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welcome to liquid margins episode 26 i believe um it's hard to believe that we've been going this long 26 episodes in the in the can after this one um we're calling this bodies of knowledge teaching health professions of
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social annotation i'm nate angel your host for today i wanted to just briefly introduce today's guests and then i'm going to ask each of them to kind of talk a little bit more about their background what they do as
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educators and how they got involved in social annotation and so danica sumter is a clinical associate professor at the university of texas school of nursing as it says right there on the screen welcome welcome danica and then rachel
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derr director of pre-licensure programs and a clinical assistant professor at rutgers in the camden school of nursing so opposite sides of the country almost new jersey and texas in the house i'm in portland oregon as is uh
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my uh my co-host franny french here and then becky is down in um california another one of our colleagues here so we kind of got the up on stage at least we've got all four
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corners of the country sort of covered except maybe florida but um we were welcome to here for your from too maybe in the chat if you want to if you want to share with that um so that's all for the slides this isn't a
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very slide oriented uh conversation so i thought i thought i'd kick things off first by um asking danica um uh to tell us a little bit about um you
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know we know your title we know your institution but can you tell us a little bit about what it is what's your day-to-day as an educator what is what is it that you work on and then i'd love to hear how you got interested and
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started using social annotation too absolutely thank you nate and thank you for the acknowledgement of the moment the moments that we've all been enduring and moving
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through this past almost two years now um so day to day i am um as was mentioned a clinical associate professor so in nursing we've got these two tracks this professional track and
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this tenure track and if you're in an academic institution especially in r1 it's an interesting place to be in when you're on the professional track versus the tenure track but i teach
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i teach didactically and i also teach practicum so i teach clinically and my background is as a neonatal intensive care nurse and a pediatric acute care nurse so um children's hospitals i love
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little people um and and and their big people um so i for the last year i'm going into my second year have a mason faculty scholar fellowship so i'm actually fifty percent
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um the macy foundation has bought out half of my time to get to focus on education which in an r1 is i jumped at the chance to do that so as part of my educational innovation
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product or project i'm working on a toolkit for anti-racist teaching for the health professions so that's what i've been working on um half the time which yeah um so much
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for percentages i'd love to hear more about that as we as we go forward let's talk about that more absolutely absolutely um and in terms of my teaching i teach um i
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created a graduate elective called race power privilege and health um that last semester last fall was the first time i taught it and that was sort of what led me to hypothesis so i was teaching it in a
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hybridized manner um so we were meeting maybe once a month in person but the most for the most part we were going to be online and i knew that it was going to be critical for us to develop cohesiveness as a community if we were
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going to be able to have these difficult conversations that needed to be had in terms of race power and privilege and i was actually blown away um with how the class gelled and how they were able
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to build community and and form those relationships at a distance and i certainly attribute hypothesis to a large portion of that and so i wanted to
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use it again in my spring course so in my spring course i taught a fully asynchronous online course the art and science of teaching nursing and it was actually the first time i taught
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a completely asynchronous on online course and again the need to have community be a critical like being intentional about community when people were distant i mean you have graduate nurses they're
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working in the hospital incredibly stressed with the things that they're seeing so how do i build a support and a communal atmosphere while we're still separated and hypothesis again came to
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the rescue and many of the students were actually educators themselves and so they were like i'm going to use this in my class and so i'll share later but i asked them what was it about hypothesis and they
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had some really insightful things to share about what was so meaningful and why it was better than a discussion board um so i'll i'll just tease that for later oh that's really great stuff really rich i i can't wait to dive into all that a
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little bit more let's let me oppose the same sort of question to rachel though so we get to know everybody here so rachel you know help us understand your day-to-day life as an educator in the in
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the you know medical sciences um health professions region and um and how does it that you got involved in social annotation so interestingly enough i have a similar
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clinical background to danica so i started out as a nicu nurse and neonatal intensive care nurse and i also have a maternal child health background in pediatrics also in
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maternity postpartum labor and delivery so our experiences are similar in the clinical aspect in the academic aspect i am the director
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of pre-licensure programs so that's the undergraduate students and that involves a lot of curriculum work and pedagogy and also a lot of problem solving so that's what that work entails teaching
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wise i teach foundations in nursing theory and i also coordinate the course which involves creating the curriculum for the lab and
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working with the lab instructors so that course has a lab where where the students learn their first skills and i also teach research for evidence-based practice practice pediatrics
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theory and a course called seminar in nursing practice i'm sorry it's called seminar in nursing so i've taught like i teach like a wide range of courses uh
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i'm interested in scholarship-wise i'm interested in educational research so that's my interest in that respect and social annotation so
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when did i get involved with that so back in spring of 2020 when we broke for spring break we didn't come back because of the pandemic and
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teaching went online so rutgers introduced the digital fellowship and they said is anybody interested in learning more about digital teaching strategies
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um and they offered this it was like a i think it was six weeks and we ended up with a certificate and that's where i learned about social
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annotation and i was like wow i can just my mind was like oh i can envision so many ways that we can use this in nursing and i got really excited about it so and i was teaching a summer course that
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summer i was like i'm going to use it this summer so that was like in april when i learned about it and in may the summer course started and i hit the ground running and that was in the foundations course that
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i first started using it and just as as danica had said you know i found that sometimes when you try to facilitate difficult discussions or difficult dialogue in the
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classroom students kind of shut down because they don't feel safe and the the social reading the social annotation it gives them a safe space to really have those difficult
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dialogues with each other and and they just just the conversations that they have they really open up and it gives them that safe space to have those discussions
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that they wouldn't necessarily share those thoughts with you in the classroom but like on topics just for example um lgbtq ai discussions health disparities
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they're just examples where before they they really wouldn't open up and also when you think about um course content in a textbook you know it just kind of brushes the
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surface in a textbook but with with social readings we can go out and find that rich content that we we want our students to look at and and really read and and discuss
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and amongst each other and and it's theirs it's not mine it's theirs it belongs to them wow that's that's really powerful and you know um i it's great how you guys are already
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resonating off of each other um given your shared backgrounds and everything but um one of the one of the things you were talking about rachel made me wonder because i'll admit i'm a humanities person um you know i've definitely taken
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some science but when i imagine science and and the world of nursing and social and medical you know health professions that you guys are in i think of you know big fat chemistry textbooks that you know you go
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through with a yellow highlighter and um it sounds to me i was wondering how you might be applying social annotation to an environment where the readings were often you know those uh those textbooks
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um but it sounds like maybe you've you're you're experimenting with other kinds of readings like in that foundations class is that right rachel yes yeah so it's um is it and did i did i
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take it right that the students are sometimes choosing the readings or is it it's mostly your choices no the readings are are my choices yeah so
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so i guide the the content i i guide what they're reading but they guide the discussion so so they own the learning they work together and own their their learning
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uh when it when it comes to the reading but i provide i provide i i guess like the the lighthouse and they're the light got it got it that's a great analogy um
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and so could i could i jump in please please danica yeah um a couple things that she said like were super resonating um one when she mentioned this space where students can share and have
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a really rich dialogue ahead of class um it's been something i i probably am not the first person to coin this term but um i call it a warm call instead of a cold call so when i see how students are
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responding in hypothesis and then we come to class and we're going to talk about it in class they've already put it out there and so if i ask them to share you know to elaborate some more on what they've already said it's not
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technically a cold call but if i have that person who maybe is not so keen on sharing in person and in the moment they're more introverted or just don't like to talk a whole lot i can draw them in that way with something that they've
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shared in hypothesis um and then there was something else that you all said but i think i've forgotten so maybe was it around the choice of readings yes that's what it was how you know the
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the lighthouse um my metaphor that rachel just gave um i think about it like i'm planting a seed and they just kind of run with it so they will then share other resources they'll share youtube videos or other articles that
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they've seen so it like it takes a life of its own and really i'm like this is a good article maybe i should use this next time and so it is just this fertile you know ground for um for learning um
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as rachel mentioned yeah that makes sense and uh i really you guys are making powerful cases for this already and i was wondering so it sounds like um you're using social
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annotation both of you may be on readings that are sort of like auxiliary to some sort of main textbook it sounds like at least in rachel's class i'm assuming rachel you guys have have a big textbook for this foundations class that
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you also are reading is that right yes that's correct so the readings are auxiliary or or supportive um so some other examples like maybe a clinical practice guideline where you
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know they they hear that oh yeah clinical practice guidelines are important but until they actually see one and really delve into one it's it's an abstract concept to them like we'll tell them what it is but
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you know until they they actually read one like for example a clinical practice guideline will will tell them you know it's a guideline on how we should treat pain like pain is an example so the textbook you know we go
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into the nursing interventions for pain so how how do nurses treat pain for example an intervention might be we'll put a cold pack on it like an ice on pain or we'll elevate you know an extremity if a
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patient is having pain um so there are interventions that our textbook might review but the clinical practice guideline is going to say well this is what the research says that we should be doing for pain so i might
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assign in that instance the clinical practice guideline and then they get to look at it and they get to talk about it and have conversation got it in are those are those on guidelines
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um like published as separate documents maybe in pdf form or something yes got it so so they are kind of um well poised for this kind of annotation unlike a big textbook yes
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go ahead rachel i think that's a great bridge because we know how long it takes for textbooks to come to publish and print and how they might be outdated and so you're able to bring in the most current evidence and then kind of hold
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those two things up and it helps students i think be more critical um of the information that they're consuming and i get that's what i see as the challenge as the nursing educator as we
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get more and more stuff we have to teach there's no way i can teach them everything but my job is to teach them how um to think about it and where to go to find the information so to be able to help them um be more critical um and to
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balance those two things i think is really really good i'm jotting down ideas to take back to my faculty so thank you rachel yeah like evidence based practice to some nursing students like we say all the
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time evidence based practice ebp it's so important but you know it's like an abstract concept you're like oh yeah we know everything has to be evidence-based but until we really show them what that means
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um it it remains that abstract concept so when we we pull it in like in foundations it's one of the first classes they take so when we say evidence-based practice it really is it's that abstract concept
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like oh yeah okay yes we have to perform evidence-based practice but but by incorporating like a research article as their social annotation reading or or the clinical practice
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guideline and not a complicated research article one that's easier to read they're like oh oh i i get it now i get it now and then they help each other to
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to dissect it and to analyze it and they learn from each other and and have those make those connections and have those aha moments yeah wow you guys i'm just think i'm sitting here thinking about
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how much you you all are at the center of the storm like it's like not only are you educators in the middle of this pandemic having to suddenly learn how to teach asynchronous online classes but also you know you're working in this
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this field of you know medical professionals who are really at the first at the front of we're hoping to be at the front of um you know medical care in a time when we're experiencing this global pandemic
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and i'm just wondering um it seems like a really complex complex place to be right now especially when we also have um you know a national or international dialogue going on about
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science and what counts as evidence um and you know doing our own research about it and so forth and i'm wondering uh danica you know it seems like your work really um
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is focused right at the center of the kind of um you know the ethics and practices around is these medical practices and i'm wondering how are you
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how are you finding the mood of your students and fellow educators and how how has it been to like you know to take on those topics really it sounds like you're taking them on head-on right now and it just seems like
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a really complicated place to be and i'm wondering i'm wondering if you could tell us more about what it feels like um heavy and hard are the two words that come to mind we had a
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faculty meeting kind of group faculty meeting yesterday and our social worker she's our care counselor for students was coming to talk about how to help students in distress and from the chat and the comments i was
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like perhaps we need to have a spin-off about helping faculty in distress because it was it was palpable and i think being in texas and um just all the things that go with
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being in texas um it's it's this certain level of moral distress and cognitive dissonance when there are things that we know are right and we know should be done but then
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there are laws or you know executive orders that go against that and so having to walk that line has been very difficult and challenging especially for my colleagues in public health um and so i actually just this
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year so i facilitate what has been a faculty and staff book club about race and racism um done that since spring of 2018 and just this fall sort of pivoted to it's an art club
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now anti-racist teaching club and so i've incorporated hypothesis into that to provide a space for maybe individuals who can't make it to our physical or our zoom meetings so that they can see
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and read these articles about you know anti-racist pedagogy and teaching strategies even though they can't come um it hasn't quite there are a couple um individuals the one of them was a student in my art
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and science and teaching class so she's familiar with it so it's still you know i think there's a little bit of a learning curve so hopefully that takes off um and these faculty see the benefit not just in learning the stuff of the
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article but in the community that that can um that that can facilitate because that's what's been missing we don't have those hallway conversations we don't have the work room you know chitchat the debris for the you know the counseling session
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that you might have with your colleague so it's been a lot of isolation and that's made it extra extra heavy but i i will say a um a warm fuzzy moment happened friday so
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my race power privilege um and health course meets on fridays and we've been talking about taking care of ourselves in self-care especially as we talk about really difficult things and so when we were doing our check-ins for the morning
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one of the students shared um that she found this epsom salt um that was life-changing and she did a soak and it was just amazing and how it changed her her her life that week
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and she talked about how hypothesis was such a part in helping her connect with her classmates so much so that she bought a bag of the epsom salt for each student in the class so that they could
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share this self-care moment where she was able to like decompress and all that so i was like oh my goodness i'm gonna have to share this with the liquid margins people uh because like the power of that um
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beyond what i could have imagined so i feel i feel um odd i i've never taken an epsom bath salt i feel like now i should right it sounds like yes yes they come in different scents now there's
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lavender there's spearmint and eucalyptus oh yeah good stuff yeah i'm gonna i think i might have to actually have to try that out um and i don't know if that resonates with you too rachel but just like you know
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the you know being focused on health and public health um and then also i imagine that when there's this new group of students moving through and they're looking ahead to their professional lives and they see what's
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going on in the pandemic and are you know what's what's the mood of of the students that you're encountering are they are they ready to engage with all that or are they how do they how are they feeling
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so i teach students in in two different tracks we have an accelerated program and that's where students they already have a bachelor's degree and they're they're coming to become a nurse and and they do it accelerated so they'll get
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the program done in uh in in four set in four semesters basically but they go through the summer that counts as one semester and so that's accelerated and then we
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have our traditional students who it takes four years traditional undergraduate students so you know you you see it they they respond a little a little differently but the stress among the students is palpable i've seen
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just seen such a difference pre pandemic to to how the students react now in nursing school they they just have so much on their
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shoulders and uh another part of the stress is that they don't have access to as many clinical experiences as they had before i don't know if it's the same in texas but in new jersey
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the hospitals aren't allowing as many students into the units for clinical experiences so we have that stress where we're graduating students that don't have as many actual hours hands-on hours with
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patients so we have to find um different creative ways to get the learning in and to help them to develop that critic those critical thought processes the clinical judgment to start thinking like
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a nurse which you know for many is is a totally different thought process than what they're used to and we i've found creative ways to do that with hypothesis because
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with the social annotation with the social reading with hypothesis you know one of the third first things they have to do is they have to notice and there is a model of a model of thought a
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model of clinical judgment of nurse thinking that that says um that uses in this model it's noticing interpreting um
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responding and then reflecting which is basically what students do when they are doing a social reading they have to read the text notice what hey what stands out to me what is important
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here and then they have to you know think about it and then they they have to interpret it then they have to respond to it and then they reflect
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okay so it's it's kind of you know rewiring their brain when and to start that thing thinking that thought process to think like like a nurse so we just have to come up with different ways when
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we can't get them into those experiences we have to think okay what what can we do differently to help them develop those thought process thought processes to have that clinical judgment and critical thinking
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that they need to to be a to be a nurse to practice safely after they graduate rachel you you mentioned um a key part that the students in in their comments talked about you mentioned that
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the students can sort of choose what bubbles to the surface for them and what they find important um and that was one of the things that students mentioned that it gave them more agency in terms of what they could comment on
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it wasn't like i was giving them a discussion prompt and they had to focus in on just that um they felt like you know they could read the article just for the sake of reading the article instead of just looking for an answer
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and i think whatever ways again it's the pediatric nurse and rachel i'm sure you're here like whatever way i can give real choices um to the students where they feel empowered there's been so much that's been taken away um from them
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because of covet there's this collective and individual sense of grief and loss so in whatever ways i can give back a little bit of that power a little bit of that agency it's like that's a win um so
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they appreciated having that agency and it just made it feel a lot more conversational in terms of how they were moving through the reading and that really resonates with me when
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you said that the power giving them the power like the empowerment that they have when you see the connections that they make you know i i've had students take something you know i assign them to
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social reading or like oh well you know when i read this this statement or this quote it it you know it reminds me of something that we learned two weeks ago or that i read in the article two weeks
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ago and and they're making those leaps that and that's when you're like oh yes that's exactly what i want you to do and and you know they're we want them to carry that knowledge forward and and you see them doing that and you get so
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excited yes 100 um and i'm like connections yes you're pulling the threads through and like weaving what i'm what i'm wanting you to do and like i don't even know that i could have
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orchestrated that like in a way that would have done the things that they're doing naturally um so absolutely i've seen the same i'm starting to feel oh sorry go ahead
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rachel i just wanted to mention one one connection um that just really stands out in my mind so i had assigned a reading on lg btq
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and diversity and the students were were reflecting on their internal biases and that was one reading and but then maybe like four weeks later they had a reading and it was on substance abuse and one of
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the students had connected back to that original article and they were talking about internal biases on patients with substance abuse and i was like oh you've got it and it just made me so
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excited yeah that's great the uh i mean the the fact that the uh the annotation margin gives you the ability to not just make the connection but to make that connection visible for other people as
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well right like it's a record i often think of it like the hansel and brettel breadcrumb trail like oh i made a connection here i'm going to leave a little breadcrumb for someone that's uh this conversation making me feel like we should have titled this
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episode um agency and epsom salts or something because that's the two sides of the coin that we've been talking about you know uh this is just such incredibly powerful rich stuff um uh
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i i hate to swerve into the mundane but i know a lot of folks are always wondering you know the mechanics of this right so sure you've got some readings and you you know get your students to socially annotate but
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do you require annotation do you grade annotation how do you how do you set it up rachel and your in your work so i do require it um i set it up and then they receive
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points for it so it is it is great that they do get credit for it i also have it's a rubric it's a soft rubric it's not um like like a it's not a rubric where um
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i don't know how else to wear it but i call it like a soft rubric so um i for example i give them instructions i'll say the first thing i want you to do is notice i want you to read the article
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choose a statement that stands out to you the next thing i want you to do is interpret that statement and after you interpret it think about it what does it mean to you next thing is you're going to respond to it and that's
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where you make your annotation and here's where i explain what an annotation is i say maybe ask a question about it maybe you just want to write your thoughts about it but it can't just be i like this you have to say why you
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like this connect it back to previous material or connect it to something in your own life connected to a clinical experience something that happened in lab so that's where they're making their
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annotation and then they have to respond okay so respond is they need they should read through their their classmates annotations and respond to someone else's posting how did they feel about it how does it
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contribute to the conversation um now when they receive points i don't give them a minimum word count because i don't want them to feel like oh i have to you know and they don't have to cite
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anything they don't have to have perfect grammar um because it's a conversation it's not meant to be that way where they'll receive points off is if they just you know say i agree or i
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don't agree and i and i tell them that so you'll get 100 if you follow the general outline but you'll get a point off if you just say i agree
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so it has to be a substantial response it has to have the meaning behind it so i it's it's so i call it a soft rubric but they do have the explanation there that they can go look at and see okay this is
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how i'm going to be evaluated rachel question for you do you have them do the noticing and and their initial kind of comment by a certain date and then they have they come back and revisit by a certain date
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yeah so usually i assign um one a week um or one every other week and depending on you know what we're talking about that week and uh mid-week they should have their
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their um post their initial annotation and then by the end of the week they should respond to a classmate that way you know i tried it the other way where i just had one due date and then there
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wasn't enough comments from students for them to really look through and choose one to respond to yeah same same question to you danica how do you what's your practice
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yeah so i it is for points um the students are expected um i'll talk about i guess in both classes it's similar maybe it's five points they have generally one a week that they do in um the race power privilege and health
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course in the art and science of teaching um that when i only had maybe two or three throughout the semester although i think i'm going to scrap the discussion boards and do those
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instead based on student comments um but like for the the teaching course i we did a chapter out of teaching to transgress by spell hooks and so i kind of did some
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annotations just to show them um and i asked i posed some questions for them um so sometimes i might start in the beginning with more of a scripted like you know what do you agree with what do you not agree with what do you want to push back
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against um and then encourage them to comment on at least two peers um comments and then that is generally enough to get the ball rolling and i don't have to require
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again with the nurses i teach in the accelerated are accelerated nursing program and then graduate programs so many of the students are working as nurses so i don't have a
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certain number of posts but generally you know if they make two uh to three like they get full full points um so i'm pretty pretty lacks on it but i i haven't had to be hard like they they
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enjoy it so it just sort of um flows naturally that's great more agency right it's like instead of doing the work because they're required to it's because they want to yeah
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i noticed that just as a follow-up on the mechanics i see jim is asked in the chat i'm about if you all are using an lms integration or hypothesis in the wild as we sometimes call it i know i bet rachel's using the lms integration
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at rutgers how about you danica same we have canvas um so i'm using it through to the lms yeah and for folks who don't know the lms integration provides single sign-on so people students don't
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have to go create their own accounts and then um the class in the lms is automatically annotating in a private group um so that you don't have to i mean if you don't want to worry about
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that annotating in public versus private it makes it a little bit easier whereas annotating in the wild everybody has to create their own account and you have to make decisions about the privacy of your annotation and so forth so it can be a little more complicated
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you know um i i realize we're getting um pretty close to the end of the time here um and i i've been asking a lot of questions but i wonder um if if you all danica or rachel have questions either
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for each other or for us at hypothesis that might lead to some interesting conversation did you come with some questions in your mind that you might want answered you have a lot of answers so i i wouldn't be surprised actually no i i i
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spoke with jonathan um i guess at the end of the spring semester and he actually answered the question i had that had to do with the groups the small groups so in my teaching course there were like 40 a little over 40 students and it was
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kind of it got unwieldy having them all sort of comment on the same and so now the ability to break into smaller groups and to have those conversations um the class i have this semester is small so it's
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not a big issue but in the spring when i teach that course again that'll be good to have those smaller groups um that's been my only other one and then i i wanted to use um a tag like a glossary
00:35:32
so you mentioned you know the humanities so we are in nursing and yes social science but humanity's it's supposed to be a big part of what we do but it's not always so a lot of the readings that we're doing for this class are you know
00:35:45
sociological anthropological et cetera so there are some words that are just unfamiliar to the nursing glossary and so i had a tag for these words like glossary words but i don't quite know
00:35:57
how to kind of compile them in one place so that we can kind of keep a running just a glossary of terms for this for the class that they can then refer back to when they're doing projects or just
00:36:10
doing other readings yeah that's that's a great point and i mean the tagging and hypothesis um you know right now it suffers from the fact that um it's not structured right like you can sort of
00:36:23
you can kind of add any tag you want as opposed to having like a set um vocabulary of tags that that might be used and so we've talked about ways that we might structure it more in terms of actually seeing the results of
00:36:36
tagging um there's a little bit different experience again between the lms version and the um in the wild version um and the individual kind of account
00:36:47
web app version um and i'm wondering you know becky you're here and maybe you're listening still i'm wondering um if you might have a a little bit of an answer on that in terms of the new um
00:37:01
i'm even blanking on what we call it but the new capability uh is it notebook becky may have stopped oh there she is uh yeah i'm still here still listening
00:37:15
uh in regards to like how the notebook can give you some of that additional insights or yeah like can you i can't remember now can you use it as a way to see all the tags in a particular document
00:37:28
not yet okay not yet so in the lms um the notebook at this point allows you to and all after i share this i'll throw a guide for how to how to access notebook
00:37:41
if you're using the lms integration of hypothesis and at this point you can see all of the annotations for all users so students and instructors across the course which could be great for some of those like higher level
00:37:54
summarize summaries i'm looking to see um you know kind of the bigger picture of what's being talked about you could select an individual student and sort of see how they've annotated across all of the readings in your course uh in terms of the other functionalities
00:38:07
of like looking at specific tags and and and like selecting specific documents to see what's happening across it is is to come it's still in the works okay yeah and it's a little bit we're trying
00:38:19
to catch up so in the non-lms wild app right there is the ability to um filter all the annotations like buy a certain tag which is i think what you're you're thinking about danica um
00:38:32
and so we're trying to make the notebook bring that parity together so that those kind of capabilities are available inside the lms as well so we appreciate your patience i know that there is also the capability
00:38:46
um to search in the sidebar i don't know if you've experimented with that a little bit i see becky's put the um put the link to the notebook how to use the notebook because it's sort of a new
00:38:59
feature we've rolled it out a little bit soft so that um as we're as we're you can see there's still more stuff to be done in it um but there's also some capability to search in the sidebar
00:39:12
so uh that might actually enable you to uh at least uh uh highlight only those or surface only those annotations that have a particular tag i'd have to try it actually uh
00:39:25
because i'm not taking or teaching a class right now i actually don't have as much experience inside the lms app as i should so i should i should go try this out um and becky feel free to chime in if i'm if i'm crazy
00:39:39
yeah i mean definitely oh sorry uh that search feature in uh in each specific reading can be super helpful for uh searching for tags and seeing
00:39:51
i don't know i'm a former middle school science teacher so like if my students are tagging with claim evidence and reasoning um you could see where every student is is tagging their annotations with such
00:40:02
but there's obviously a sort of whole list of ideas of ways we've seen instructors use tags as well but right now in in in those individual readings this is how that um
00:40:15
search bar can be particularly useful right so the search bar that's right at the top of the hypothesis toolbar you can experiment a little bit with with using that as a search tool how about
00:40:26
you rachel did you come with questions right you know for us or or even danica so i don't know that i didn't come with a question but i'm intrigued by this function that you're just talking about because
00:40:39
i do use a hypothesis in my research and evidence-based practice class and part of that is what they do is they have to critique an article using a hypothesis and they do it in
00:40:52
smaller groups so they have to collaborate and and i think that that function it sounds like it's i'm just getting all these ideas and it sounds like it would work really well so i'm interested in learning more about that
00:41:05
um yeah so does the group functionality so i use the group functionality with that but the note the note functionality gotcha yeah yeah yeah so the notebook is more of a it's
00:41:17
like a it's a view to see annotations like um becky was saying right now you can use it to see annotations across all the readings in the course as well as just on a particular reading which is sort of the default when you're in a reading rate
00:41:31
um but we will be adding more capabilities going forward when you're in a particular reading you can use that search uh function at the very top um to filter the annotations in that reading in
00:41:44
various ways like on a tag um you know uh danica you also said something at the start that intrigued me a little bit you said that um you know some of your students had uh
00:41:56
had shared some some of the things that they found helpful or powerful about social annotation and i was wondering if you felt like you had a chance to share all those yet yeah i i hit some of the high points um
00:42:10
just about it being more natural more conversational they felt like they could comment in the moment um instead of like waiting until and then going back um and they they said they were actually
00:42:23
more likely to go back and read the replies um to see like the rest of the conversation uh they appreciated the fact that it was not like a long like discussion board post that they had to read but most often they were kind of
00:42:35
concise um and so again they were more engaged with it and it was more interactive um let's see they paid more attention to the actual reading again as i mentioned instead of just like i'm going to read
00:42:48
this article just to find the answer to get to the discussion from um and so they were able to actually appreciate um the reading more so i talked about the agency piece um again they felt the discussion board was
00:43:01
limiting and just they got to some insight into their peers like thought process and so that was i think again helpful for that community building uh because
00:43:12
they could see people who and they could respectfully push back and disagree and it wasn't you know this whole big thing um so yeah that was that was harder to do that in person sometimes right whereas
00:43:26
you might have a little more freedom in the margin and i think it it made it easier to do so in person because you've done so in in the margins first so it's like a warm-up and like oh okay it wasn't so
00:43:38
bad so we can again carry this conversation into the classroom space and we have our community agreement and we've said we're going to push you know push ourselves and so it just made that a little bit easier because it wasn't the first time
00:43:50
and you know my cat has jumped up here to remind me that we're actually reaching reaching the end of our time we're actually a little bit over already so and i know that you guys may have other things that you need to get to rachel you look like you have
00:44:03
something to say i just wanted to add one thing so actually tuesday in class i had a student come with me after class and actually thank me for an assignment and it was the social
00:44:15
annotation assignment and my mind was just like so that's how much they appreciate it so i just wanted to let you know yeah how often does that happen right thank you for the assignment right yes never
00:44:28
that's amazing well i really this has been such a fantastic conversation i feel like i could talk to you guys all day and we just barely begin to explore some of the richer stuff but i also know that it's busy time and you and everybody has their day to get
00:44:40
onto um and i wanted to just give you guys a last um the last moment uh rachel did you want to say anything else before we go or just wish everybody goodbye no i think that's it but i just wanted
00:44:53
to thank you for having me it was a it was a huge pleasure on our part in an honor to have you here so so thankful that you could take the time to be here um and you know and obviously you're a very busy person so i really appreciate
00:45:06
it and all the nice things that you've shared danica how about you any any last parting words um no again thank you all and for any participants that are out there that are
00:45:18
on the fence about whether or not to try hypothesis i would say do it oh yeah and we didn't even we didn't even uh ask her to say that that was just came came from the heart so thank you for that i really really appreciate
00:45:33
all the nice things you guys have said and and for joining us here the recording uh you know we've been recording all along the way it'll be up no later than monday um and so we'll um contact everyone to let them know when
00:45:44
it's available feel free to share it out with uh you know friends or colleagues um have the joy of watching yourself too on a video which is always fun right love that um so uh with that we'll bring
00:45:57
it to a close i really appreciate you guys being here and i'm going to go ahead and stop the recording thanks for coming everyone
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