optical characters that a computer can read
and see on top of them you probably have experienced this as an academic where you have a pdf you try to copy and paste text your cursor just bounces off it's just an image other pdfs probably more modern pdfs produced by a journal or something like that
you can select pd text just like you can on the website and copy and paste it so those scans that are years old that were scanned or xeroxed from a book and then turned into a pdf unlikely that they have that layer of
text on top of them and they'd need to be run through a secondary process called optical character recognition there's a lot of tools online to do that adobe acrobat pro not free is one of the best
but your friendly folks at hypothesis have actually developed a little tool that um ocrs or makes pdfs accessible so if you have one of those pdfs it's just an image
you can drag it in here and it'll spit back out an ocr'd or accessible version of that i say accessible because this is actually the same technology required for a pdf to be read
uh to a student who um is uh you know needs a screen reader to to be able to to hear a text so it's actually pretty good practice regardless of annotation
um so you can drag a pdf here ocr it and then drag a pdf here make a few versions of it and then create some assignments in blackboard um
around uh that pdf so um let's go back and finish out the presentation i'll i'll just actually pause real quick and take my last sip of water here
um and just see if uh my colleagues or anybody in the chat wants to surface a question that i've missed one thing i just noticed that i forgot here um
is there's a difference between annotations which are um you know attached to specific text within a document and then page notes as we call them which are document level
uh comments really they should be called document notes so a page note is something that's not attached to a specific reference within the text but it's kind of a global statement about the text and so you can see here that the professor
thought that would be a good place to drop the youtube of amanda reading this poem could be a good place to throw a prompt for an assignment could be a good place to um maybe do a little background on a text
if you're reading a new short story and you want to give a little bio of the author it's essentially like a head note in an anthology that's where you could surface the tags you want students to use a lot of different options for using um
uh the page note feature all right i'm gonna share just a few sort of provocations if you will to try to inspire you to think about how you could use this in the tech in a class and i'll go back to
[Music] slide mode um six ways to annotate for and with students the first is just a reminder although i'm an english geek
and all about reading and annotating and writing um this isn't really just about literacy uh it's also about community um you know we're all searching for especially during the pandemic but i think even before
authentic ways to engage with each other uh online um and and this is a an authentic way to engage with others online social annotation um and i can't i often hear feedback from instructors that aren't about
this made my students do the reading or made my students better readers but just like this brought us together this uh this made us better a better community helped us be more collaborative in other ways outside of the margins
a neat thing to start with if you haven't started your semester is to annotate the syllabus with your students or invite you to insanitate the syllabus it's a low stakes way to start using the tool they can get to know the course you can get some feedback um you could ask
something like what's exciting about this course and what's making you nervous um and you get to know them a little bit they'd get to know the course you might even get some feedback and an update your syllabus accordingly this can be done with any
ancillary documents for a course right not just a syllabus so it could be an essay assignment students could ask questions on top of the essay assignment or share early ideas
as i mentioned before you know a lot of times when we're reading online we lose the margin as a place to practice this age-old tradition of annotation um and so you can just use hypothesis to give students back
the margin in the digital reading space you can just turn it on and see how they use it maybe they use it for private annotation maybe they kind of just form their own little study groups i think it's most powerfully used when
when there's some guidance or some direction um here uh i'm saying the suggestion is you know this the teacher do the annotating uh you can pre-populate a text with signposts to guide students through a difficult
reading uh you could pre-populate with questions i think there was some murmuring above about the discussion forum um you know i think it's the first discussion forum ever used was in blackboard and it's the first thing i ever went to as a digital tool because i
was like oh neat my students could engage with each other before class won't class be a lot better and i think it did that it was better than what i had before which was nothing but i think it's true that the discussion forum really isn't all that
discursive in the end um and we're looking for better ways to engage students with each other and with content and why not move that discussion on top of the text where it can be grounded in your course material where it doesn't
have to be teacher directed teacher asks a question students respond but it can be more distributed students might spark a deep threaded conversation that ends up doing better work than any discussion forum prompt
could do the bread and butter of what we do really though is asynchronous seminar style discussion this can be open-ended i want three annotations for monday it can be more directed i want one
question one uh reply and uh one statement or i want uh you to try to find these five poetic elements and say something about it about each of them we have lots of
ideas about how to use hypothesis in the classroom and to nurture discussion and deeper closer reading this is just meant to be an introduction but if your school is piloting or you launch a pilot at your school we can follow this up with something more
customized for specific disciplines or really more for focused on workshopping with uh instructors at your school hearing from them their learning goals and challenges trying to map those to ways that
hypothesis can be leveraged to address them so yes again it's just meant to be a sort of introduction about the possibilities uh follow up with education and hypothesis to learn more and get your school started in our pilot program
and then finally you know and we've seen a lot of this during the pandemic uh when people aren't able to give their lecture sometimes they'll put up their lecture notes or their lecture script or even um you know their their pdf of their
uh slide deck and have students annotate on top of those artifacts from courses as well the pilot program is something that i'm very proud of it's a very hands-on high-touch program
um we have hundreds of schools participating this fall past fall and this spring um obviously you have technical support as a pilot school but what i'm most proud of is our pedagogical support
everybody i've hired in sales success and uh support um has taught before has a background in education knows the work that you're doing knows the expectations that assignment needs assignments need to work and when
something's not working on sunday night you need somebody to respond quickly can't really wait because it's you know students work is dependent upon it um so we've been there and i think more importantly we understand pedagogy and we're happy to talk about
um how to use this in your particular discipline obviously we haven't dug that deep today but you can actually schedule one-on-one conversations with our success team to talk about how to apply this in a in a chemistry course um and in fact i
think we have some some former science teachers on staff and becky's actually here today we have former foreign language teachers former music teachers i'm a former english professor um so we have that and then we also
uh well actually that's it i guess education at hypothesis uh to learn more we still have time for questions but i'll just close by saying um if you're not already piloting um and you're interested in using
hypothesis get in touch with us at education at hypothesis and we can help stored uh you and your institution or your department uh through the process of getting the lms uh tool uh installed in your blackboard instance um
and supporting your usage of it uh through a pilot time for questions i know there's been a lot i'm sure becky's been busy i think she's addressed quite a bit but if there's stuff that my hypothesis colleagues thinks
think my hypothesis colleagues think is worth mentioning aloud uh feel free to unmute and let me know or if there's folks that still have questions um ask in the chat as well hey jeremy it's nate
i think you you kind of talked about this before but you might address again the strategy and uh situation with um annotating documents that are behind pay walls or
in other systems like library reserves could you just cover that one more time i think some people missed it yeah sure thing so today if you turn around and use this in a classroom you can
annotate with a pdf but that pdf has to be hosted in google drive so you'll be downloading it from its source and uploading it to google drive or grabbing it from your desktop we're working with the jstors and the ebsco's and the vital
sources of the world to build in direct connections to to [Music] to those databases and uh resources to
you know be able to annotate at the origin um uh and so that's coming in the next you know six to eight months uh where you'd be able to maybe go and uh you know create a shelf in jstor and
then get to that shelf um from blackboard through hypothesis but for now a permalink at jstor will not work i would have to be downloaded from jstor and loaded into blackboard or to google
and i think i just love what i just saw uh manuel talking about using hypothesis synchronously i've really just talked about it asynchronously i have a bias for the asynchronous use
um but it's a very flexible tool and so you know a lot of times when we lead workshops for individual schools we will do a synchronous sanitation exercise with the pilot cohort the instructors and annotate something together
and i love your point manuel that that's a neat way to get others involved in the conversation who might be shy to speak publicly but maybe more comfortable um annotating uh having the time to
write something out and then and then sharing it so incredibly flexible tool learning every day as i just did from manuel about new use cases so roberta asks more about the pdf
process yeah it would have to stay in that google drive um folder for the fort to be continually accessible talking about pdfs
again donna has asked this question a few times and i'm perplexed by it can you change a url after you add it um so part of what hype i think the answer is just simply no
but i'm sort of confused by the question feel free to unmute donna or raise your hand i can if there's more to be said but hypothesis needs a canonical location to triangulate people on top of a
document right with a web page that's the url and if the url changes then the whole you know the bridge collapses um so we need that url um
and i don't i don't know exactly why you'd want to change it um if you want to do a new document a new url you just create a new assignment um but feel free to reach out don if i'm
sure and i've not properly answered the question about the url so again you're welcome to um okay if an instructor puts in one in it that's a mistake um
i mean i think if you just replace it with the correct url becky or somebody else might be able to better answer this uh you can just correct it um and then that new url will be the one that that's used i mean
the the error url will just break yeah quick shout out to our support team um they're very quick to respond i think that's one thing we don't hear from
customers that our support team is not uh there when they need them um so if you're feeling left high and drive by any other ed tech tools come into the family we're we're we're here for you and we're uh
we're friendly and we're high touch and hands-on roberta asks a specific question about the grade book can we have a score above 10 so when you create assignment in
blackboard you can give it whatever point value you want um in the hypothesis interface for now it says out of 10 but if you made it out of 100 and you gave a 9 out of 10 somebody does
the math i don't know if it's hypothesis or blackboard but it ends up being a 90 uh in your gradebook um so uh you can you tell it what you want to be out of to blackboard
in the blackboard assignment or content creation workflow um and then hypothesis just translates that for you into whatever number it is you chose so it can be more than ten yeah um
i don't know the answer to rubrics but i did see above in the chat that's moving so fast that somebody uses the attachment piece of the assignment workflow to add the rubric
well this has been great folks i want to thank blackboard for working with us on this webinar they've been great partners and it's the longest standing uh uh lms that i've ever worked in
um so i'm coming full circle to my days as a grad student and first leveraging the discussion forum as part of courses i taught at university of texas back when they were a blackboard customer um and thankful for for their team uh both in
marketing and uh in development for helping us get this tool and up and running and get the word out to the blackboard community please be in touch with us at education at hypothesis
about really anything and all in terms of uh next steps but especially in terms of getting it going for you in blackboard at your institution and hopefully uh launching a pilot with us and continuing to work more closely
around the pedagogy of social annotation thanks everybody thanks hypothesis team
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