Select text to annotate, Click play in YouTube to begin
00:00:07
welcome to the special liquid margins it's number 28 and it's social annotation showcase a look back at liquid margins so we're kind of jumping on that gravy train of
00:00:20
um looking back at the year except we're looking back to 2020 because it's all like one big year and also because we started liquid margins in 2020 and so we wanted to
00:00:32
have a chance to talk about the entire um ubra right today's guests are frannie french i don't know if you've heard of her she's the digital marketing specialist
00:00:44
at hypothesis she's wearing a tie today i'm not going to a wedding later nate and i didn't plan to wear ties by the way fyi uh nate angel is also here with us he's the director of marketing at
00:00:56
hypothesis and like i said we have michael de roberts and um he's going to be in the chat and michael agrees with what i just said thank you michael um all the episodes um that we're going to
00:01:09
be talking about today um we will be going across the entire 27 episodes but we're not going to have time to um
00:01:20
highlight clips from all of them um but just from some um but not because we don't love all the other ones so with that i'm going to turn it over to nate
00:01:34
thank you i was expecting you to say one more thing there so yeah as frannie suggested um you know we've had uh over the course since we started liquid margins back in
00:01:45
2020 spring of 2020 if i'm not mistaken we uh have done 27 episodes this is the 28th episode of liquid margins and um
00:01:57
we as in preparation for the show franny and i went back and looked at them all believe it or not and um oh my gosh there's just so much great stuff in every single one
00:02:09
that it was impossible to choose you know just a few clips in the time that we have here today a few to highlight so we're actually gonna um walk take you down through a trip to the memory lane through every episode um
00:02:22
starting with number one but we're going to delve into a couple of episodes in a little more depth uh and again kind of explore pull out some some highlights from those episodes in particular but i'll just say
00:02:35
first of all our huge thanks to all the different presenters and guests who've come on liquid margins and shared their thinking and their practices because what a rich trove
00:02:47
forget social annotation for a second just like what a rich trove of people talking about their teaching practices especially during this time of the pandemic when i think teachers and students were especially challenged
00:02:59
and so um you know our hearts really go out and our thanks to all the people all the guests who joined as well as the participants um so there have been so many great folks who've joined liquid margins live uh to be part of the
00:03:12
audience if you will and uh more here today so really thankful to everyone who's participated so far so actually you said sorry to interject there's going to be a lot of that going on here
00:03:24
but i just want to second what you said and um i feel a little remiss that i did not say that as well um and it's just been a real pleasure to be around so many
00:03:35
um thoughtful and educated and um smart people you know and it can be a little intimidating i'm not that i don't think that i'm smart but you know sometimes i just pie hole because things are going over my head a little
00:03:49
bit well you know if any you are smart and god dang it people like you as well so i love that we're going to keep it kind of light today with our normal banter that some of you may have experienced that our i
00:04:02
annotate social hours at any rate so it's not to not to um uh delay the the trip down memory lane any farther so there like i said before there's 27 episodes and each one is you
00:04:15
know between 45 minutes and an hour so that's you know um more than 20 hours of of watching so as alex suggested in the chat if you're going to binge watch liquid margins over the holidays which
00:04:28
would be a great thing to do i think you're going to be spending over 20 hours doing it just so you know um so i wanted to just highlight a little bit from liquid margins one our first episode first of all because it was a great episode
00:04:41
where um both kyle and michael came on and these are two folks that are super experienced not just in working with hypothesis and bringing social annotation to their schools but in just in using educational technology and
00:04:54
different pedagogies in general and they they just speak really thoughtfully and and and really intelligently about those processes and um when you grab the slides there's links to every episode record up here you know where it says
00:05:06
liquid margins and the episode number um and so you can you can dive in and see some of the other resources that were behind each episode in this case there was a great blog post about um how to how to pilot anything really um in a
00:05:19
thoughtful way um and so but the clip that i wanted to play which i'm just about to do um is about something else um it's about liquid margins itself and so let's uh let's pause for a minute and hear what the clip has to say and we
00:05:31
coming up with a name for something is one of the hardest things that uh that you can do and so um we went through a long process of trying to figure out what to call the show and
00:05:42
here's a few of the um names that didn't quite make the grade um i was um i was pretty uh pretty psyched for a couple of them i i when margins last on the door yard
00:05:55
bloomed i thought was a pretty good title um or maybe even puff the magic margin um i'm actually decided i'm pretty much gonna be known now as the sheriff of noting notingham which isn't really a great show name but i thought it would
00:06:08
be a cool title but anyway none of these none of these names for the show made the cut um and so we ended up with tada you are at episode one of liquid margins
00:06:20
and that and that's how it all kicked off right um you know it could the show could have been called nodey mcnote face or border hedge as we like to say but no
00:06:32
or it's not butter it's margin another another great one there were a lot of great name ideas but we ended up with liquid margins and 28 episodes later uh here we are and so um
00:06:46
actually i i ended up it's seems odd like we're going to do this for each episode i ended up picking a clip from episode number two as well um and this was you know this was when we were just first getting started with the show and the second episode
00:07:00
just also blew our minds because it was just such a great conversation about um how composition teachers use uh use social annotation in the classroom um
00:07:14
and i'll just say that um uh this was a really interesting episode it actually had three guests one of them doesn't appear on camera and that's why they're not in the in the thumbnail and they won't be on camera but it's actually it was chris gilliard that i picked for the
00:07:28
clip and one of the things as i was watching through the shows is each episode is packed with all sorts of great ideas about how to use social annotation and you know like really specific teaching practices
00:07:40
both within certain disciplines and across disciplines and this episode of course is packed with all of that but i was also looking for when people stepped away from the details and thought a little bit more like big picture about what this all
00:07:53
means and i think chris's quote here pulls out something that i thought was interesting that came up in many episodes and that's this idea of people have an anxiety that when there are
00:08:05
annotations in a reading that um that that will somehow infect people's first reading of something and that it that it's like it's unfortunate that
00:08:16
people don't read without other voices in the margin if you will and so let's hear what chris has to say about that i'm not going to blow up the screen because he's not on camera but i i really liked the way that he
00:08:28
talked about that particular topic there is no such thing as a blank slate you know i think that when we um encourage students to buy into some of these myths
00:08:44
um you know it they're intensely problematic for lots of reasons but but mostly that notion that it somehow spoiled a a text
00:08:56
to know what someone else thinks about it um rather than enriches it you know um i i mean this is not like a way of thinking that i share um and in fact
00:09:07
again like i think so to draw another example if you're in a lit class and you're reading you know saw tony morrison's song of solomon um what i used to do when i taught lit is you give like them also some criticism
00:09:22
of that work right well again like i i'm not familiar with anyone saying well now that you read that criticism right the novel spoiled i mean that like so um i think i understand where those
00:09:35
notions are coming from but i think they're really mistaken and i think that's that's a theme that we saw come up you know we kind of asked a lot of guests about that about you know when when students come to a text and there's
00:09:51
already voices in the margins you know how does that help or hinder their reading and their thinking about the text and that's it's an interesting thing to just explore throughout throughout the shows and throughout the whole practice of social annotation so
00:10:04
we don't have a ton of time so i'm going to press on um but in each one of these episodes in this case i didn't pick out a clip this is a fantastic episode as well focused on the discipline of history real two really smart historians
00:10:16
talking about how they use social annotation um but i will just say that in general like even if history isn't your discipline watching the history episode can be really valuable and interesting and that's i'll say that for all the
00:10:28
episodes because people really um thought about things in ways that cross disciplines in every case so if you're a historian this episode is a must-see if you're not a historian it's probably going to be packed with really valuable
00:10:41
things as well and the same thing is true about this next episode episode 4 about science um it also had a couple of guests um one who didn't appear on camera and that's why they're they're they're only one
00:10:52
person in the in the thumbnail but uh in the science practice they um actually opened up one of the themes that i want to explore in a later clip which is about how reading itself is such a social act um and so we'll come back to that when we
00:11:05
get to the next clip we did this special episode on um social annotation in the sakai learning platform which is one of my old favorites and and was a really valuable kind of exploration of some of the
00:11:18
technical details but then some of the teaching practices associated with that as well then in episode six um this was a really great episode uh i say that about everyone don't i
00:11:32
but in this episode two instructional designers talked about their practices working with faculty in order to kind of um you know evangelize for the adoption of both really good pedagogical practices and social annotation and um
00:11:44
oh my gosh the energy and the conversation this episode are just stellar um i love this episode i'm joking up a little bit frannie knows how it is i get kind of emotional but um
00:11:58
this one almost brought a tear to my eye what what a great episode so sort of like the last episode number six was about engaging with teachers this one is about engaging with students and again really great um thoughts and voices from danielle and
00:12:11
michelle here um both um and so i highly recommend that episode as well so we now come to the last clip that i picked um which um is from this really fantastic episode on math um with uh with matthew
00:12:25
salamoni and this is just an amazing episode partially because it it really gets into the intricacies of how social annotation works with math which
00:12:37
is not necessarily a thing that most people um you know jump to as their first idea of what social annotation like the discipline that social annotation would be most comfortable with right people often think of humanities
00:12:49
social sciences english composition all those things um so matt talks about that quite a bit but what's even what's even more powerful to me is the way that matthew talks about um
00:13:01
math as a practice and and our kind of our human relationship to math and math pedagogy in general so i want to play this little clip from him it's a little bit longer but um i think it it
00:13:14
touches on a lot of the themes that he brings out in the episode as a whole and uh it's really powerful so let's listen to what matt has to say because what the practice of mathematics looks like not just at the teaching and learning
00:13:27
level but at the professional sort of research mathematics level is that mathematics is an inherently social enterprise how we figure out whether a mathematical idea is even true
00:13:39
in the first place is we don't submit it to some all-knowing all-seeing oracle in the sky somewhere right is we submit it to one another and we engage in a conversation and we assess you know the success of a new argument
00:13:52
or even the success of a very definition in community with one another and that's what it looks like to sort of practice mathematics i think one of the things that's telling about math
00:14:05
is that other disciplines get different verbs out in front of them we can practice in art we can conduct a science experiment we can investigate a question in social science um but what is the thing that gets attached to math what's
00:14:17
the verb that gets attached to math we do math and the reason that we do math is that it can be done and we can then do something else with the rest of our day right just the the choices of words that
00:14:30
we use there um and it sort of glosses right over the fact that we don't do math as individuals most of the time in math classes that's what it looks like um in
00:14:42
the field of math we are sort of plagued with this myth of individual genius right we celebrate these individuals who have made contributions to our field who are almost invariably young white and male
00:14:54
um and so there's this this folklore that builds up around math that that's what doing math for the sake of having it done looks like is one person that's brilliant um usually a white guy sitting
00:15:06
in front of a piece of paper almost monastically and sort of elucidating it all on paper but that's not what real math looks like it's not what it looks like for professional research mathematicians it shouldn't be what it looks like for
00:15:17
first graders you know learning basic facts in their classroom because what the practice of meth sorry i sort of flubbed up at the end they're stopping that but um so this is this is the theme that that
00:15:36
matt explores really powerfully with with math but that we saw people surface across all the disciplines and that's that every practice is inherently social every academic
00:15:47
practice every research practice the act of reading itself even if you're doing it all alone in a room you're always in a social context you know the world around you things that people have said about those books as chris gilliard said you know the
00:16:00
criticism that you might have read or the fact that someone suggested it to you and so um i really like the way that matt applied that to math here but it's something that just stretches across all the different all the different disciplines
00:16:13
in a really powerful way and so if you do binge watch all the episodes i i recommend that you keep an eye out for people touching on that issue um for instance in the sciences too about how the sciences are inherently social and
00:16:27
not some sort of you know you know practice that someone just does all by themselves in a monastery like the one i'm in here right now for any unmuted well yeah i wanted to say that um yeah it is
00:16:39
all learning is collaborative and also the arts are collaborative too um and i something that chris said for that point that you're pointing out that chris gilliard said earlier
00:16:51
um it makes me think of when um i meet a writer and they say well i don't read anybody else because i don't want them to influence my writing and it's like all writing is influenced all art is influenced by other art so just made me
00:17:05
think of that yeah and it's i mean i think that's just something that that annotation helps us surface right is we we like uh matt talked about the folklore of the
00:17:18
you know the the lonely white male mathematician working in front of the blank piece of paper same thing with the idea of a book like the lonely reader in front of the you know white black and white book that's not that's not how actually most reading
00:17:31
takes place and even when it does your own you know your own engagement with the reading is already a social activity so we don't we again we can talk about that
00:17:43
all day but we we need to press on um oops i went backwards instead of forwards uh so uh you know and i'm just about to hand the baton over to franny because she picked out selections from the second half of
00:17:56
all the episodes um but just to say a couple of quick things you know we had folks who uh spoke specifically about using social annotation with high school students as opposed to uh college students
00:18:09
fantastic stuff there really powerful um and proof that you can you can use social annotation with really any any age group in fact i've heard of people doing social annotation you know all the way down in kindergarten and preschool
00:18:22
often they won't be digital then it will be analog you know they'll be using crowns and markers and stickers and stuff but they're still reading together on the page and that's what's important um world language is such a powerful use case uh that we talked about in episode
00:18:35
10 right where not only can you annotate a document in any language but you can also make your annotations in any language and so um there's just such powerful use cases for for um world language study with social
00:18:50
annotation no show about liquid margins would be completed without a shout-out to really clear our good friend and the inaugural scholar of residence on a hypothesis he's done so much great work not just
00:19:01
here but also for annotation in general a great scholar and thinker about about annotation and um you know if you don't know raymie and his work already uh you should because he's he's an incredibly
00:19:13
incredibly accomplished and powerful voice uh in liquid margins 12 i actually did pick out a clip here we don't have enough time to delve into it right now maybe at the end we can come back to it this was a fantastic
00:19:24
um episode on uh kind of thinking about how students could be made successful or can be enabled to be successful um with the help of social annotation at a college that's near and dear to my heart as a
00:19:37
coloradan in colorado college some really great some really great uh thoughts there um and then um one of my all-time favorites that i didn't pick a clip from because just the whole episode is fantastic um
00:19:49
is this idea of you know not even focused on social annotation but the idea of how do we build you know equitable and hospitable learning environments and how do we deliver equitable and hospitable
00:20:01
learning experiences for everyone and for anyone and so we had three really thoughtful thinkers here with maha mia and um and autumn uh kind of addressing that which is core to their work that's a really great episode and it's worth watching
00:20:14
in full uh i couldn't even pull out a clip from it so um that brings us to an end of the half of the the smaller half of the shows that i um went through and picked picked my favorites from uh so let me
00:20:26
open the floor now to my colleague and friend frannie french um and have you lead us through this next bunch of episodes great thank you nate and i'll just go like that when you're supposed to go to the next slide because nate's running the
00:20:40
board or whatever you want to call it i can't walk into gum at the same time um the social annotation and teacher education one also another great one and
00:20:52
i think it just does a really good job of showing how um you know teachers also like aren't necessarily used to using social annotation in their
00:21:04
teaching so they they also need to be to have experience with that and so it's just great having um the teacher educators educating teachers who can then pass down
00:21:17
social annotation practices to students who can then share with each other so and that's another theme that went through all the episodes right i mean matt salamone talked about that in teacher education and math too about how
00:21:30
how uh teachers can uh you know try to help people get over the kind of math anxiety that builds up when they're young when they're so young um and so he brought that into his
00:21:41
practice with teaching teachers right um and then social annotation bridging theory and practice um i do have a clip from this one and there were so many good things it was really hard to isolate
00:21:56
you know um clips and ignore the other ones because i knew i wouldn't have time for but this entire episode is great so nate if you would go ahead and play this clip thank you will do okay oh i learned about it through a
00:22:11
workshop this summer um where shanna crossin was there a technology consultant um at the university of minnesota and um i think
00:22:23
maybe shenron was there and hong and bonong you may have been there too and i i remember getting really excited about this idea of hypothesis and social annotation
00:22:36
and i pursued um the integration into my canvas site and i went to this special training um just for hypothesis and social
00:22:50
annotation which was exciting to me um probably the most exciting thing i learned about online teaching this past summer and i was excited about it for a couple of reasons
00:23:04
i was going to be teaching i was developing a course dance history that i had inherited that i was wanting to change up and really think about it it's a writing intensive course
00:23:16
and i really wanted to think about how to teach writing in a way that students could really pay attention to the text that they were reading in order
00:23:30
to learn from the writing strategies of those authors and then incorporate them into their own writing so that was one thing that was exciting to me and
00:23:42
another was just really focusing on how do you read one of these university level texts it's hard enough to read by yourself
00:23:54
and so when you get to read with your with co-students it's really wonderful for the students to share their knowledge with each other
00:24:07
so i wanted to incorporate one this cooperative learning model that i used to use when i taught elementary school and also i used to teach reading so i had all this training on
00:24:20
comprehension strategies um and so i would include that as as prompts for students to annotate so things like using prior knowledge you know what's familiar um identifying the
00:24:34
main idea or the argument asking questions what's new to you making connections and then another time we had a an annotation based on what in this reading sparks your curiosity so
00:24:48
that that's how i got it excited about all of this you know and i i mean i should i just want to add i should have um set that up with what cindy was going to say but i'll just do it backwards but
00:25:03
i love the idea there of connecting reading with writing but starting with how you read so teaching someone how to read and the questions that she asks i think are really instrumental and um in
00:25:16
my own reading that i do outside of work it's i can use those questions and i do use those questions um and then i also love the term cooperative learning so that was just beautiful i thought
00:25:29
yeah just coming back to that idea that you know all learning is social right and ideally cooperative as opposed to say competitive competitive competitive social learning maybe a different kind of thing yeah and
00:25:42
uh you know i think she she also brings up some really specific points about how she uses annotation with with specific readings which is is really powerful um and that team at minnesota has done a
00:25:55
lot of really interesting research and and kind of diving into the the you know that you know how social annotation can afford sort of like even more intense uh learning outcomes
00:26:07
than than other things so uh next slide yes please right and i also really like this one but i didn't pull a quote from it i mean i didn't pull a clip from it um but
00:26:24
community and composition so again um going back to that idea of community and annotating in um community or how annotating leads to a sense of community
00:26:38
and how that can help and kind of core core english like foundational english courses um and of course it has raymie in it who we love and also um people members of
00:26:50
the research team at indiana university who we've been partnering with over the past year and changed to do research into social annotation so if you're interested in social annotation research definitely
00:27:02
check this one out if you haven't seen it or give it a review it's great next slide please and then i do have a clip from this one um around jacob's um
00:27:16
talking about social annotation and then you'll see what happens at the end of his speaking and i i like this clip because it really it pulls in the idea of community like in real time so i'll kind of let the clip
00:27:29
speak for itself all right you don't want to set it up well when i was kind of setting it up i mean just to say that it's what he's talking about is um you know looking at reading as something
00:27:43
much broader and all-encompassing so i'm not just annotating in the margins with like i disagree with this sorry i don't disagree with this but like opening it up for people to be creative in their
00:27:56
annotations okay well let's give a listen to our written i might think that through is it's it's not just reading the text it's like uh how our social cultural
00:28:10
reading practices look like right now we don't just watch a tv show you gotta you know have the build up to the tv show and then you gotta go find out what was spoken about it and so in that way we
00:28:23
don't just consume text in isolation anymore it's the recognition as educators that these texts come with paratexts that the reader is consuming so
00:28:35
so annotations are a way social annotations are a way to recognize that and to fold that in to teaching praxis which was happening in other spaces
00:28:46
anyway and if that is incorporated into it that could change you know the way that teachers are thinking about reading it's like if every bit of literature that you assign comes with
00:28:59
other tech i mean fan texts that are associated with it then let's let's fold that in and and in annotations it's like oh these students are going to generate x number of words along with this as
00:29:11
well and account for that and then count that as reading material as well i love that idea of thinking about like bringing all of that into the classroom that's where you wanted it to end
00:29:31
frannie well actually no there's a bit more oh okay you can tell because it moved away from him and he stealed that the whole the whole world has become one
00:29:44
giant book club in a sense right okay you wanted to get my last word in there okay yeah so it was kind of um i didn't want to spoil it but i just i love that it's like a little you know um haley says oh i'm gonna
00:29:58
steal that and then nate sees he makes his own kind of um cognitive leap there to the whole world as one giant book club um and so it just sort of shows like the
00:30:09
power of that collaborative thinking in real time but um but yeah also like what we it kind of goes back to that question of like what we're bringing to the text and i like that a run is um in his teaching
00:30:23
is celebrating that and also um making that uh he's enabling that for students yeah and i think i mean i i think there was some sort of meta happening there
00:30:36
that you're calling out right it's like the conversation that we all were having in that episode was an example of people thinking together about something that um illustrated how social
00:30:48
annotation can also be a conversation of people together thinking about something in that case a text right right so we're all thinking together it means it's one big brain right it's a board it's cyborg
00:31:01
it's a meta all the way down as alex said in the chat if you can hear my cat in the background sorry for that we can hi william it is light um and then
00:31:14
um this is uh this is my second last clip i'm going to try to go quickly here because we're going to run out of time but um this is maritez um a pigo and she's um what i liked about this clip is and it's a little bit
00:31:27
longer but bear with it because there are so many great takeaways in it so she's really focused on sort of um practical things that you can do with annotation and in particular
00:31:40
at the community college level um and you know community college colleges um typically have you know just a really broad spectrum of students of all ages
00:31:51
and all income levels and um and um you know race creed and color and everything so uh it's it's a great episode just
00:32:04
in that sense so it's like it's almost like annotation for um the non-traditional college student let's just say not exclusively but i'll shut up now and play the clip
00:32:18
one of the things that we do at the very beginning is um i introduced to them six reading comprehension strategies um and they are uh making connections so you know i ask
00:32:31
students to um as they read make connections to it and that could be connecting what they read to their lives it can be connecting um
00:32:42
it to other books or articles or movies or songs events so you know as you're reading think of like what this reminds you of um another strategy is to visualize so
00:32:56
um i ask students to you know create pictures in your mind when you read um you can picture you know as you're reading what can you visualize um or what's the movie that's playing in your head as you're reading um another
00:33:10
strategy is to ask questions because good readers ask questions uh before during after their their reading so that they can get a better understanding some more strategies are to infer so
00:33:24
really teaching students like how do you read between the lines how you draw conclusions based on what you're reading there's another one on determining importance so
00:33:36
teaching students how to um pull out the big ideas um especially when students are asked to summarize something that they read they're have they're having to determine well what's important how can i sift out
00:33:49
all of the unnecessary um details and then synthesize so how do you use what you've read to start creating your own ideas and form new ideas and interpretations
00:34:02
so those are like the six reading comprehension strategies that i teach my students at the beginning and i've been using the reading apprentice apprenticeship framework
00:34:14
for about two decades now it's been a really fundamental part of my my pedagogy when teaching reading and writing and i started using this when i was teaching
00:34:27
high school and i'm still using it when i transferred over to the california community college system and i can drop in the chat a link to the um
00:34:41
link to the reading apprenticeship information in case anyone's interested by west ed you know they're incorporating four dimensions of reading social personal cognitive
00:34:55
and knowledge building and it's really about getting students to have a metacognitive conversation about what they read so to actually make their thinking be aware of their thinking so
00:35:08
one of the things i do when i teach these six reading comprehension strategies is i kind of fuse in the reading apprenticeship framework into that and i first a model for my students
00:35:20
how i read and so i'll do a think aloud where um you know i'll read a piece and then i'll stop and actually um you know vocalize my thinking out loud so that they can hear what's going on in my brain so they
00:35:34
can hear me ask the questions they can hear me visualizing they can hear me synthesizing um out loud so when i do that modeling and thinking aloud i'm
00:35:46
then wanting them to start incorporating those strategies into their own reading when they when they do it on their own so um i've used hypothesis to practice these uh reading strategies
00:36:00
and um you know i ask the students to tag their strategies that they're using as they're putting them into the margins you know tag when you're asking a question tag when you're synthesizing and um you know also for esl students
00:36:14
you know we incorporate some kind of vocabulary building in there too so that um students as they're reading they're identifying any unknown words to them so
00:36:27
since um all of our you know readings connect to what they're going to then be writing about um i encourage my students to also make little private annotations to themselves
00:36:38
as they come across any possible quotes that they may want to cite later on in their writing and so um they can always go back when it's time to to write the essay and already have kind of some
00:36:52
pre-selected quotes oops did that cut off franny it's a very long clip so i mean we sort of got the gist that those are the important parts that there um
00:37:11
great yeah she she really goes into some depth about like the details of her her actual practice which is great yeah and some of it is informed by the fact that um she does have esl students
00:37:24
and so i thought that was interesting but also like the you know identifying words that you don't understand could be also for non-esl students i mean um
00:37:35
so sure and there's that particular episode if i remember correctly focuses in on a particular case in california where there's legislation now that says that um it's no longer okay for
00:37:48
community colleges to you know end up with students who are stuck in a sort of cul-de-sac of developmental learning where they're trying to develop college-level skills and instead um ask colleges to
00:38:00
fast-track people into normal college study um and give them the support that they need to get there in ways that that don't sort of you know put them in this separate category and these people talk about how they use social annotation to
00:38:13
help make that possible really powerful stuff yeah very interesting um we are gonna we are running up against the clock but let's i say we keep going because we still have some stuff to cover
00:38:25
and if anybody needs to leave um including michael um you know thank you for being here um hopefully you can just hang out for another 10 minutes while we whip through this but if you can't um this recording
00:38:38
will be available uh probably next week okay so then um we traveled up to canada you can see how cold it is up there by fergalo hey guest furlough higgins
00:38:51
photo um this is a really really good episode too um and uh i i just think that like it's it's interesting how it is being used up in canada but it's not so much about
00:39:03
canada but just like it this could be any episode anywhere um but there's a lot of really interesting stuff um um that olga especially andre trius
00:39:16
trievsky i know i just butchered that but um that she talks about about history so anyone interested in um history and soviet history um in particular
00:39:29
we'll want to definitely catch this episode it's almost like canadians are humans too right alex we have a canadian in the audience so oh my god me it's just funny because it's funny
00:39:42
but you can't take them the practices in canada would they be so different really i mean that's what i was saying they're not right not really but yeah but we you know we love the idea that that social annotation is you know
00:39:55
spreading l um around the world in it and in fact it is already around the world and we have other episodes like the one with mahabali which you know she's in cairo um and using it there and then we also have um we haven't done it yet but we're
00:40:08
going to do at some point um all in spanish liquid margins focusing on um uh rosario uh ro rojell rogel zario rohel
00:40:21
mm-hmm and and how she's using it in um in mexico city okay please yeah um and i was just gonna say too there's a really great episode
00:40:33
on um on uh the use of social annotation in armenia from one of the i annotate episodes um so it really has spread around the globe in really interesting ways yeah
00:40:45
okay and then this episode and you might have noticed um previously that we did have an episode on annotating um science um this is more focused on um you know
00:40:56
annotating um scientific primary sources um in science um and it's also just fantastic um and i think that and i just want to say like in general this is a really good time to
00:41:09
be annotating science and history right i mean because there's so much sort of misinformation but just this is more there's so much history going on right now yeah we're in history right now yeah
00:41:22
there's more history than ever before i think they're so interesting um yeah but um yeah check this one out it's because it's especially interesting um in the sciences but also can be applied
00:41:36
to any other discipline so just good practices in there next slide please i love saying that okay um and then um
00:41:46
this of course uh you know as the um pandemic ramps up again um we don't need to go to the dark side here and talk about that but you know gosh um every day i hear about schools going back to
00:42:00
full remote um and i'm sure there's going to be some hybrid there as well um but this is like how you can use social annotation anytime whether you're online or on campus as the title says um
00:42:14
and you know there may be differences in the way you use it in the cloud when you have everyone in the classroom um but um you know that's up to you i mean it
00:42:26
just this one just sort of shows how flexible social annotation is as a pedagogical practice and i think that's a really important point i think because so many people in the flip to remote learning for the
00:42:38
pandemic kind of glommed onto social annotation as a tool for that it it sort of um overwrote the fact that as many of these teachers talk about social annotation is a viable tool regardless of the circumstances it's not
00:42:52
just a tool to use during remote learning for the pandemic it's a tool that can you know that can bring those powerful pedagogical you know affordances to any kind of experience really great stuff
00:43:08
and then um literacy and learning with social orientation in high school um you know again how i i mean i think that people should be starting to annotate in
00:43:20
grade school but um and maybe they will at some point you know um but this is just really interesting about how um morgan jackson and joe dillon are just such thoughtful educators and
00:43:33
um really brilliant and and warm and kind and um and just in the way that they talk about social annotation in this episode as it relates to their students learning
00:43:44
um it's really inspiring yeah and to connect that back to what matt salamone was saying about you know how people's anxiety around math starts to build up almost from day one in school
00:43:57
right um you know school is actually like a factory that helps us uh build up anxiety about math or reading in english right and so to have to have these practices um go back in
00:44:09
time into earlier parts of people's you know school experiences to help them you know realize that yes everything is social everything is a conversation i just can't happen early enough in my book
00:44:23
sorry i'm not i'm not i'm not enabling you to say uh next slide please should i go back yeah i'm gonna go back and then you can say it next slide please it's like when you're a little kid you get to press the elevator buttons
00:44:36
um but in this case i don't have to press this button so um you command the buttons with your voice i just give your first yeah um but successfully implementing social
00:44:47
annotation at your school you know again and these are all um you know uh uh folks who are involved in instructional design um in some capacity
00:44:59
and so it's really great to hear from them in this episode too because they um you know they've sort of got their finger on the pulse of you know how best to do this how this works and they're
00:45:12
really invested in um not just social annotation but other powerful ways um to use edtech um not that they talk about it here but i mean you know i just think it's it's a
00:45:24
very important thing now to recognize that edtech is part of the learning experience um and there's good and bad head tech obviously um but and just how social annotation fits into that
00:45:38
i asked the slides again before i was ordered thank you i keep trying to anticipate you but please advance the slides mr angel yes miss french um and again and this might seem like
00:45:53
redundant um because we just talked about how you can use social annotation in different um configurations of classrooms um but i would say that this one really
00:46:05
really delves into that and it's also guest moderated um we've got a few that are guests moderated but um janae cohn um guest moderates this one and again she's just one of these very
00:46:18
thoughtful educators um and um is super invested in what she's doing and david cerna the other guest is uh extremely
00:46:31
you know well versed in how to use um social annotation in whatever kind of classroom you're in so again because we are moving into this
00:46:43
you know covid feels like 100.0 um you know it's worth sort of looking at these episodes in particular that do have to do with using social annotation in different
00:46:55
settings um and great for anyone who hasn't used social annotation yet yeah janae is janae's has some great things to say here she wrote this fantastic book on
00:47:08
on reading strategies as well and so she really brings some of that perspective to the conversation there yeah next slide please and then uh this one is is mostly focused on student writing but not
00:47:27
exclusively so um just like that clip that i picked from cindy garcia earlier um where she's connecting reading and writing um this is a great one for that and um
00:47:41
again fantastic yes like i can't say enough like how lucky we've been to have such great guests and we're not paying anyone to come on this show you know it's completely volunteer so anybody thinks you're going
00:47:54
to get rich when we ask you to come up to liquid margins no but you will get a gift in the mail thank you yeah and i think this is another theme that really came through in a lot of episodes is this idea that you know we
00:48:07
think of annotation as being a practice around reading but it's so often a practice around writing as well um a lot of people really speak to that how um helping people learn how to read differently can really can empower their
00:48:20
writing as well yeah and i think it just speaks to kind of what we were talking about earlier too about um you know reading is as much a conversation as writing is and so if you're going to be
00:48:32
a good writer you have to jump into that conversation of other texts to get to get your foundation and to also you know to be in the conversation
00:48:43
yeah as a writer you're at least in a conversation with your imagined reader right so it's already conversational oop oh hang it i keep biting you next slide please
00:48:56
there we go we'll get it right by the end we've got one more slide to go before uh i i after i pulled my clips of which i have one more after this um
00:49:09
i was like dang it you know i really wanted to pick a clip from this but i just couldn't make it work um this is actually one of my all-time
00:49:19
favorite episodes of liquid margins um now you're getting choked up yeah i know i was just going to say you know make the big crier i'm like i i can cry uh i think i did cry during this one a
00:49:33
couple of times um and it's you know it's about you know basically you know teaching nurses um how to do what they do through social annotation and also touches on that like
00:49:46
you know reaching them in um remote ways you know uh but there's just such beauty in this one in terms of how um how much
00:49:59
they care about their students and and i know everybody who teaches cares about their students um or you know probably almost everybody but and this one that just yeah but that just really comes through
00:50:13
and then also they have stories about you know what different students did in response to those annotations and how community truly was built um in the
00:50:26
classrooms that where they thought was so challenging and if i remember correctly i didn't i didn't re-watch this one just recently but um this is another example like the math one maybe where people are like nursing annotation like why would you use annotation in a
00:50:39
nursing course and these folks really illustrate why it was so powerful next slide please see how i waited there and then this is going to be my last clip um
00:50:55
this was a show that i said during the show this was a long time in the making um because you know um oer is so important to what we do as an organization and how we think and it
00:51:08
fits in with our philosophy and um and with our you know with our social annotation tool um so i'm really proud of this one and um
00:51:21
it was this was guests moderated by the great robin derosa and i hope she's watching this she hears that but um uh it again it's chock full of really great
00:51:34
stuff but the clip i picked um i picked because it really makes this connection it's almost like blurs the line between
00:51:47
social annotation and oer in a way that just is great so um nate if you would press the play button just for anybody who doesn't know oer stands obviously for open educational
00:52:00
resources for people who aren't familiar with the lingo the first oer i ever made or used was an oer that i created with students um
00:52:13
called the open anthology of early american literature i was really lucky to be in a field where almost everything was public domain texts so we made this anthology it was digital
00:52:25
and it was kind of okay you know it didn't have a lot of things that the paid version had in terms of like footnotes and notes and so students weren't actually loving it
00:52:39
and that kind of changed when i layered in hypothesis to this open textbook that we had made um and i put in the chat uh the sort of origin
00:52:52
stories of this of this project and you can you can take a look at it a little but hypothesis was new when i was doing this um and somehow you know they were so new and so small that they would like
00:53:05
talk to me every day about like how's it going over in your class and they would watch um they would watch my class like do a kind of beta thing so it was this really cool thing because i was not a techie so um i
00:53:19
really felt like they were watching actual students to develop the tool which was cool and then my students loved the idea of like being in on the ground floor of something but
00:53:30
the textbook itself really took off when i put hypothesis in there um and you can see from the little write-up i shared that i think hypothesis was the reason that
00:53:41
this oer became a living organic place rather than a replacement for a textbook it was replacing the heath anthology and that was kind of a game changer for
00:53:53
me so in some ways i think hypothesis is what pulled me into open pedagogy this idea that using open resources allowed for my students to have a different relationship to learning
00:54:08
materials than they had before um so that was like pretty transformative for me and again at the time i was new and open i was new in everything um so i
00:54:20
was just i felt really lucky to be hooked in with a community of people that was discovering the potential of using an open license making oer using social annotation all as kind of
00:54:33
one posse and i i think it's hard for me to separate out now the oer from the social annotations so all the stuff i've done since mostly through rebus um has had
00:54:45
hypothesis you know plugged into it and i think it's been oh cut off a little bit but should i uh keep it going or
00:54:59
um if you if you want i think people probably got the gist of that um i think it's just yeah fantastic how she like i said she doesn't
00:55:15
see any separation between oer and social annotation which i think is so interesting and i i kind of want to hear a little bit more about that so i mean we've like i said this was a long time in the
00:55:28
making but i think it would be great for us to do another episode um with social anesthesia and oer maybe with different people um just to get different perspectives but
00:55:40
yeah it's a really great one and in case anyone's wondering too that one of the things i love about it is that i think on the wall behind robin is is uh i think her husband
00:55:52
is an artist and he made that sculpture and it's an ice cube tray like an old-fashioned kind of ice cream i didn't really i didn't even notice that totally but i like every time i watch that
00:56:06
i love that bit but um yeah well as alex was saying in the chat too um you know there's such a deep connection and as you mentioned franny there's such a deep connection between open educational resources and open education in general and social
00:56:18
annotation and i think part of it has to do with the fact that in my experience having worked in that field quite a bit there's a real there's an intersection between the kinds of educators
00:56:30
who are interested in and practicing open education and and those who are interested in tools like social annotation and you know going beyond that kind of ed tech solutionism that alex mentioned in
00:56:44
the chat um they're using social annotation in ways that really you know empower students and those learning communities as opposed to just kind of throwing a tool into the mix
00:56:57
with the idea that it's going to just vastly improve learning because there's a new tool in the mix right yeah and i also just want to say tonight you know um in her clip she talks about how hypothesis sort of
00:57:09
um you know was listening in on the class i just want to make it clear we don't do that as a regular practice we're not into surveillance that totally goes against like our you know our ethos but
00:57:22
um but she you know that seemed like kind of a neat thing and i like the idea that the students enjoyed that too because they knew that they were trying something new and and just the fact that like it
00:57:34
really enlivened the process for them like you know they weren't enjoying it and then with the advent of this they were so that also just you know it didn't
00:57:47
fall it gets students involved in their own learning and it gives them agency i think to be able to socially annotate what they're reading and you know it all kind of ties back to
00:57:59
what we talked about earlier in this show um there is nobody who does some genius thing in a vacuum i mean i don't even like the idea of genius i think it's
00:58:10
you know i think we need to go back and examine who who did we call a genius and why did we call them that and what did we think that they were doing they weren't just tabula rasa you know coming up with an idea that's
00:58:23
not how it works so um we're all standing on the shoulders of giants right yeah and i think so much of what we're doing is undoing those old beliefs right and this is the
00:58:35
perfect time in many ways in life to be like deconstructing these old beliefs and saying huh well what what actually is this you know what is history what is science what is english literature
00:58:49
what's the canon who's a genius you know it's very interesting time there's so much history going on right now [Music] there's more history than ever before
00:59:02
[Laughter] history in multiple universes as well right not to mention the metaverse oh my gosh yeah well this has been i just have to say what a valuable experience it was just to go back and
00:59:15
revisit all the episodes i want to i want to give a big thanks to franny who's really been to she's accessed the produce she is the producer behind liquid margins that makes it all happen and whoa it's a
00:59:25
lot of work actually but wow what great fruit comes from the seeds that you planted if i may carry the metaphor too far anyway thank you so much for for all the good work that you put into this and i
00:59:38
mean now with you know this it's we'll be coming up on our second anniversary you know in the spring i guess and uh it's just been so powerful and amazing uh what a rich trove of material that um as rainy one
00:59:52
suggested that somebody somebody needs to do some scholarly work delving into the material that's collected in these episodes and and really bringing out um in a more scientific or in a more thorough way
01:00:04
than we managed to do in this show you know what the what the big themes and takeaways are yeah and it's just nice to see too what started with an idea you know we're brainstorming on zoom from our border
01:00:18
and we were trying to come up with a name and everything um you know it's just really nice to see it come to fruition and to see um you know and to get these great guests that honestly i
01:00:31
mean i'm so humbled by you know and they're excited to come on the show it's not like okay i guess i'll go on the show i mean they're really excited about it and um and nor do we ask them to you know
01:00:43
specifically even mention hypothesis it's really a show about social annotation it's not a show just promoting hypothesis but then half the time they're really promoting hypothesis and saying how great we are so it's like okay it makes me feel a little
01:00:56
uncomfortable sometimes because they're so i know i feel comfortable i'm like you know you don't need to do that you know i mean it is really awesome but yeah i know it's funny well uh you know you've been with us for
01:01:09
over an hour now at least uh those those folks who took some time out from their holidays scheduled to be here so thank you so much for doing that um i guess we should probably bring it to a close and uh put this one to bed so it can be
01:01:21
edited and shared out with the world yeah thank you so much for coming and um again there'll be a recording of this um hopefully next week we'll let you know um
01:01:33
and i hope everyone has a wonderful solstice and um we'll just see you in the new year with some new liquid margin shows yes and remember uh the days will be getting longer from now on so uh once
01:01:46
the solstice passes so that's that's positive right that'll be good thanks alex we appreciate your congratulations and you may have the award for the person who's been to the most episodes yourself so we appreciate
01:01:59
yeah thank you thanks nate and thanks michael thanks everyone in the chat you
End of transcript