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welcome to liquid margins i want to introduce today's guests we have danielle sanchez from colorado college and we have michelle sprouse from the
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university of michigan our moderator today is our own jeremy dean dr jeremy dean the vp of education at hypothesis and if our guests would take this time to say something
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about themselves that would be great um danielle would you like to start no pressure here so i'm danielle sanchez i am an african historian
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i am currently an assistant professor at colorado college where i get to teach a range of really fun courses i wrapped up a history of health and healing in africa
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uh that was in the spring i just taught a magic and harry potter course where he also talked about magic in african history in august and right now my big work for the day yesterday
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was figuring out where i could find 20 lightsabers for my class that starts next monday and who could teach us a socially distanced lightsaber
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training session it's an interesting experience at cc i absolutely love it and i'm excited to be here great i didn't bring my lightsaber but i'm gonna practice it later did you see my move i don't know if
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that's correct technique but i will learn next week probably not um thank you for that and michelle i don't know how to follow that but my name is michelle sprouse i'm a phd
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candidate at the university of michigan in ann arbor where i'm studying english and education before i came to michigan i taught for 12 years mostly middle a little bit of high school in new mexico
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and i taught english language arts there this semester i have the privilege of working with some teacher candidates and i'm teaching them a literacy course as part of their professional
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preparation but i've also done some work in our english department writing program teaching composition and in all of those spaces i have had the pleasure of experimenting and playing with social annotation with my students
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great um jeremy would you like to say a little bit about who you are and what you do with hypothesis sure i'm uh jeremy and i'm the i work at hypothesis and i am a lifelong educator i taught
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high school english and have a phd in english from ut austin where i taught composition in english um and uh yeah hook'em horns danielle's also a graduate a phd from ut austin different department
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but uh just across the whatever they call that the six-pack i think and yeah i'm also a lifelong annotator and have been fascinated by cloud orientation for
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probably a decade now all right great um with that i think we'll just get started so jeremy's going to leave the discussion um i just want to remind people again um
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jump into the chat and tell us who you are where you from and also ask questions at any time and at the end we'll have a q a and we'll wrangle those and answer them for you if you have specific questions
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about hypothesis those will probably be answered by our question wrangler in the chat um but we can certainly talk about them but this is more about pedagogy and practical tips for
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using annotation um teaching philosophies around annotation etc all right so let's get started great uh just one programmatic thing from uh from our perspectives in the chat you
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have to do that weird thing where you say all panelists and attendees it's it's awkward i don't know why there's a default is to the panelists um but i see some people just talking to the panelists and uh if you want to introduce yourself to
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the whole crowd go ahead and add the attendees great i'm super psyched to be here with you guys but i'm also i imagine there's a lot a little bit of terror
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going on right now and so i just i actually just want to start off by asking you guys like how are you doing uh what is it like to be preparing for this sort of unprecedented fall i think we didn't have a chance to
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maybe stop and ask ourselves that question in the spring with the outbreak uh and you know back in march um but now we've had the summer and things have been up in the air and and here we are and i don't know where
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michigan and colorado college are in terms of students returning to campus but like how are you doing what is it like to be an instructor professor right now at a college or university that's dealing with this sort of unprecedented uh health crisis michelle
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you want to start sure um so currently the university is planning to welcome back our students at least some of them um in just a couple of weeks at the end of the month
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um i think about 70 of our classes will be online and the remainder are hybrid or in-person classes i personally will be teaching just online this semester
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so and that's my first time to teach a fully online class so i'm working on that transition and how to prepare for that um but you know it's been it's been a long summer at home with the kids and trying to keep them entertained and
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i'm anticipating a really challenging fall in terms of balancing you know the work of teaching and keeping my students engaged and keeping uh the kids engaged at home too at the same time
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i know the local schools the the schools your kids are in planning to be remote they're remote for now so um in that sense we're kind of lucky that we don't have to worry about mixing with folks then getting sick and hopefully we'll all stay well
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and i think that's going to be a little bit easier for us danielle how are you doing there in the colorado college it's been a really interesting uh past six months
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so i had prior experience teaching online while i was at muhlenberg college there was a little bit of a workaround with my maternity leave and so i went through extensive online pedagogy training uh at
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muhlenberg i see that jenna azar is is attending she's really fantastic and helped me kind of uh wade those waters far before everyone in the united states
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was doing this so i came in uh with this kind of introduction to hypothesis voice thread and all of these really engaging spaces for students so when
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cc made the difficult decision to do uh the transition to online it was right before block seven which i should probably explain cc is not on a traditional semester system we have eight blocks a year each block
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is three and a half weeks long students take one block at a time and uh t and faculty teach one block at a time our classes are when they're in person they're three hours a day
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every day for that three and a half weeks uh so it's a very unique kind of space so we were in a good position uh right before block seven because we uh faculty members were
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starting classes online as opposed to transitioning mid-semester from in-person to online what makes that difficult though is creating that sense of community from scratch when you do not know these students so i
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um i helped out with the digital transition and um showed people these really cool collaborative engaging social annotation kind of programs and and other things too to help with the transition
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however i was off that block and then i taught and block eight and for me it's i i it's really easy for me to give advice on how to create fun and engaging spaces
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but when it was time for me to create my class i was like panic so it's been great having this summer to really uh build my class for block one which as i mentioned before is the star wars and anti-colonial conflicts course
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uh which will be online as our vast majority of courses at cc at this point thanks danielle let me follow up with you first um in terms of that moment
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back in march when suddenly people were needing to move to remote education um can you talk a little bit about how annotation played into first the sort of faculty training you
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described um and helping build community or build engagement uh at that moment so i feel like hypothesis for me was
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the most common tool that i recommended to people first of all i think at that point we already had integration with hypothesis in our lms which is canvas uh so it made that pretty smooth i also feel like
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as we were trying to figure out what programs what kind of tools in our digital toolkits to throw at a bunch of faculty members who had never taught online hypothesis made the most sense uh i
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think we're a small liberal arts college and cc unlike many uh colleges in the us really did not have online courses before uh before covet hit so like i
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said we didn't want to overwhelm even though i had this whole bag of tricks that i just wanted to throw at everybody but yeah i think with that rapid transition it was really streamlining figuring out people's comfort level
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and then definitely hypothesis makes sense because it's something that you can use across uh the curriculum whether it's a person who is reading scientific studies they're able to quickly pop in some annotations
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uh it's or creating a primary source historical kind of uh engagement uh historical document engagement activity it just like i said it just made sense so we did uh we rolled out some at least some
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hypothesis training i know jennifer golightly who is our incredible uh canvas wizard i'm sure there's a correct term for this but i'm going to call her the canvas wizard
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uh she did so has so many conversations with people across campus on how to integrate hypothesis into their courses and i know that i
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talked with my cohort of faculty members on how to use it in their courses as well very cool and michelle and danielle and i'll start with you michelle
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um back in march i mean you said either i don't know what you said what'd you call it but the next eight what do you call them oh blocks blocks yeah you talked about you know introducing that student's hypothesis and blockade
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michelle you were always using annotation you've been using annotation well before uh kovid hit um was did that just sort of continue through the moment in march when things shifted or did you see
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a kind of shift in terms of more work being done in the in collaboration for you or did you change the emphasis of how you used it in your courses back then and then danielle i want to hear if it played a role when you when you started teaching in
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blockade jerry i actually haven't taught since um since december i was on fellowship last semester in the summer and so i kind of i got to float through a lot of the the
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challenges of teaching in covid times and so i'm preparing now to go back and so one of the things i'm thinking about differently is what our discussions are going to look like
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especially our text-based discussions in a literacy class that's now meeting virtually um and how we can really leverage the annotations that students are making to make even a more robust conversation
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than than perhaps my students have always had in the past where they're just a starting point but like how i can really make those a key part of of the class work so that we're not in three hour long
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zoom meetings um every week um just painfully staring at each other or writing discussion board post that my students when i surveyed have already complained about not wanting to do
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endless series of discussion well let me let me put the question back to you then and generalize it outside of the sort of pandemic context um when you're starting off a course uh do you introduce annotation on day one or how
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do you first start talking about this social annotation thing michelle that you're going to have your students do what are the sort of what practical guidance do you give do you have social contract like
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conversations uh talk about how you introduce this technology to students because it's not something they yet that they do personally as part of their social media life they don't so i think before the
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semester starts i tend to survey my students because i want to have um an understanding of what experience they have with annotation in general and digital and collaborative annotation technologies and usually i find that
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they don't have a lot of experience with collaborative annotation there's some experience with digital annotation and a lot of experience with paper and annotation of books and things and so we start there
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and having a sense of what what they know and what i need to introduce is really helpful for me um but i start on day one with having them annotate my syllabus um i've loved that idea so
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shout out to remyclear for that awesome idea and i've since i started using it's been like a practice that i've integrated into every class it works for me so much better than reading aloud
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parts of the syllabus and then asking for questions and getting a room full of blank stares when i assign that first bit of annotation i ask them to do a couple of things as
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they look through the syllabus of course i want to know what questions they have about things that i've written what's not clear i also try to add a few questions myself asking them to think
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about prior experiences they might have related to some of our course goals or activities so i can get a sense again of what they might already be familiar with and what's going to be brand new and i ask for them to uh feel free to
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react emotionally what things are they excited about what worries them i find that my students are much more willing to tell me some of those concerns especially in the annotations
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than they would if i was asking them on that first day of class to share those feelings to a brand new group of folks and i invite them to suggest revision so at the top of that syllabus it says
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draft and i try to emphasize that this is what i've come up with before i've really met them and i want their input um in the shape of the course and i try to integrate their ideas for things that they want to learn or
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suggestions they have for making the course better from them and to really start the semester with that um that sense of teamwork that we're going to create this together
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and just sorry go ahead i was going to say my approach is very very similar i got the idea uh from teneka at muhlenberg college in the history department to do the annotation of the syllabus uh exercise and i find
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that students are reading it with a fine toothed comb at that point because they realize there's the expectation that they respond to it so they i get actually so many great questions so i actually pulled up mine um from the
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summer course that i taught and i'm looking through the annotations again and one of them was oh no i didn't realize i needed this book if i order it today will i get it on uh from amazon uh fast enough if not
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what do i do you know so it's like those little kind of knee-jerk reactions that you don't really see and the other thing that i love is that so many times in the classroom
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students may have a question but they think that it's a stupid question and they're afraid of asking it because they don't want to look ridiculous in front of these other people that they don't know particularly their peers
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and when they see other uh annotations pop up they're asking the same thing they're able to chime in now in terms of the drafting kind of thing one thing that i started
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this was in block six so before covid was having them look through my participation rubric and make recommendations on what they thought would uh what they need what they felt needed more clarification or how they felt they
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could tweak it and i asked them specifically to do that so how do you want to be assessed when it comes to participation what do you think here makes sense what works for you what doesn't
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and we had such a robust conversation about their hypothesis and in person with that in particular wow what i what i love aaron about with both you guys and how you introduce sanitation first of all just like on day
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one like it's a critical practice for the course so you know so obviously you're probably not introducing like the uh plagiarism software on day one or something like that it's a little bit more part of the you know everyday life of the course which i think is
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wonderful but i also love the way you're talking about it as i mean both you seem to emphasize student voice like this is a place for you to to speak up right um it's your space to to participate um
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and and and and secondly that it's collaborative right that and that that can extend beyond the syllabus right to like this is about your knowledge right it's you might be reading some published text but your feelings about it your thoughts
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about it your interaction with it you're building off of it is all part of of what we do moving beyond day one and the syllabus are there other modes of using annotation that you introduce
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your students to michelle other types or actually let's start with you danielle other ways that you're asking them to use it i use the tool in different ways um on top of other types of content
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besides the syllabus that emerged as the semester goes along so this actually i know you want me to talk about uh post day one but i suppose this is day one or day two uh in my in person classes no matter what
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i always assigned binovango why nene's how to write about africa uh which is a piece that was published in granta before wanina passed and as an african historian it is such a brilliant piece
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uh and i've always worked at small residential liberal arts colleges so perhaps this is not super surprising most students when they sign up for an african history course really know very little about africa
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actually no they know a ton but it's based on western perceptions of africa that are incredibly problematic and what i found as i became a more experienced educator was
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it didn't make sense to just uh on the first day of class walk in and say you know nothing about africa recognize that and just kind of shame them in their ignorance like that's just not good pedagogy so i started assigning the beanie
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vanguard nina piece and we would initially do it and you know read it we'll talk in small groups and then bring it together as a class or we'll we'll just bring it together as a class in general but there were always a few students
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that were like oh my gosh this entire piece is so true africa doesn't have cities and they would just like spout off this kind of ridiculous thing this stuff they didn't realize that their piece is sincere so there was this kind of moment of
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shame like other students would shame that student so it didn't create the cohesion that i wanted it to create um and it didn't create an opportunity for calling in because there's always just like an awkward
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silence after that kind of comment so no matter what i started switching it to a hypothesis exercise so as students are reading their growing uh in
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with bina when in his writing but also responding and thinking about how their peers in class are reading and writing they're able to think about what they want to share how much they want to share and kind of learn in this process so i
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felt like as i mentioned before it was an opportunity to call students in as opposed to call students out and hypothesis made that a lot more i don't know i suppose a more meaningful exercise
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that's great michelle how does annotation practice evolve for you uh beyond day one um i think the more i've practiced it with my students and spent time really digging into their annotations the more
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i have an understanding of how what i need from them in terms of their reading as the the semester progresses changes depending on the purposes for our reading and i try to be even more explicit now
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in my pedagogy about helping them understand the different ways of reading that they might need to use at different times so when i teach first year writing i like to use mic buns how to read like a writer early on in one of our first
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units where they're they're learning how to kind of appreciate the the writerly choices that someone's making and to think about how they might incorporate those in their own in their own writing but then later we have to shift and we have to do
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a kind of more um focused rhetorical analysis or we might be reading for ideas to integrate into their own writing um and so helping them to to think about the different purposes that we have for
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for reading in that writing class is really important and right now i'm preparing um again that literacy class for my uh educators and you know thinking about the different ways that teachers
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read so when they're reading um a novel or a poem or a short story and they're going to be thinking about how to teach it that's that's going to require a certain kind of annotation where perhaps they're trying to make connections to
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the skills and standards that they're expected to teach and the places that might be challenging for their students versus when they're reading some um you know articles published in english journal or something like that
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intended for them as teachers about their practice where i'm going to need them to be reflective on you know what kind of what model of literacy is represented here and um you know how similar is your own
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teaching context the context described here and what might work for your students or not work for your students so being really intentional for students and in thinking about the ways that we read and annotate and the purposes
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and um and building in opportunities for them to reflect on how they've shifted their strategies for the different assignments has been really important i also think it may be worth building uh
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off of that i one of the biggest questions that i always get is how many annotations should i make them do and i hate that question but i get why people ask it and i think so much of this it goes back to
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the digital pedagogy kind of training that i did forever ago it feels like forever ago uh i as i was learning to teach online i thought you know i should make them do three comments and three responses to
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other people's comments because it makes it easy to kind of check off check off when i realized uh when did i realize that was a terrible uh idea midway through the first online course that i taught
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because the students would kind of pop in to discussions at the last minute they would post after each after each other and say that was a good idea i agree and just kind of like move on and they they would essentially post in
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ghost and i think it's really similar in hypothesis in a way we don't make them if they're reading a physical text we don't say you need to underline so many words in your book
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before you show up for class you need to make this number of physical comments in a text by the time you get to class otherwise you won't have a meaningful engagement i would much rather that happen
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organically with their thoughts uh i want them to jump in in a way that feels meaningful for them if they have two really thoughtful annotations
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instead of three mediocre ones i would much rather have the two really meaningful engagements with a text or even posing a question that's incredibly rich that leads 20 other people
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i never have 20 students our classes are small that leads 12 people to jump in and think critically about a topic with them like that's exciting for me but going through and doing tick marks
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for yeah i agree that that doesn't mean anything that's great danielle and i love how you sort of characterize that as something that you kind of learned by mistake right where you sort of had a plan and then you're like oh wow this
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isn't actually the best conditions to set or the way to set it up for students michelle do you have any stories like that where you kind of like had it set up a certain way and then you realized oh this isn't working i need to kind of
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reset how i'm talking to to students about this or how i'm directing them yeah so i tend to now if they've attempted the annotations i give them credit for it
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and last fall i had the opportunity as part of my dissertation research to watch a number of my students as they engaged with our collaborative annotation work so i sat down with them in a room we did
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a screen capture and they talked me through their thought process and i you know after 10 of those sessions and seeing the many things that students do while they're annotating that don't always appear in the
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the shared annotations i found that they're you know counting annotations things like that that doesn't necessarily reflect all the work that students are doing some of them will be taking notes and documents on the side they're
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doing other things some will spend more time reading but perhaps not responding because they reply and like you know danielle's example of i agree that's great they don't want to add that because they know it doesn't really make a significant contribution to
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a conversation and so um you know if students are adding some annotations i like to give them some credit for the work and then encouraging the kinds of thoughtful work by like i said before giving them
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opportunities to reflect on how their practices with annotation are contributing to their learning for a particular unit or for the course as a whole and using what they've written in the class
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and highlighting the most helpful comments so they have models of things that are moving the conversation forward and working on those kind of positive things rather than grades which to me often feel punitive because as soon as
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soon as a student doesn't have full credit they feel like they're being punished or something's being taken away from them and that's not the kind of place where i want to spend my my energy as as their teacher
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do you ever get pushback from students around using this technology or having to do annotations uh um i actually i found that most students by the end of the semester
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say i had one student in fact that said i thought i was going to hate this but actually this was really important to my learning and to my connection to
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my classmates so i think they're hesitant at first because they feel like it might be just another chore but if it becomes something that is really used in the class and really
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helps them engage i find that they don't by the end of the semester i don't have complaints about it um maybe two i've over time i've shifted away from assigning tons of reading and you know giving them space to focus
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a bit more and as i said that i think i have to go back to my syllabus for the next semester and see what i can cut but cutting down on the number of things that i ask students to annotate so that they can really engage with it and
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when we meet together i can really engage with it too so it's not something that was done and then ignored or forgotten danielle do you ever get any pushback from students like ah why are we doing this
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not really and i think when we did the digital transition maybe the easiest thing for me was to keep things consistent so as i built my class there was the expectation they knew that
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they were going to be doing uh some second or some secondary source readings they were going to be doing hypothesis on a primary source we would have a mini lecture through voicethread and then we would have discussions every
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other day and that's what worked for my students uh in the online setting but that doesn't mean that uh you know in other courses or maybe uh in block one or block two i might use it more sporadically uh i just feel like yeah having that
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routine was really helpful and it also helped students jump in really quickly and really um understand that it was an expectation i suppose were the hype or were the annotations great from the beginning some of them
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were but some students really grew and i think i don't know i went to undergrad at the university of texas where i there were 50 000 other students
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i think one of the things that i struggled with particularly in my classes that had 300 400 students it was finding what my voice was and realizing wow i do have something
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that i bring to the table i can critique this really famous historian which is really really scary i think when i was told originally as an undergrad student that
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uh professors wanted to hear my thoughts i thought uh i guess my response was what do like what am i supposed to say this is a person who's been researching this their entire life uh so i didn't even know how to
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behave in such a way as weird as that sounds and so i think hypothesis is really great because you're able to model that in a way you're able to show what annotations look like and students
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are able to jump in and kind of figure things out as they go so no i've never had pushback great um well i think it's about time for us to open up the conversation to to others and see if there are questions that
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fannie frani wants to uh surface from the chat or folks want to unmute and ask our panelists some questions i'm gonna open the floor got kind of a shy group today um
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but there is a question from thomas and i think nate's probably better prepared to answer that or you are jeremy than i am and that's in the q a if you want to pull that up and then i
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have a couple questions of my own as well yeah so thomas was interested in um learning a little bit more about the actual mechanics of the annotating on your syllabus exercise like did you have it up on the screen
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did you do it together um did it happen asynchronously so if you could kind of talk us through how you guys actually manage that hi so in my in-person classes the first
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time we did annotation uh i would do the exercise with them on the screen and then we would spend about five or ten minutes annotating a document and then bring it together for a discussion uh what's nice about that is that
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they're reading it all at the same time and we can really jump into the questions that seem to be recurring with the syllabus i've never done it synchronously it's typically an asynchronous exercise
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however uh yeah i know lots of colleagues in natural sciences uh humanities and social sciences who have done um the annotation experience synchronously
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one thing i would say i made a very very awkward video to put on my canvas page about how to use hypothesis since we're not doing it uh it in class where i could just pop it on
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uh the screen and show them in person i i made one where i screen captured what i was doing i got to see my million tabs open and everything and then i quickly
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walked them through how to select the correct group on hypothe if you're hype uh annotating a website how to correct uh select the correct group so you're not just annotating
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on the internet uh in the public and you know how to highlight uh add annotation type in whatever you want to say etc and i think it was useful
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the students seemed to be able to annotate for the rest of block 8 and my summer session when i'm meeting synchronously with my students i definitely
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and in person i like to um take time to do the syllabus annotation together in class i usually put it up on the screen and show them how to make an annotation just one quick example comment
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is enough for most of my students to get it um and then i like to be able to when i don't have to socially distance right walk around the room and check in with the few students who might have a little bit more trouble or need a little bit
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more assistance in in making their own first annotations um for this semester where i'm teaching virtually i'm considering just posting like danielle suggested a small video of me demonstrating it and asking them to do
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that before the first class session because i don't necessarily want them sitting on zoom for three hours and staring at their computers i know that might be challenging for a lot of my students so
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we have another question it's interesting is this one came up in an earlier show too um what about inappropriate comments have you gotten them and do you prepare students for those
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via any guidelines that you set at the beginning i've used annotation from middle school to you know graduate students and i've never run into any inappropriate comments so
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i haven't had that issue um and i used to spend more time talking about appropriate comments um to prevent that but since i haven't found that it's an issue i instead focus more on the kinds of
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ways and purposes for reading and that seems to work just fine for my students i actually had never thought about that and perhaps that's a good thing uh typically
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when i have a comment that isn't great uh maybe it's misguided maybe it's eurocentric maybe it's problematic uh typically other students jump in and they kind of call the student in
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help them understand why it is problematic one thing that i do say uh that i should put out there whenever i use hypothesis i yes students are going to engage they're going to be the drivers of the conversation
00:35:39
but i do make sure if we're not doing it synchronously that students know that i'm listening i'm hearing them uh and i'm engaging with them too so if they say if they bring up a point that's
00:35:50
interesting i typically respond and i acknowledge wow that's a fascinating point i've never thought about it this way and then i ask another question or how might we uh put this in conversation with xyz how
00:36:02
can we expand on this whatever so it's not only creating a space that's social for students but recognizing that i'm here too i'm also participating i'm helping uh them in the process of guiding the
00:36:15
conversation they've always kept it professional and i'm grateful for that i would hate to hear horror stories and i'm hoping there are none uh danielle that's that's awesome uh what you were just saying um it's
00:36:28
inappropriate aside and you touched on this earlier danielle what about just sort of like you know not going deep enough or not do not sort of being the most productive discussant or you know
00:36:42
um i don't know just ways that you encourage different sorts of types of engagement to just you know bring out the fullness of the possibilities for the kinds of conversation that's possible so when students drop in
00:36:56
the wow that's interesting period submit that's typically when i say oh what makes this interesting to you uh
00:37:08
what do you think about uh how this might relate like i said how this might relate to this other piece that we're reading or delve into why this jumped out to you that's typically what i go with
00:37:20
so i prod just like i would in class you know i we wouldn't let that float in a classroom like you know let me raise my hand and say i liked this piece
00:37:32
it's good period move on like no we're not going to do without in a classroom we're not going to do it online we're not going to do it with social annotation that's great doing it in a way that doesn't shut them down
00:37:45
and say like uh again no like a way that's encouraging and helps them develop as a as a young intellectual i think is important you want more you're asking them for more right uh den i mean michelle
00:37:59
do you have any ways that you sort of prod or nurture student sanitation practice to evolve and become more robust one of the things that i really enjoy doing is having students take another
00:38:11
look at sets of annotations early in the semester particularly and think about the annotations that are most helpful and why um and so they're looking at the things that they've produced and
00:38:24
their classmates have produced and they're discussing what creates a productive conversation for us and i think that push helps them to see like this kind of agreed or you know just a smiley
00:38:36
face or something that's not enough to really get a conversation going so it's helping them to evaluate what's most helpful um and that that leads into the later kind of reflective work that i have them do about their own practices too
00:38:49
so that they're thinking about what contributes to my learning and to the learning of the folks in the class we've got nate actually asked a question uh nate i'm outing you as a question asker
00:39:01
but it's sort of along these lines of what we're talking about right now do you find that annotation changes how students read in comparison to
00:39:12
teaching without annotation are they moving more quickly into understanding and becoming deeper critical thinkers more quickly
00:39:23
through annotation i think so uh i'm thinking particularly about a piece between uh the chiefs of the herrera and the nama and one of the chiefs writes to the
00:39:38
other one and says uh i can't believe that you signed this treaty with the germans your people will be paying for this uh until the end of time uh long after you know i've fallen and
00:39:51
so one of the things that's really great is that a student can read this piece which is maybe a page and a half and they can get to the end in a normal class as they're reading their whole dossier of whatever they're
00:40:03
supposed to read for class they'll they'll be like okay what's the point move on to the next thing but when they're reading with hypothesis or and i feel like it's more intentional uh for them to read slowly
00:40:15
and think beyond of course i want them to get the big picture but think about how they're saying uh how people are saying things what they're saying what it means why each word is there think about the small references to
00:40:29
other things so we can delve a little deeper and unpack i think it for at least in my classes it's created really rich dialogues both on hypothesis and in our larger discussions outside of
00:40:42
hypothesis we've also been able to use it especially in my writing course to kind of read across model texts so like when students are working on a research based argument and i'm asking
00:40:58
them to do a little bit of you know [Music] you know experimentation or interviews or something that many of them haven't done something beyond just here's some sources that i'm that i'm incorporating into my argument they need
00:41:11
models for how to set that up and write about it um and i like to give them a lot of freedom in the topic that they select and and the methods that they might experiment with um and so they need to see a lot of
00:41:24
different examples of how to write about it and so i share with them some of the research that their classmates have found and they're annotating maybe you know this lesson we're going to look at discussion sections and how to set
00:41:36
that up and so they might annotate a couple different discussion sections and so um being able to share thinking about um what it looks like
00:41:47
um with each other um some people have background in that topic others don't and being able to help each other through that to get what we need which is an understanding of how to write this part of of this genre is really helpful for my
00:42:01
students so we're really we're out of time but there is one more question if you want to hang out for a few minutes and answer another question from the chat if not we could wrap it up
00:42:13
there is one more question frannie that came up in the chat um from chandra about just asking about the the percentage of student comments that are typically
00:42:25
text-based versus other kind of multimedia types of annotations with images or videos or whatever do you find a balance there i can speak to that one a little bit uh so i use i primarily use hypothesis for
00:42:41
text based i've actually never used it for images uh i'm not sure how that works so i would love to hear about it typically when i have them do image work i build it into one of my
00:42:54
voice threads and then have students notice and focus so i say you know we're gonna talk about this image i'd like for you to tell me what you see what are the details that you you notice and then they either type in
00:43:06
whatever they notice or they'll do a video recording of themselves and then they chat amongst each other i also for videos i use vialogs which i think is similar
00:43:16
to hypothesis in a way although i i really love dialogues i want to put that out there but i like how in voicethread or not voicethread in hypothesis you can kind of uh click on a word and
00:43:29
see how other people have annotated it but in vialog's it's just kind of a timestamp below the video where it says like two minutes and 27 seconds what is that flamingo doing in the background question mark you know
00:43:42
so it's just a different kind of program it's exceptional wonderful but it's different um i'm answering this a little bit differently most of my students comments are text-based i think sometimes i get a few
00:43:58
emojis that kind of sneak in but not a lot of images and links and memes although i do encourage them to try to do that especially when concepts or ideas or things might be unfamiliar providing that kind of like
00:44:11
richer annotation i think can be helpful for other readers so i encourage it but i don't see a lot of them in my students annotations you know unfortunately we're running out
00:44:23
of time this was a really um great discussion though and i would like to give our guests a chance to say goodbye and um i also want to remind people that
00:44:36
uh to join us next week you will because you're here today you will get an email with a link to the next show episode 8 um solving problems in the margins annotating math no one should be afraid of math i don't
00:44:50
think you know not that scary it should be a really good show um so with that um danielle would you uh like to say some parting words and then michelle so thank you so much this was really
00:45:04
really fun uh as i mentioned earlier i definitely had some slip ups in the beginning when i was trying to figure out uh what i wanted my classes to look like what meaningful engagement meant
00:45:16
so have fun learning what works for you what works for your students it might not always be streamlined but it is fun um if you want you can follow me on twitter at dr danny sanchez i tweet a lot about
00:45:29
lightsaber apparent the lightsabers apparently and other fun stuff african history and learning yeah thanks frankie and jeremy and nate it was so wonderful um to be here and danielle it was great to meet you um and if anyone else wants to
00:45:44
connect with me i'm sometimes on twitter at michelle sprouse and i love to see annotation fun there so um and you know my last thought about like entertaining with my students it's really just about
00:45:56
learning as much as i can from them about what they're doing with the text so that i can um work with them better in class or when i'm meeting with them in person and i find that that's the most helpful
00:46:08
thing for me thank you those those were both such thoughtful goodbyes and uh things to leave people with i love the encouragement there um thank you again for being on our show
00:46:22
and thanks everyone for joining and i'm gonna say goodbye and we'll leave this running for a bit but we will see you next week on the next
00:46:32
liquid margins you
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