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welcome to liquid margins uh i'm frannie i'm going to be your host and i'm going to run through a few slides about the show and then i'm going to turn it over to my colleague erin
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barker she's going to be moderating today's session and this is successfully implementing social annotation at your school today we have some wonderful guests like
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i said we have robin foshe she's a service manager academic experience design and delivery at the university of washington information technology
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eric hagan he's the dean of online educational uh i feel like there's a word missing from that but maybe not uh maybe it's the dean of online education and i mistyped it so sorry
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about that um he's at desal's university and then we have mayla lewandowski she's an instructional designer at the university of wisconsin river falls
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then our moderator today is erin barker and she is our wonderful lead customer service specialist at hypothesis i love working with erin she's so great that's my plug for aaron
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and thank you with that i'm going to stop sharing and i'm going to turn it over to aaron so aaron i don't know if you want to share your screen or if you have stuff to share or you don't have to and by the way any people on the panel you could you can
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share your screen if you do have um the need to so aaron you can handle that thank you thanks frannie uh i actually don't have a screen to share because i'm hoping we
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can run this as just a conversation about implementing social annotation and hypothesis in the different schools represented here and what are some kind of best practices
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for implementing a new tool such as hypothesis with your instructors and professors and actually what are some things to avoid uh so i do want to kind of give a little bit more of an intro i am the customer
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success specialist or the lead customer success specialist for hypothesis and i have worked with each of these wonderful individuals here uh participating in our discussion today and there's a reason they get chosen for
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liquid margins um it's because i put a little star next to their names for being fantastic to work with and for being incredible implementers of hypothesis at their schools
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so i'm actually going to start off um those of you who are are attendees if you want to walk yourself over to the chat and tell us where you are at at implementing hypothesis at your school
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and i think that will give us some good background to address and give us some good questions i think and topics while you're doing that i want our panelists eric mila and robin to
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introduce themselves to you and because we're on zoom and it's a bit like the brady bunch um i'll just call out one of you uh to get to start so hopefully you've thought deeply about this um let's start
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with robin and here's what i want you to answer robin is tell us about your role and your school and how you ended up as the one with responsibility for implementing
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hypothesis at your school okay sounds good so hi i'm robin foshe my pronouns are zayn she and uh as aaron and brady let you know i'm from the university of washington so
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we're a big school we have multiple multiple campuses lots of different needs when it comes to teaching and learning and so the group that i'm with academic experience design and delivery is a team of researchers service owners
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service managers and we basically are constantly trying to check in with campus to see what needs are how the tools that we are currently essentially supporting are filling those needs and how we can continue to improve
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experience and fill any gaps that are happening there right um so even prior to pandemic we have a really great research group uh i'm gonna call out particularly my colleague janice bourne who's here today um
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constantly reaching out to the campus to do research to see how well we're doing with all of those things we're keeping an eye on so we knew that we had had some gaps um and also continuing need around discussion and engagement with
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students which i'm sure is not a foreign topic to anyone else who's here in the room today um but we wanted to see how we could provide some more tools to make that work better and to give faculty
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more opportunities to engage with their students in different ways so we piloted three tools this last academic year hypothesis being one of them and i had recently joined the team but i had also
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had some experience uh i co-taught uh a class the previous winter recorder right as we were getting up to pandemic and we had my co-instructor and i melaniakovic were
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looking at some tools and trying to figure out how we could show our students uh in that class who were going to be teachers very very soon um
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how to implement new technology so we kind of chose hypothesis at random and had an overwhelmingly positive outcome with that with our students they were really excited by the tool really
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excited to use it with their students as they started to teach and it actually kind of shocked us we didn't really expect that sort of overwhelming excitement and so having seen that with my students and then coming to the team and they're like oh we're piloting a
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hypothesis would you want to take that up i was like 100 let's see because i was really excited to see the other side of it like what it actually uh did with students what the outcomes were like and did it have a positive impact on learning outcomes so yeah
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that's how i kind of got involved with uh getting the pilot started or getting the pilot rolling and continuing it through this last year well and robin i hope you don't mind me saying this but when we first started at the university of washington it was going to be a very small
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pilot and i believe that it organically grew absolutely yeah it was it was very like invite focused at the first quarter and then after the first quarter we kind of just opened it white up and we're like all right all customers had a banner
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going on canvas that we were just kind of taking anyone who was interested um and we had we had good interest in it i mean you know we always have that all those frictions of do people have time to pilot we're in the middle of pandemic there's a million things going on do
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people have bandwidth but we have we have good reception with it so that was positive eric what about you why don't you talk about your role and how you ended up with the responsibility for piloting hypothesis to sales
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sure so in this role of dean of online education i'm responsible for our i'm in the provost office and i'm responsible for our instructional technology instructional design and kind of classroom support team as well as our
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adult education program so when i and it's possible that when we started talking to hypothesis i might have been directly in charge of the instructional design and instructional tech team but
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yeah so we're always looking for ways to enhance our programs i think when we first were thinking about hypothesis it was a real simple objective it was just you know how can we liven up our
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online classes we have you know several we're a small the sales university is a small catholic university with a strong liberal arts tradition and we have uh traditional day students we as we call them and also uh
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part-time adult undergraduate students and graduate students and a lot of the adult students and graduate students pre-pandemic we're taking online classes we're always looking for ways to liven them up and as i saw in the chat you
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know do things that involve human connection even though they're involving technology so that was it you know do something more exciting than boring discussion boards um but of course the pandemic hit
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and pretty soon everybody was doing things in hybrid and online mode so hypothesis became you know a lot more attractive to a wider range and pretty much all our student groups at that point so
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we we're glad we were doing some some things originally because it helped us when we had to transition to more tech based teaching and uh eric i would imagine that you
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have more in-person classes this fall yeah even last fall we had a lot of uh we still remained open and we had sort of socially distanced essentially hybrid classes where the classrooms had lower capacities but this
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year we're back to full capacity classrooms but i think you know uh one of the i guess positives of the whole experience with the pandemic was because everyone up and down the line are you know 130 or
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so full-time faculty members and you know a number more adjuncts all had to engage with technology to some extent so some of them found they were really great things that they can use to complement their class even if it's a
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fully you know lecture based classroom type class so i think we're going to see more tech adoption and in every kind of class that we have not just online classes and one of the things we haven't tried
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but um be interested in any other panelist has i've never i don't know that we've had anybody use hypothesis like in a live class it's usually been a homework assignment but i'm curious if anybody's tried that
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i think uh and actually eric in two weeks is it two weeks franny i'm not sure we have a liquid margins on using um hypothesis in a variety of class formats is that correct yeah that's correct the 27th
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yeah we'll be calling you eric all right i got to sign up mela what about you what's your role in um how did you end up with the responsibility for implementing hypothesis so i'm an instructional designer at the
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university of wisconsin at river falls and that's part of the larger uw system and so how did i end up in part it was looking at other members of the university's use
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in in our system because it was a tool that i know that other people were interested in and then subsequently or maybe independently faculty started to come forward and say do we have this can we use this is this something that
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you know we could add to our to the lti's to within our our canvas system and as an instructional designer you know i'm working with faculty for consultation and also for training and and and so on and so um then that's kind
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of how i became integral to to from the beginning to the end of our piloting that we started uh this last beginning of this calendar year and so we kind of worked with the faculty who had come forward for asking and then also i kind
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of picked some other folks who had been using other social annotation tools or kind of using or implementing it as a as a way of doing anything face to face um in groups so um brought those people in and started a
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pilot program and got in touch with uh with y'all and and begin the piloting program um and uh as we continued through the last semester with people using it um we kind
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of surveyed folks in the at the beginning about like what their plan was and then midterm how's it going and then at the end how's it been and now we're we're ready to we've added it to to our to our system and everybody is going to
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begin using it and we're going to start some more classes for our all our faculty on campus this semester so yeah that's kind of the the steps so now we're going to see every single
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student at uw river falls or university of wisconsin river falls using it right mila yeah yes i mean across the curriculum too so the you know i've been working with faculty this summer you know and saying hey this is we might have this coming so
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um i'm really excited about you know the idea of people using it from um everything from shakespeare literature where they're actually going to engage with the old text and using it which i think will be really interesting and then also um just kind of the folks that
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we're in the piloting program like our animal science folks like uh we've had so just across the curriculum and seeing all the different applications and the potential of it um and i and i think online and and there's like like you
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were saying too is that there's um in the in the face-to-face mode too i think there's some opportunities to be live and i should just put a plug for our success team that we have lots of ideas
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for how to implement it in live classes so feel free to contact our success team or your success specialist who can absolutely help you with that process uh i do want to take a quick second and
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say make sure if you are typing in the chat to type to everyone not just host and panelists um because i think that will lead to a richer conversation and it is highly likely that someone else
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also has your question or might be able to answer your question so please please make sure when you type in the chat that you switch that little drop down i believe to um to type in the chat type to everyone yeah i
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was like whoa i got lost in that question i'm sorry i just want to jump in to clarify because it used to say all panelists and attendees zoom changed that setting unbeknownst to me so i in my slide i said all panelists and
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attendees put it now it says everyone so thank you yeah uh so the next question i think um we should maybe get at some logistical pieces of implementing a pilot at
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hypothesis on my role on the success team and in working with schools oftentimes i work with contacts at schools or instructional designers whoever's running the pilot and what they want to know is what are
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the exact steps i need to take to get this going at my school so what i'd like to hear from the three of you is what are some specific steps you took to make the pilot successful
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at your school and if you want to boil it down to three steps that's great if you want to elaborate even more that's fine too i'm actually gonna go backwards and start with mayla on this one i actually kind of have a list of eight because i thought about this ahead of
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time a little bit you know so boil it down to three i'm just kidding [Laughter] um so i mean you know talking with kind of my support area because in my area i mean i i'm kind of between i'm in the provost here
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under the provost and our technologies team so um initially it was this meeting of of my local team in the technologies area to say how do we do this practically and
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then communications you know with that with the pilot group so i kind of that just kind of came with my responsibility to then uh to work with the piloting group but uh initially meeting with the hypothesis success team
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for planning um and just the canvas logistics like because that's where we were going to be having people access it and use it and play with it as a tool uh within the their their courses or sandboxes or whatever they were working
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in um you know of course determining who's going to be on part of the pilot was a big deal uh too to make sure that people are going to be in it and committed have the time you know are you sure this is something that that works for you at
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this time that's kind of thing being sensitive to the faculty um you know and then scheduling those trainings with them meeting with them and then subsequently getting feedback from them um you know in in any kind of clarity that needed to
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get going on on in working with the tool um and again i think i mentioned earlier kind of surveying them um actually i surveyed them on their existing knowledge before we even got started it's like do you socially annotate you
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know how do you do that what other tools have you used previously if you have used other tools online and then how that you know thinking about how that might translate in our training for them with a hypothesis um and then after the training of course
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how did the training go and so on um asking them those kinds of questions and serving that getting that in writing so i created this table of kind of this like i think about slinky going down the stairs you know it's like the question and then the
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subsequent follow-up and what's next um so uh and then adding more access to resources in a kind of a digital learning environment canvas as a resource for them and then their departments to kind of look at to say what what are they
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working on and it you know and just idea development just letting people know that this is what we're doing um even if the even members were not a part of the pilot they could kind of have visibility to it um and then having running a this is how i
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teach a session with people who finished with the pilot or got through some of the piloting so that they could demonstrate to the folks in their areas that this is a tool this is how we're using it and what the potential could be
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finally at the end is just surveying how the tool and and um any recommendations for the faculty what what more do you need to know what more you know and so yeah so in those next steps
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when you um talk about determining who which specific faculty are going to be involved in the pilot are you finding those faculty yourself mela or did you were those faculty who came to you yeah so it was a combination so one of the
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things is it was the people that had already you know approached and said you know can we get this um there was those folks um then there were and the majority of the people were people that i kind of looked at from training
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sessions i had had that i'd worked at worked with for um supporting them with teaching online um and so if i saw them as a person who was kind of an early adopter or had been already doing social annotation
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either in live classes or using another tool or kind of mentioned their group work any of those kinds of things were kind of cues for me to think about you know this is a pretty good candidate
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to to be a part of the pilot and those were the those were the folks that i've been reached out to and say do you have the bandwidth for this do you have the time for this to to be a part of this and would you be interested and sent them subsequent you know information from
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hypothesis to say this is what this tool is if you don't know um and and this is what we're going to try to pilot and um you know out of all the folks that i reached out to the only person that there was only one person who couldn't
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and it was just time restriction um everybody was really positive and i think it's it's good to pick good you know people who are really um kind of already on doing something that would relate to what hypothesis can
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augment um as a as a teaching and learning tool so robin how about you what are some specific steps that you took we had a lot of similarities to what milo was talking about so you know
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communication a big piece reaching out initially to the people that we had had requests from previously uh that had interest that seemed like the needs that they had expressed either individually or departmentally could be
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well served by hypothesis um we had a really great email that went out to everyone who as they joined the pilot to let them know you know here's getting started information we pulled a lot of that from the excellent
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hypothesis resources to help them kind of understand how to get it set up in their course access it get their first assignments set up and get going and also that they could reach out to me or to aaron as they were going through the quarter
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if they needed any technical help um and then i think it was you know letting them know about resources we used a canvas course uh to provide resources and provide practice areas and continue to populate that throughout the year
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with the webinar recordings because we're offering a webinar per quarter um gathering feedback so we were doing a survey with them every quarter to kind of ask you know how are things going how hard is this to adopt are you having
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any technical issues um is this actually helping you achieve your learning goals and we had a number of aspects of you know how are they engaging with one another are they engaging engaging with materials to really get some information on that and
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then using that feedback to iterate on the materials that we're providing um because we we saw some things over the over the year like oh people aren't really understanding that sections and groups are different things and how do
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we deal with that right that's not an issue anymore but that was something we kind of uh dealt with this year and even things as simple as hey are you remembering to check uh open this in a new tab because we started you know after the first quarter
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people were going oh i can't see it's too constrained right and you like you realize all these small things you're gonna help people with as they're onboarding so um and reporting so we were creating reports each quarter uh based on that feedback so that we
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could really track and have an idea of how the how the pilot was rolling along and if we were moving towards adoption of this tool so those were the big pieces i think the kind of consistent ones just continuing to grow along with the users and figure
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out how we could best give them the resources they needed to try to be as successful as possible and give us feedback so that we knew if this was what we wanted to move forward with and i don't want to leave eric out and
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keep within the time constraints so eric what are some specific steps you took into sales yeah we did some of the same stuff so um first of all the i think the integration with our lms which happens to be blackboard is pretty
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pretty easy i think it's kind of a standard thing it only probably took a few minutes really um and since i'm supervised the instructional technology team you know it wasn't any problem getting them to do that then probably the next thing we did it
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was you know the instructional design and technology team and myself especially several of us that teach classes we became familiar ourselves and you know when we had opportunity to use the tool
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ourselves so we were some of the early adopters but then we tried to find other you know well-respected faculty thought leaders to become early adopters as well and then you know we do regular
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uh training sessions and after having some initial training sessions from a hypothesis we generally like to lead them ourselves because um you know people like to see the other people from our university
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leading the sessions but even better what we really try to do is get one of those faculty thought leaders to then demonstrate how they're using the tool and have them you know talk about it so [Music] because technology adoption i'm sure
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every place maybe is has this in common it's just difficult to do um there's nothing making people do it they have to sort of see and becoming interested in doing it um so seeing
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another faculty member do it is usually the thing that gets them curious rather than the tech person you know telling them how great it is so that kind of works for us the other thing we do have a faculty
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community but you know an organization they call it within blackboard where we keep a lot of documentation about hypothesis for people that want to go that go that route i feel like the three of you who are all
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our superstar implementers um have some common themes here which is like i think the first one that i have been thinking quite a bit about is this idea of finding specific faculty to pilot the
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tool first um instead of this just general whoever would like to join can join um and maybe we're not necessarily sending private invitations to those faculty to join
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a pilot um and i like that idea and i'm actually on my end on the success side going to think more deeply about that and how i can encourage my contacts at different schools to do that the other thing that i have
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definitely heard is the providing of resources and updating those resources and growing along with the faculty and students as well as they start to use the tool
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um and we do try to help with that on the hypothesis side but i know that each of you also expanded that even further on your own side and then the last one that i like is using the faculty thought leaders to
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promote or to assist with implementation with other faculty and eric you unmuted so go ahead well one thing i was thinking about i think one advantage that hypothesis has maybe compared to other tools is once people see it
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they get it right away it's not really hard to figure out i mean i know there's a lot of magic that makes that happen but you know you see attacks you see the annotations you see the you know engagement interaction and you know they
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get it right away you know some tools are either so general they they're hard to wrap their mind around or so specific that there's like no wiggle room and you feel like you're stuck in a box so hypothesis seems to be in that sweet
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spot of you know powerful you can use it different ways but also intuitive at the same time as far as the basic idea of what it's for we're recording this and we'll now um put you as an advertisement no just
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kidding uh melee you wanted to say something sorry it's quite windy i'm gonna shut my window um yeah so it's i echo that i think it's it's it's so um
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i'm amazing that that what what comes through with hypothesis in terms of use user ease is is that it's just the pedagogical background of the teachers i mean i know that a lot of
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folks in hypothesis have teaching backgrounds and that comes through in terms of the ease and the facilitation of understanding and the direction of of using the tool integrating the tool um
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applications to to to use and teaching and learning so that that was really so i want to echo what eric said on that it's that's really good another thing too i think that is a commonality maybe that we all share is that kind of getting that feedback along that process
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one of the things i never wanted my faculty to feel was that they were just hanging out there on their own and they're playing and does somebody still care that i'm doing this you know and i think you know having those regular surveys and getting that feedback even
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if they didn't necessarily respond you know i'd say i'm here again and i'm asking these questions um i think that kind of that may have helped as well as in our process because it certainly gave me some feedback to think about you know
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what seemed to be a priority at least for some of the folks as they were responding in the process of the pilot say one one thing that's the only thing that's not intuitive about it really isn't hypothesis it's really the interface with blackboard and i don't
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know how it works in canvas and brightspace but the way when you're setting up your assignment it's like a two-pass thing and you have to remember not to attach the article and um you know i wish blackboard's interface somehow was better that it could lead
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them through it because the ideal thing is something you just happen upon hypothesis in the menu and it would just like guide you through the thing whereas you do have to kind of know have somebody show you how to do it once and then it's very simple i don't know
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if that makes sense and i don't know how it works in canvas and bright space and so forth yeah i think i was a little bit worried at the beginning that um so many of our lti's show up in the in the course menu
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that people would go where's hypothesis i don't see it right so the fact that we included that in our onboarding of like okay you have to go in and it's a selection in your in your assignments but it really wasn't a problem it was one of those things that i was kind of like anticipating as a service-minded
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thinker but it really didn't turn out to be a problem at all and most people were it was we knock on wood uh have had a pretty good time with getting people on and getting started and it seems like thus far the support burden has been pretty
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low um this has been with a really small amount of people so i'm kind of hoping that continues through once we roll out university-wide and autumn but yeah it does seem like it's been really user-friendly for both students and faculty so far
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i think with canvas i mean with with our the way we have it is you know folks can always bring hypothesis in through their assignments area and so it the it
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accessing it is like other lti's that we have integrated or not all but some many like that are pretty commonly used and so so subsequently it makes it not such such a an issue for our faculty uh using
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canvas so and jeremy put a question in the chat some of you may know jeremy um our vp of education so and this is specifically from moving from a small pilot to larger
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implementation across your school right so how do you move from piloting hypothesis when generally you have a smaller group um as i know for sure we did at university of washington and also at river falls um and then you move to a
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subscription to a much larger contract so what are some of your processes or ideas and eric you might have experience with this because you have moved from pilot to subscription what are some of your ideas
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and processes for that anyone can answer i'll jump in since i mean that you know it's a big concern for us i mean sort of the we do have a small amount of i don't know
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flexibility is the right word but the fact that um our tools aren't required even our centrally supported ones so everyone doesn't have to use a tool right so the idea is like we're rolling this out university-wide but we're not expecting everyone at the
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campus all three campuses to pick it up and immediately run with it um so i know that it's a big jump from where we were the pilot but it's also you know still not our full population but we're
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kind of doing the same things that we saw work in the pilot right we're expanding our documentation we're just putting that out on our main site now instead of having it housed in a canvas course um we're going to reach out to faculty that
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participated in the pilot who have already generously shared examples of their use and ask for more examples because we can share those and we always know that there's a real desire for that from instructors to see what their peers
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have done with the tool um and we you know we're preparing our support staff we're working with hypothesis on support and that way and i think that we're going to try to think about how we're providing training and resources
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that's always i think one of the biggest hurdles is how do we provide enough training um but doing it so that we're not expecting everyone to devote all their time to come to webinars right and actually we
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did a really cool thing in spring and i can't remember if this was aaron's suggestion or jeremy's suggestion but we were in a real big time crunch because we only have a week between winter and spring and that's you know finals and
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then spring break that's grading and then we're right back into the start of a new quarter so try to figure out when we would do a synchronous webinar was really uh a hurdle so uh it was suggested that we try an asynchronous
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workshop and do it in hypothesis magic right um so aaron provided us with a really great article at a prompt we put that up in the canvas course and faculty just dove in there and asked questions and it was really low um
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maintenance on our side i just jumped in every couple days to check in and mostly answer questions about logistics and and technical issues where i could provide you know some some experience that i've had with the tool so far or
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links to documentation and that really really worked well because it allowed people to participate on you know at their pace on their time that they had to devote to actually trading up so i think that we'll look to do that a little bit more in um in the coming year
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so that we can make it flexible for folks but that's really kind of the big thing it's just like expanding on the things that we already learned from the pilot scaling that up and um just trying trying to find ways to provide more
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resources that people can access at their own time and face eric you have experience with this so yeah i sorry so um what robin said
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um and so i think specifically that's going to happen as we're getting ready for our next semester uh very soon um for the an academic year um we're actually running
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some more trainings much like the pilot we're running trainings but this time we're going to try to integrate like things that i know from the feedback that faculty are really interested in like you know how do i use this with groups and then subsequently training
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those groups in the group assignments to make them part of the grading you know assessment um both well formative and summative assessments but so there's so there's that and picking up the themes from the pilot and and
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bringing them forward also more of the you know this is how i teach i'm hoping with some of my faculty which i need to talk to about that and then the other thing is integrating hypothesis more deeply into kind of our
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qualifications trainings for our faculty to teach online um so there's so that'll definitely be a part of it and then any of the department trainings that i do where i work with a specific department and say okay what
00:32:59
are some of the things you want to focus on to augment what you're currently doing hypothesis will definitely be a part of that yeah i think i love that idea oh sorry i just could say we just you know continue to try to uh talk it up and to
00:33:15
get those faculty members that are using it out there to assist us with you know sharing their experiences one thing i wanted to mention before we ran out of time that i got out of you know a hypothesis presentation one of the initial ones that i think is a great
00:33:28
starter is that idea of having faculty members annotate the syllabus um i tried that in my own class and i was really amazed at the results because i think most people's experience you you have maybe that first or second class where
00:33:41
you're kind of going through the syllabus you know i know there's different ways to perhaps do that better but a lot of times it's just kind of routine and then you say anybody have any questions and you know crickets but when i had them annotate the syllabus i
00:33:54
got almost more questions that i could possibly answer so um those questions were out there and of course it teaches them how to use hypothesis or familiarizes them with it and you know you can kind of go from
00:34:06
there so that's a great way to get a specific class up and running with hypothesis that practice of annotating the syllabus yeah i love that idea it's also something that i want to infect here are looking at um
00:34:19
the the syllabus it also informs like what what where am i missing information that i could so that there won't be that annotation next time the same thing with with assignments i think um that's really a good one another thing too that
00:34:31
i have as a resource here is uh in in canvas there's a canvas resource that i've developed faculty much like what many schools put on the websites but this one they go into canvas specifically and i have pages um set up
00:34:43
for specific kinds of tool use pedagogical approach and so hypothesis is one of those pages that you know i add information to and we'll include you know liquid margins and and some of the things that we were talking
00:34:55
about today um the i think mayla you were the one or robin one of the two about this is how i teach um who referenced that one uh eric you also referenced a similar concept just probably i think with a different
00:35:12
name the idea of using faculty to promote or to talk about how they use hypothesis in their own courses has been a good one and i'm on my end definitely pushing schools to
00:35:24
do something similar as much as possible um and then integrating hypothesis into faculty pd sessions just as a tool for them to use to begin with uh has also been very successful
00:35:37
across a variety of schools because if they can use it initially then they can quickly see the value of a tool like hypothesis um i do want to say also on the
00:35:48
annotating the syllabus piece one thing that i often think about is if you give students the opportunity to annotate the syllabus you can also see where they feel anxiety or they feel worried about something that might occur
00:36:02
in the class or part of the curriculum and i think while we may not change our syllabus it's important to note and to see that in our students so jeremy had one question and then i'll end with one last question and he said
00:36:15
how do you take instructors past the basics to the next level of social annotation and what does that next level look like do you guys need about 30 seconds of think time [Music]
00:36:30
i'll let whoever would like to answer that jump in and if you want to see a visual representation of the question it's in the chat one thought that comes to mind with that is taking them from the basics to
00:36:43
to the next steps is to contextualize whatever you're working on with the students for them to their own lives or to current events and then that can kind of be a springboard to think about how can the sanitation how can the students maybe
00:36:55
take on their owning an annotation for example if if there's a particular issue that arises and then they think you know this the instructor could ask them to find a resource for them to then create as their own annotation in a
00:37:08
group that relates to their like i said their lives are contextualized in some way and that sends to to take to take faculty to the next steps or take the class to the next step
00:37:20
in using hypothesis in more diverse dynamic ways so for example so there's so so for example one of the faculty i worked with this summer we were talking
00:37:36
about making shakespeare come to life taking that old text of shakespeare and and having the students look at that and then think about what's what in the current events or what in their lives
00:37:47
relates to that text and then then taking that finding a news piece and bringing that in and then having the students socially annotate on that and then that's leading to well maybe i
00:38:00
should turn that into groups well how do i how do i do that how can i make groups be formed and using hypothesis and subsequent for creating inform and so on robin or eric do you want to weigh in yeah i was going to say that um you know
00:38:16
one great thing about hypothesis is i think it leads to more authentic dialogue around around text as opposed to you know kind of box checking behavior i think that's always something that uh
00:38:28
particularly in online classes but really any kind of assignment right you're you're trying to get people not to go through the motions but rather to think at a deeper level and it helps with that so i think some of the things that uh melee was talking about in terms of
00:38:41
you know even simple things like having students bring in their own content even if it's you know in their annotations even if it's another link or even a meme or just anything where they had to kind of do something um
00:38:53
is great and then you know maybe some of those other ideas like you know doing it within groups or having student-led sort of annotations i would think those are all kind of next-level activities where you kind of know you're getting there
00:39:05
where you're getting beyond um you know the discussion board paradigm not that you can't have good discussion boards as i saw somebody mentioned in the chat but um two more i don't know deep and authentic uses of
00:39:18
the tool and i'll say when i think about this it's it's a conversation we've actually been having a lot in the last few days of um when we're trying to take these tools to the next level right we've helped get them onto campus get them set up make sure they're running make sure
00:39:34
making sure we're being responsive is it gives us a really great chance to collaborate with our partners on campus right so thinking about the uw libraries have been um highly pressed books and there's annotation in press books so how
00:39:46
can you get students involved with actually creating content in the class that's generated as a group and then maybe annotating that uh working with our center for teaching and learning and thinking about how they work with faculty and that they've already they've
00:39:59
been doing a lot of dei work this year and how does that tie in with that could we be using this tool as a support for that could we be tying those goals into how people are annotating in their classes and what sort of environment
00:40:12
that's creating for collaboration and engagement so yeah i think for us it's just we don't expect to be bringing faculty to that level alone we're looking to like faculty to partner with partner divisions on campus to really
00:40:23
help us get to that next place and help everyone use the tool in the ways that's helping them achieve the goals that they're they're really looking to meet so i wish i had attended universities that all of you work at
00:40:39
[Music] um i did go to a very wonderful university but i feel like teaching and learning has certainly changed in the past few decades since i've graduated from undergrad um
00:40:50
i'm going to give you a last question and then i'm going to give you some time to think about it uh and take a look at the chat and we'll come back to the last question so the last question is this what is one
00:41:01
piece of advice just one nayla um that you would give to a school who is just starting to implement hypothesis so think about that everyone else who's
00:41:16
attending today this is your chance to again walk yourself over to the chat and get in your last questions for any of our experts here on this panel so take yourself over to the chat get in
00:41:29
your questions and even if they're just general hypothesis questions we'll have our hypothesis team answer those as well erin if i can just jump in for a second i just want to make sure that um
00:41:42
you know we are we are uh at the closing out time i just want to make sure that if the panelists can stay for a bit more time that would be great we would love that if you have to go totally understand same to the people
00:41:57
who are attending today in the chat thank you all right so you had your think time sort of uh one piece of advice you would give to a school who is just starting to implement
00:42:12
hypothesis and robin you get the first word this time you're so mean you know me i like to be verbose so um [Music] what would i say i think the thing that came to mind the first thing that came
00:42:26
to mind is understand like know what your success metrics are right um and i think for us like really thinking about our surveys helped us do that like why were we bringing this in to look at
00:42:38
what were we hoping this was going to help faculty with and that really helped us understand what we wanted to ask about so that we could track that through the year but i think that you know it's the the sharper you have that in focus of what you're really
00:42:50
trying to complement you know how you're trying to complement other tools that exist what you're trying to help faculty with i think that helps you understand better how to help them and how to onboard the tool and also to
00:43:02
think about what you're looking for in your decision to adopt or not at the end of the pilot so excellent eric i would say that again something that
00:43:17
hypothesis itself models in its own training is trying to get people to do something so you know we've certainly run training over time in various subjects where you know it's a
00:43:29
webinar people go to the webinar they watch the webinar and then they forget about the webinar so i think incorporating getting your hands dirty with it a little bit is good so like hypothesis does when you typically go through training that will
00:43:42
have you actually annotate an article and you know we try to take it to the next step you know as far as faculty and have them actually set up you know a hypothesis assignment in our learning management system so they've done it
00:43:54
once you kind of get over that hump of how do you get this technology uh adopted so you know learn by doing i guess not rocket science but uh something good that hypothesis models and we're trying to do
00:44:06
more of at our university agreed i've been to many webinars in my life i don't have to do anything uh mayla you get the last word okay one thing
00:44:22
so i think after determining what the pilot members really are looking for after surveying them connecting hypothesis support materials in a customized way as much as possible so
00:44:35
that they can be it's really so it's really targeted what what what support they need and i don't mean like tech help alone like all the great stuff that's out there that that speaks
00:44:47
to kind of their desire and then consulting with them afterwards like helping them interpret if needed for application that was fabulous and i will say as the
00:45:02
lead customer success specialist at hypothesis i now have four pages of notes for things that i learned in today's session so thank you and i'm going to turn it back over to frannie
00:45:16
so i am just again so pleased um with this discussion today it's been really great it went by so quickly um as these things often do and thank you for staying over a little bit and um thanks for everyone for
00:45:30
attending today again you will get a recording of this um and as will your colleagues who registered but could not attend today so everyone who registered will get a
00:45:43
copy of the recording and um if there's anything else you would like such as the chat again you can email me directly and um yeah thank you for being here
00:45:56
today and we'll see you next time on liquid margins
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