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hey greetings folks this is nate angel from hypothesis but i'd like to uh welcome uh raymie kalier who also happens to be in colorado it seems like we have a real
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colorado showing in the house today uh raymie um is uh acting this year as the inaugural scholar in residence at hypothesis he is a um an educator focused on teacher
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education at the university of colorado denver which happens to be right on the same campus with the metropolitan state folks so they're their neighbors practically um and i know they're preparing for a big snowstorm so they're probably um anxious about all
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that but um raimi is going to be moderating uh the next segment of the show which focuses on social annotation and science um and so i will kick it over to raymie and
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let him take away and introduce the next part of the show well greetings nate thank you we are now moving into episode 20 of liquid margins which is focusing on science education and the use of social
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annotation to support both science education student learning in classrooms and also research and research about science education we have three really incredible guests who are joining us today and so we'll turn it over to them in
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just a minute here welcome to episode 20 of liquid margins titled making sense of science with social annotation uh i am just thrilled to host uh and and moderate this episode again
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my name is raymie clear day to day i am an assistant professor of learning design and technology at the university of colorado in denver and have had really i think the the highlight of my professional career
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has been serving during this current academic year as a scholar in residence at hypothesis and working with a variety of colleagues and institutions to support the use of social annotation across disciplines and in both
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creative and consequential ways we're joined today by an excellent panel of science educators and science researchers um and i'll introduce them in just a moment but nate if you do want to advance to the next
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slide this is just a general reminder that if you do use the chat in today's zoom webinar please make sure that you're communicating with our entire community and so toggle to all participants and attendees as you as
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you take those notes and share them in our zoom chat so thanks for that you can also again follow that little link there for more information and as a kind of preview to the next episode what will be episode 21
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of liquid margins this will be scheduled for the 19th of march that's just in a week called northern associations and that's going to be about social learning in canadian higher education so that's
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coming up next friday so today's guests i really have the pleasure of introducing and learning from and i hope that we all enjoy the wisdom that will be shared by the following
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folks dr melissa mccartney is assistant professor of biological sciences at florida international university she also serves as the director of research at science in the classroom
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dr erin mckenney is assistant professor of applied ecology and also serves as the director of undergraduate programs at north carolina state university and she is joined by her colleague also at north carolina state university
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dr kyle galler who is an associate teaching professor of biological sciences i have had the pleasure of reading scholarship by these really esteemed science education researchers for really actually a number
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of years now in some cases learning quite a lot about how social annotation has supported science education and i'm really excited to hear from them about how hypothesis in particular but
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social annotation more generally can support science education learning in the classroom and also science education research and so that is our panel today and so welcome to all of you um if we might begin with
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just some general introductions um i was hoping to hear from the three our argan our three esteemed panelists how did you first learn about social
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annotation generally or perhaps hypothesis more specifically and why since you're all science researchers science educators why did this thing called social annotation kind of
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strike you as kind of consequential for the work that you do given your professional expertise anyone's welcome to begin i can hop in um so i learned about social annotation
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and and hypothesis specifically through the open pedagogy incubator which is an amazing program um held through the nc state libraries uh so i got to participate in their
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inaugural cohort and learn about all sorts of different open educational resources and ways to really engage students in in fully accessing content right so
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lowering accessibility barriers but also in in taking ownership of co-creating learning materials which i think a lot of times these annotations are and then i think of course uh it was
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kind of perfect timing with the incubator to be thinking about ways to to lower accessibility and to increase inclusivity at a time when we're all remote uh and
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to build community online um yes so i can answer too uh so i probably i think i started working with hypothesis probably in 2014 um and we were actually approached um
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someone named jeremy i'm blanking on his last name right now i'm i'm sorry um like the jeremy dean yes yes yes yes he he came and found us and we had some really great brainstorming sessions with him
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um and we we kind of use annotation our hypothesis in two ways um one because of the way it um kind of the back end of the software makes it very easy to pull in to our to our website um and then the
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the second reason is um kind of uh what aaron was saying like it um it gives people ownership and we started using it as a professional development training for graduate students who were looking to get more into science outreach and science
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communication and we use the annotation tool as a way to help kind of break down you know like hardcore science papers so that they would be more easily accessible to the public so we kind of did it in parallel with
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the training on how do you you know how do you break down complicated science um kind of giving them background on that side of things and then hypothesis and annotations were really the um
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the delivery route um to make that all come together thank you so much i was also fortunate to be part of the open pedagogy open incubator with the
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library and they are fantastic collaborators and i was brainstorming with them one afternoon on a whiteboard at one of our libraries
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and i was talking about how i really wanted students to co-create and uh read together and share their notes
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together and that was my goal for this this assignment and we've been doing reading scientific articles for a long time in that course and using different uh rubrics or
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frameworks and micah van der griff from nc state library said carlos you need hypothesis and i remember stopping him and i said
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yes part of the activity is students identify the hypothesis in the papers no no you need to really look into hypothesis and have students annotate within a
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group and he set me up and really helped explain how it could help and it's been it it has snowballed from there and i've been learning from you and others
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how we can really engage students well thank you all for again joining us today and again sharing your expertise and wisdom i'm wondering if you might kind of deepen your engagement with social annotation
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through perhaps a story or an example you all wear multiple hats both again as science educators and also as researchers of science education and how a variety of learners
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are deepening their disciplinary engagement through social annotation i'm wondering for folks who may typically associate annotation maybe with the humanities or
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with personal marginalia and may not necessarily associate social annotation with the sciences people may have a hard time kind of like imagining what does that really look like and again because
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you're all working whether it's in labs or in courses or in professional scientific education initiatives what does this really look like from your perspective can you share
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a few some stories with us love to hear some of those from all from all of you all right i can go first this time um so for me in in my work i am very interested in
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sharing what scientists find with with everyone you know the general public undergrads high school students whoever it is anybody who's really not a trained scientist um and one thing that is you know has come
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up over and over again in our work on this is when you ask someone to read a scientific study the first thing that they stumble on is the language um it's a very specific you know jargon terms um scientists some
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sometimes we like to make up words um you know like like post-translational things like that that makes sense to us but they don't necessarily make sense to anyone else so for us um annotation um
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does many things but mostly it really breaks down that language barrier because when you come across a word that's not intuitive and you really you know a lot of scientific words you can't even really use context clues
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to find out you know what they mean um so we've done a ton of work with the annotations and just defining vocabulary words as a way to just encourage people to keep reading you know this word might trip you up and you're going to stop but
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here's that definition so keep going um and that has been our in in the sciences um our main you know the real main benefit of annotations
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i'm taking notes as fast as i can melissa um i i think in a in a complementary way to that um in my courses where where i see you are
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are making science uh translatable and uh you know participatory for the public right or accessible to the public in my classes i also from day one i teach ecology
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classes and in ecology you know we have these like basic tenets of biodiversity is important and yet there is not enough in my opinion focus on the diversity of humans is important
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so from day one i try to really emphasize i offer a lot of group work and and group discussions whether it's small groups or full class and it is so important to me uh
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for for all of us to recognize the value of diverse perspectives that you know we now there are multiple publications now that demonstrate that diverse humans produce better science um and and so i think
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annotation provides a space for students to build confidence to call out you know what is this jargon um even within a stem class to become you know to break down
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those barriers to sharing uh and discussing you know assigned readings in in class discussions but also to hear you know all these different readings uh i'm thinking about you know scrolling
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through the langston hughes poem uh from the annotated workshop and and just seeing all those diverse perspectives and readings and we can get the same diversity of perspectives and the same richness of discussion in a
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talk about a single um published journal article right um so yeah those are some aspects that i'm really excited about yeah and i can i'm just following up quickly on what you
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said i know in my own teaching and especially since we've gone online i think students are much more willing to ask a question written you know in an email or on on some kind of forum
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in the chat box as they are out loud so yeah i think you bring up a great point um putting this stuff in into hypothesis or into an annotation format you're going to catch more of those students asking questions who never really
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would have said it out loud or come to office hours or anything like that yes and i think it also provides a space for the the three than me principle that you know i try not to jump right in and answer students questions
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and wait for a few days because then i find that you get enhanced you know or increase peer-to-peer interactions answering those questions for each other and then if there is a lot of like yeah i didn't get this either
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then i can jump in and say oh well actually here's a little bit of of interpretation to help you um but yeah i i'll i love the community aspect and and aaron does a
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fantastic job creating community in her courses and really emphasizing diversity of ideas and i teach molecular biology classes very techniques based in
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a biotechnology program that has undergraduate students and graduate students in the same class so i i look at that more on the method side of microbial
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diversity for example a class i teach and i'm focused on the methods so some of the papers that we look at are really dense and while we may have grad students that
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our folk are have already been reading papers their fields may be textiles design maybe college of vet medicine
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so and on the other side i have undergraduates that are fantastic chemical engineers in their programs or biologists who may not feel comfortable in person
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talking to the grad student because they are intimidated and on hypothesis when we annotate papers together i also try really hard not to start
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placing comments and answering questions but what i've seen is uh there are more interactions between grad students and undergrads and i would like to quantify that at some point but my
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classes are smaller which is good and and then the other thing that's really interesting is uh we we tried some papers where we actually had one of the authors one of the lead authors
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be part of the class and they are i had trouble reading those papers bioinformatics and i told students it's okay to ask questions and with with hypothesis i
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i felt like i had to define to scientists and engineers what annotation was but once once i came up with our definition of we are going to ask questions we are going to clarify the
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text by adding another layer to make it more transparent to us and others what the meaning is and our idea was or our goal was to annotate ask
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questions link to youtube videos or other papers and explain what's going on in this complex scenario and then once we have a set of annotations groups of three or four
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students are tasked with making the page notes so we mentioned page notes earlier and we use the page notes as a way of trying to summarize uh annotations in small groups
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and that has been a lot of fun thank you for these these stories and perspectives and you know we've got questions and resources that are now flowing through the chat and i wanted to also kind of open up in addition to you know your
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commentary about social annotation in a class context and some of the pedagogy surrounding that you've also all embarked upon research research perhaps about what your own students have been learning and doing or again
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how others are engaging with scientific literature through social annotation you know and it strikes me that not every educator whatever their discipline may be is
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going to choose to start researching the processes by which their students are learning using a variety of new technologies and yet you all have and i'd just be curious to hear again from everyone you know what motivated you to also look
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at annotation from a research perspective and what are some of the key insights the key findings that you are beginning to glean or that you have identified
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in regards to the ways in which social annotation does support engagement with scientific again terminologies concepts student learning professional learning as well as science communication
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bring us into your research as well as again having previously shared a little bit about your teaching uh okay oh aaron do you want to go either way you go ahead okay
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so i guess i i've been thinking about i've been learning about the ecology of education and the ecology of learning and thinking a lot about you know what about the core ecological concepts like diversity and functionality
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and you know uh connectivity right i'm i'm thinking about kind of food webs and and maybe this is a food for thought web um and and so those are some of the the
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concepts and that are shaping questions that i'm asking again uh very much from the perspective of you know hypothesis as a tool to increase student confidence but also
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student community particularly during this past year of remote learning um so so i'm asking questions like uh and and some things that i've found from
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from quantifying the usage data from my fall class i've found that you do see higher connectivity or more interaction via replies and threads um the more that students annotate so the
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more you use it the more you might benefit um i i've also seen you know across the board no matter what the usage uh students overwhelmingly reported that
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they felt that annotation did increase their confidence and did increase their sense of belonging in class which felt really exciting but that has kind of uh opened
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some uh some additional uh roots for questioning like well what why don't we see you know a tighter correlation with the number of annotations and carlos and i started
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thinking about imposter syndrome and you know well what are the spaces where we might see like a false inflation of annotation that might not correlate to an increase in confidence so now we're thinking you know
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oh can we quantitatively identify you know usage behaviors that might help us pinpoint some sort of imposter syndrome and how could we help to address that um how can we help increase student
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comfort and confidence um so and i am i'm stuck on this and i i believe the libraries a little bit um on open educational resources
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and and co-creating and i i went through a pre-pandemic and then pandemic summer of thinking about my teaching philosophy and thinking about
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how we teach courses because we teach lab-based courses and what what i enjoy from the experience and what i love about teaching
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and i i love the equipment and the toys that i haven't had access to in a while but i also love having students create something and and that really drives me and
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i think with annotations and summarizing and being able to understand complex terms or being able to come up with a group of students came up with their
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tag system for hypothesis to learn about their undergrad research it really um emphasizes how creating community and empowering students to to
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to do something you have the self-advocacy you agency comes to mind helping students discover what they want to learn about and and not try them off with a
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this is an assignment you have to read this paper and i've struggled with that because i want them to annotate but i don't want it to be a checkbox and i think aaron and our experiences have really
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helped on the instructor's side comparing notes and learning about okay how can we do this better to not shy away some students and shy away is
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probably not the right word or encourage everyone to contribute in a way that's meaningful and where it's comparison free which may be dreamland and
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impossible but so that they can share ideas in a way that others can build on those and it's not a requirement it's a community okay so i've i've come at this very
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different um and and there's two different ways that that i've i've done research with annotations the first way is i do a lot of work with graduate students and professional development
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specifically graduate students who don't want to necessarily stay in academia and they're looking for these quote unquote alternative careers outside of working in an academic lab
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and the way we use annotations with the grad students is like i mentioned before that training teaching them how to how to translate complex science for a general audience and it's always amazing to me that grad
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students don't recognize that they have these skills because i think grad students go through training and for them it's just normal you know because they spend every day looking at these words and kind of translating to themselves in
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their head and they don't see it as a skill so we we use the annotation process to show them no you really do have a skill um and you can really turn this scientific paper into something that the the
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you know the rest of the world can use and benefit from um so kind kind of what what what aaron was mentioning we do see um confidence changes when when they go through this they do you know start to realize oh i can
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contribute um to the you know the larger society um and they do increase some of their skill their communication skills um specifically you know learning how you know what
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parts of the paper to annotate how to annotate what to include in the annotation um those kinds of things um and the other benefit to the annotation process is at the end of it they have like a tangible packet
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that they can take with them you know on interviews or put in a portfolio or something like that showing that that you know they've they've actually done this they came up with this product and it's out there in the world and you know and someone's using it um
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so that's kind of what i've been investigating on the professional development side of things then as far as students reading other people's annotations we use that with first year undergraduates
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in intro biology courses and you know you can't just give a freshman student a scientific paper and say here go read this it's really cool it's really interesting you're gonna you're gonna need to know this for the rest of your scientific
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career and good luck um there's all kinds of research out there some of my own about barriers that students face when they go to read a scientific paper and so what we've
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done with the annotations is design them specifically to start reducing those barriers so you know vocabulary is a big one methods is a big one um because a lot of these students they're they're intro bio students they
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might not necessarily know what a western blot is or you know what you know how to titrate something so we we get really get into the methods section
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um so and again that that shows the graduate students writing the annotations that they really do have valuable skills and the undergrads who then read them it helps them you know better understand what why we need scientific papers how
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the scientific community uses scientific papers both to you know advance science and to tend to teach others and it eliminates a lot of those frustration barriers that would initially turn students off
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i'm not sure i'm working on this now actually i'm not sure it increases their motivation and their confidence to keep reading psl i think it does i don't have the hard numbers on that yet but that that is something that that
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we're working on right now and um another thing i think the annotations do with the undergrads who go on to read them is it helps them learn strategies for breaking down complex texts so they'll you know
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they'll start to realize oh all these words that i don't know are defined in the future when i see a word i don't know maybe i should take the time to define it um and you know taking like like chunks
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of text and writing it um you know in your own words or in simpler language i think that's also a strategy that they pick up just seeing annotations and and knowing that they're
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there thank you so much for this again really keen insight from again a research perspective on how students in science again and professionals and graduate students are learning and engaging with this practice
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we're about to transition into some q a with again the many attendees who are here as i'm looking at the chat there are a lot of questions that are coming through but i'm hoping that that i might just just kind of wrap up with one more question for the for the
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three of you um which is that i don't mean to pigeonhole annotation since it's something that i care a lot about and study but it often is associated again with maybe the humanities or the social sciences or again
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informal kind of personal reading and i wonder if the three of you have recommendations specifically for other science educators who may hear about social annotation and
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kind of say huh that sounds uh interesting or maybe to reference carlos's story early like hypothesis oh you're talking about the hypothesis of a study not a tool and i'm just curious again given your various areas of expertise
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and again your deep experience with social annotation do you have a recommendation for other science educators who again may be curious or hearing about this for the first time where and how might they begin this
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process of dipping their toes into the pedagogical affordances of social annotation uh personally my advice is don't be
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afraid of the technology your students will get it even if you don't um and and to be honest i think that has worked in my favor because a few times i haven't known how to do something and they've showed me um
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that's great for them to know that they're also teaching me and i think it builds a little more of a rapport um between us so don't don't be afraid of the technology yeah that's that's excellent melissa
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thanks i think also i've tried to build in practice time either as part of my welcome letter like here's the syllabus uh we are going to be using hypothesis so go ahead and open an account
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and then practice so i'll have a link to the get started for students tutorial and then i've i've shown screenshots or recorded a brief video and zoom um and then i asked them to annotate the
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syllabus so it's a very low stakes and it helps you know uh make sure that we all understand what's required and and they have helped me to identify like oops i did not update that date
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from last time i taught this class um so that way you know before we're halfway into the semester you know everybody's on the same literal page in the first week of class um and and what i want to add to that
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now is in addition to uh introducing it in the welcome letter also carving out some time on day one just to make sure that everybody has you know a guided 15 minutes like let's all go to the same
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page the same as we did in the annotated workshop earlier you know i think that's so helpful um yeah and as melissa said it it's hugely helpful to get the students on the same
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page but also to uh afford them opportunities to correct and enlighten me it has changed but i every semester and they i've
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tried hypothesis and now four different classes and different topics of papers or different types of assignments and one thing i've don't be scared of
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the technology and also have the students ask questions and what i try to do now is when i was in person and i've just finished co-teaching this class with my
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better half claire would point at me and say okay dr galler how do we use hypothesis and i would bring it up on the screen and we would start and this is what we're going to do we're
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going to annotate this paper and it's really neat because now we can talk to us as we read this paper and what i've done online is i've i've filmed screencasts
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of me going over the assignment expectations and how it's going to work and actually going through annotation and putting some annotations
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in and i've honestly in some of the videos i've i've fumbled and done and didn't do it within the right group or and
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students get to see what's going on and see that oh yeah i there are so many options i can do i can bring in rich texts and links
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and i also try to as aaron mentioned emphasize it throughout the course our courses are typically eight weeks so i we have to be up and running really
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quickly so after we read a paper i tried to summarize in a video summary and walk them through with my screen open with
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a hypothesis open show them how we went from a blank layer to this layer as we just did an hour ago they're full of annotations 140
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annotations on this paper and say you created this and now let's make let's make some sense out of this what do we want to extract from your comments again thank you this is just so for me
00:32:56
at least i'll just speak for myself so it'd be informative and so again i just want to thank you know all of you for joining us today and i'm going to really just shut myself up now i know that nate uh hypothesis colleagues also frannie have been
00:33:09
looking at the chat a little bit more closer than i have and this is a time to turn things over to all of our attendees and to elicit questions from those who've joined us today whether questions have already been
00:33:20
asked in the chat or folks want to drop those questions into the chat right now or we can also promote folks if they want to also share their questions you know by speaking it out
00:33:33
the the floor is open yeah i think it's actually uh you guys have been doing a really good job of sort of addressing things both in chat and uh and live as we've been talking
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i have noticed that um a lot of folks are have been centering around this idea of you know how to make sure learners of any age really are you know um kind of able and empowered
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to actually um use social annotation technology and you guys have been addressing that already um and there have been a lot of ideas floating around about you know using video um like carlos was just talking about
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the demonstrations and so forth and i just i think it's um i think that we should stress that it's never true that you can assume everybody is just going to be able to pick it up
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and use it easily with no problems it might be that way for some but it's not going to be that way for everyone and so if you i'm sure that you can all speak to how you've had to sort of
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support different levels of kind of ease and facility with social annotation in your classes and it could be that you have sort of pointers on how to um how to
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start the exercise of annotation off um in in ways that make it easier to figure out who needs more help and and who's ready to go i know remy himself has a lot of practice in this area
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too i i don't need to necessarily kind of share my my fumblings and my dr mccartney please yeah i don't um i don't usually do annotations in a social group which i'm realizing now that i'm
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listening to all of you um the grad students kind of do them on their own and then the the undergrads read them um on their own um so i do not have a great um answer for this although i'm interested to hear
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um what everybody else thinks putting carlos so i we use i've been using two different things so for one class i i change
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the articles every every time i offer a class and we just have one group and we keep on annotating in that group because the previous articles are still techniques and approaches that
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are used and students can refer back to them and students can actually see the examples of how one paper had 150
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annotations um for other classes i i use the same two papers so i create a new group every time for students to annotate within that
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group like yeast metabolic engineering 2021 and it's it's interesting because i see i i see the lack of and an example
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in the yeast class at the beginning that could be helpful but i could share another paper or share some screen grabs and one thing that i've i've
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we've always have little tech issues but i'm trying to get students to help each other out and i use student forums as a place to troubleshoot and ask questions
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and once once they realize they are annotating publicly and that's why they can't see the annotations or we should be using this link um
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and um it has been really great because the students have understood how to have picked it up really quickly have helped each other out i've had an undergrad who is now really committed
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to open science and really mad that papers behind paywalls there are issues sharing annotations between institutions
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to the point this student who graduated in december now wants to write an op-ed article and i i love that so from from troubles we can make we can make learning and hopefully
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hopefully students learn in the process i just saw this question come through so maybe i'll just pick it up from the chat if that's okay um we've got a question from um that asks you know thanks a lot for the superintendent discussion certainly echo that can you share a
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concrete assignment that you've that you've done in class again for those of us who maybe don't take this form of social peer-to-peer learning for granted what does this really look like for your
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students in your class so i've been using a hypothesis for jigsaw exercises so i i teach a class of 45 to 47 students in the fall
00:38:43
so in order to break that down into what i hope is more manageable sizes and and for the jigsaw i divide them into four expert groups each group gets assigned one paper and then i say you know
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so all of the papers are available through our class private group um so they could potentially go and see all of the papers but they have to um create five annotations a minimum of
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five and that way it's a low stakes i'm giving you credit for reading the paper that i'm expecting you to read to discuss in class so it seems you know fair um to in a way to acknowledge their efforts
00:39:20
um and then i encourage them you know i'm going to pick up from the annotated workshop like if the text is already highlighted don't create a new comment reply in the thread because i think that's a fantastic way to increase connectivity
00:39:33
and then i can compare to student behaviors from this fall and see like does that actually increase you know thread length and and the quality of our discussions um but yeah i think that
00:39:45
really has helped again for them to clarify what the paper means and then if i give those expert groups 10 minutes to convene and come to a consensus um something i want to add to that is maybe they will type a summary page
00:39:59
um and compose you know what's your one paragraph or two paragraph uh review right your tldr uh for other groups um before they get shuffled into their jigsaws
00:40:19
i think for that i think we probably have time for maybe one or two more questions if again maybe nate or freddie has seen things come through the chat yeah one thing i just actually wanted to bring out as i see folks are
00:40:33
using the chat space to share articles that might be good starting places for various you know various scientific discussions and various disciplines and that's great and i um i can i can understand why sharing them
00:40:46
in zoom chat is maybe not the most efficient way to share resources like this so i have an announcement to make um that very soon we'll be um unveiling a companion site for liquid margins that is specifically designed to allow
00:40:59
educators like yourselves to share common resources publicly about your practices so for instance if you you know let's say uh carlos and aaron have particular scientific articles that they think are
00:41:12
great introductions um for annotation exercises in their particular discipline you know you could share that um with some even some additional information about how you use it as an assignment and so forth
00:41:24
and so um look for an announcement to that coming soon sorry that it's i wish that i could point you to it today but it's not quite ready um but anyway that will maybe get us around this issue of trying to share share a bunch of links in chat quickly before
00:41:37
something ends um you know there's been a lot of uh a lot of um talk about how the different disciplines might have different um sort of needs and affordances right um and i think one
00:41:50
suggestion that came out in the chat that was pretty interesting was the idea of instead of moving right to a scientific article you can also um use an exercise in um annotating
00:42:02
some sort of maybe mainstream media public treatment of science right and so you can bring the scientific lens to a more popular work if you will um and have that really be an
00:42:15
interesting uh annotation exercise and as opposed to diving deeply into a really rigorous scientific work which like and science in the classroom does so well and i'm wondering if uh aaron i saw you
00:42:28
nodding as i was talking about that do you have like particular experience directing students toward sort of more um popular publications if you will no i was nodding in like i totally agree
00:42:42
with you and i think i i'm so excited that there might be a shared repository and i was thinking oh and then we can annotate them with like what we do right it's perfect it comes full circle
00:42:54
um i i give a blend i i don't like to label anything as like a classic paper or the paper and i think that's partially
00:43:07
because i i'm a microbiome researcher and you know that's a fairly new field and it's changing all the time as we learn more and as we are humbled continuously by the microbes we study
00:43:18
right um so i don't i don't want to be sessile i don't want to anchor myself to anything specific um i so i have often incorporated some of my own research
00:43:32
into courses as case studies to give students a chance to challenge me in person if they have questions you know to practice discourse with a published scientist um
00:43:45
and to break down that hierarchy and power dynamic hopefully but i am even thinking like i also don't want to inadvertently hold my work as some golden standard because really it's not
00:43:57
you know it's it's not we're the nature of science is that it's dynamic that we are learning all the time that you know uh yeah every day is a new copernican revolution right
00:44:10
um so so no i don't have a today i have a go-to paper but you know by next semester maybe they'll all be different they'll all be different right yeah sorry if that wasn't this no no it was a
00:44:24
really interesting tape carlos actually yeah i have two random comments that somehow i've tried to connect here so one is um a teacher post
00:44:37
a research postdoc uh here at nc state jason whitham who has a ton of experience in bioinformatics and meta genomics said i want some teaching experience
00:44:50
can you help can i help with this class and that was the best yes i one of the best yeses i had last year because he brought expertise and
00:45:02
students felt comfortable maybe it was because we were using hypothesis usernames but they felt comfortable saying i don't know what that
00:45:14
means and i i really appreciate that and these were science papers we'll change them up next semester as we try new projects and with undergrads i i have the
00:45:29
pleasure of working with student groups that are undergrad researchers and without the lab we or lab experiences students were craving research experience
00:45:41
and i was just amazed and happy and really impressed with what groups of students did once we said okay let's find out everything we can about this
00:45:53
weird bacterium and it doesn't have to be science papers annotate wiki annotate uh public newsletters try to connect
00:46:06
and students in that case made up their own code for tags and for for for classifying annotations and i also did the same thing aaron i i
00:46:19
was like i i i'm not sure i feel comfortable calling them seminal papers or not so students they came up with their system
00:46:31
and then they just ran with it or or annotated with it and that had fun and in that case it was a combination of science papers posts anything they could think with
00:46:45
this key name yeah so with regard to selecting papers it's very hard and i a lot of people ask me this question i do not have an easy answer um it's it's difficult it's going to take time you're going to select some
00:47:02
that don't work um and you know learn from what doesn't work on that and you know keep selecting in the future um a couple things that i have found that usually always work
00:47:14
is think more about the experimental design in the paper if it's a like the simpler kind of experimental design the better um because you know help students follow kind of
00:47:26
from the question to the the experimental design to the methods um you know and and those there's really elegant papers out there i and i record you guys don't shy away from science and nature
00:47:37
they are shorter papers but um because they're short sometimes the experimental design within them is really beautiful um so i would look for the experimental design not so much you know the vocabulary words they're
00:47:49
going to use or the length of the paper or the journal but but find a really beautiful experiment and start there my second point kind of bouncing off erin um i think it's great
00:48:01
to select your own papers and i would totally encourage that because um research coming out of my lab shows that a lot of undergrads don't even know that we do research they don't know research happens especially i know you guys are at a huge
00:48:14
campus like i am um a lot of our freshmen don't even know there's a biology department which seems crazy to us but but students who commute who get out of their car go to a lecture and then go back to their car they
00:48:26
really don't understand that research is happening on campus so i think it's totally great to use your own papers and use them the papers from people in your department as a way to show students that this research really happens on campus and they can be a part
00:48:40
of it all you guys need help you need volunteers um and you know it might help kind of the sense of community within the department about knowing what's going on knowing what people are doing and finding out a
00:48:51
way uh to be more involved i i'm just kind of thrilled at the kind of the various directions that this conversation has taken and particularly on this point about you know having researchers
00:49:07
who are educators that share with their students their own work to engage in a conversation through social annotation that does a variety of things that again you've all mentioned i just want to re-voice this because to me this is just
00:49:21
so important you know mentioning things like showing your students that research is happening on campus and that you know you are also engaged in this kind of process of scientific inquiry and then also you know to aaron's point
00:49:33
a few moments ago about also potentially troubling to some degree the perceived expert novice teacher power dynamic that can exist
00:49:46
particularly when for example students may be reading you know primary source scientific literature you know conducted by and written by their own professors but using social annotation as an entry
00:49:57
point to then begin inquisitive conversations about the topics the terms the concepts and the methods that to me just speaks to just the complexity of learning and the opportunity for social annotation to
00:50:10
deepen this this shared uh experience so thank you all so much for for sharing from your experience i believe that we're running out of time and i hate to make that transition such a hard one we're coming up against the hour here
00:50:23
and typically these episodes run for about 45 minutes i didn't know if there were any final concluding comments either that our panelists wanted to share there was any final insight resource or question
00:50:34
that you might want to leave us with or there was any other quick commentary or even a bit of housekeeping notes from any of our hypothesis colleagues as we begin to wrap up today's today's liquid margins episode
00:50:47
let's let's hear from the panelists first for sure i'll start i had no idea uh so many people were doing annotations so it's been cool to to meet you guys and learn about what you're doing um and i'm i feel like i'm like
00:50:59
re-energized to get back out there into annotating so thank you i read dr mccartney's paper and i really really
00:51:14
love that the hypothesis community has been so welcoming and vibrant uh and learning from from others and i i really loved that we were able to connect
00:51:27
and share some thoughts and resources and when i had tech questions how can i get this you were there so it has been a really supportive community and i love
00:51:40
learning from aaron and other fantastic educators what they are doing to encourage others to participate and i think going back to my naive comment what do you mean
00:51:52
hypothesis a couple of years ago at the library now now i can have rephrase that and say okay how can we deliver the the guidelines or or deliver the charge
00:52:07
of because i'm calling it charge now of we will annotate and i make sense of this together because believe it or not carlos does not understand some of the text
00:52:20
here and i think that with 20 of us doing google searches and being empowered to tag someone else or ask questions or even annotate
00:52:34
publicly on the author's article we can get some answers yeah i absolutely love that carlos and um i would say first broadly this has been amazing um i
00:52:51
this has been another another flavor of uh i came to hypothesis uh because it seemed to make sense and it seemed really exciting and i've been doing things by intuition but once again
00:53:03
i'm meeting people who are better established and have more experience and and who just the chat blowing up this whole time with so many inspiring questions and anecdotes and to be able
00:53:16
to connect to this web of like motivated inquiry right i mean that's coming full circle to hypothesis and into what carlos has just been
00:53:27
saying about it charging and empowering students to drive and and you know satisfy their own inquiries and instead of you know leaning on us and and
00:53:39
i'm there with you right as an instructor i really try to model yeah this part of the paper was super confusing too and and how amazing to now have a space where we can document that
00:53:51
and then muddle through it together um i i think that's that's incredible uh it's an incredible tool it's an incredible revelation for students um you know really democratizing science and
00:54:03
education thank you i i wanna i just i know for myself personally diffusers i've just been so inspired by this episode um but also on behalf of hypothesis as
00:54:16
an organization in the broader social annotation community i want to thank dr melissa mccartney i want to thank dr aaron mckenny and also dr khal scholler for joining us today and sharing again your expertise and wisdom with us um
00:54:27
also a big shout out and thanks to the olc uh innovate both this online gathering and the broader olc community for kind of hosting us within this broader event
00:54:39
and making this public and available to to everyone um this has just been i think a really um kind of edifying and inspiring conversation so just thank you all i know that resources from again the chat
00:54:53
and related this will be shared publicly um through uh the hypothesis liquid margins page they will also probably be shared out on twitter and other social media channels uh soon please continue to stay connected
00:55:05
to again the hypothesis community um i've learned from the chat that actually it's episode 19 that's coming at mexico we're going back in time somehow just somehow kind of apropos for this last you know year but in any case please do again remain
00:55:18
engaged with the liquid margins webinar series as well as the broader hypothesis community and my thanks to everyone who's joined us today stay healthy everyone please do take care
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