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welcome to liquid margins my name is frannie and i'm your host and um this is hybrid high flex f2f anchoring class community with social annotation
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today's guests are david cerna he's an instructional consultant at the university of dc center for the advancement of learning and moderator janae cohn she's the
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director academic technology at california state university sacramento and so excited to have them both here i'm going to turn it over to janae she's
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our guest moderator today but she's also a guest so she's wearing two hats so i'm going to stop sharing thank you so much for being here thank you franny for the introduction and thank you everyone for taking the
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time to join us this morning i'm looking forward to being in conversation with all of you about hybrid blended high flux all the instructional modalities that many of us are navigating and thinking
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through um this fall so and i appreciate being in conversation um with david today and dave and i actually just discovered that we went to the same undergrad situation we're both ucla alumni so we've got chile
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many common connections so we're gonna have a good dialogue today um so i think to kick us off um david i it might be helpful for us to hear from you um a little bit of maybe some groundwork
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establishment about kind of what we're talking about when we're talking about these different instructional modes i i think one of the challenges in having this conversation right now um
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is that there's a lot of confusion about what it means to teach hybrid or blended or high flux um and so maybe before we bridge to social notation i would love to hear from you more about you know how you help
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um faculty that you work with or the students that you work with understand um what what really the differences are between these modalities and how we unpack how those experiences are different in these modalities great question and for
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everyone here i'm a native of san diego i miss california so i'm here on the east coast in washington dc so i work for the university of dc or udc as an instructional consultant and part of my
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role is to really help faculty leverage all of these tools that we're using online more effectively so for example using hypothesis in both a hybrid and a high flex environment i'm really
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fortunate that in our situation at our school we have a learning zone that is for a high flex type of teaching and i did a training a couple weeks ago with our pilot group of professors on how to
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really leverage our classroom and make it more effective for our learners so for me most of my background experiences is with corporates so i trained online teachers you know
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with professionalism time management student engagement and now moving into higher ed this space it's been wonderful to really work with professors one-on-one uh for high flex and hybrid teaching right
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thanks david appreciate that insurance getting to know a little bit more about your background um a lot of a lot of interesting differences there from moving to sort of the corporate yes space there for sure that might be another another
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conversation to have so i'm wondering as you sort of as we're thinking ahead to fall has your semester started by the way at um yes it's been quite a busy week we started on the 23rd
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most of our students are still taking classes remotely but for example we had a class this week that was high flex introduction to engineering and we had 19 students visit in person so they were learning in person in our classroom
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space and then three were learning remotely so actually that kind of surprised me um as a learner myself and as a instructor i thought that more students would want to learn remotely but we actually had a lot that came in
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person yeah interesting so how has that been sort of shaking out for you this fall sort of seeing some of the this kind of emergence from the emergency remote teaching necessitated
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by the people yeah like moving away from covet to now you know it's been quite interesting because you know as we come back in person um so some of the students i was talking with them they said they
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actually prefer in-person learning uh they feel that they learn better when the professor or instructor is right in front of them and that kind of surprised me but also at the same time it didn't because you know as we come from covid
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working remotely maybe we want to meet in person now we want to make those connections and i i think that using these tools such as hypothesis can really help to bridge those gaps between our remote and
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in-person learners yeah so maybe let's let's speak to that a little bit more then um you know we're we're here i imagine many of you are here because you're interested in sort of exactly that bridge and the ways that we can really
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include um you know all students even if there is this kind of um desire um to bring more or less in person components back or to hear some of that from students and i also acknowledge
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that kevin kevin kelly hey kevin kelly who's really been doing a ton of great work on the kind of this transitional moment in higher ed too um he's saying it'll be interesting to see if that feeling persists um yeah there's a lot
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of students who are missing the in-person experience after 12 to 18 months of being off campus and i mean janae to follow up with that you know think for example let's say that things go back to some emergency remote
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type of instruction and then since we have this high flex environment that can easily transition back so i think that you know just being able to adapt that's the biggest thing i've learned this past year and a half uh
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working in corporate but also working in higher ed now is you have to adapt you have to be innovative you have to use these tools effectively and i think those are the questions that we're answering now is
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yeah we came from this pandemic situation but what's next right right right i think adaptability flexibility these are all kind of um
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concepts that were all i mean what other choice do we have in higher ed right now i feel like to other than to be willing to kind of change or be thinking about how we be responsive to
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the need for constant change um so i think to your point about social annotation being a useful bridge right for students kind of regardless of where they're joining the class environment regardless of kind of
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how the feelings i mean regardless and because of the feelings i think that are sort of shaking out around um educational experiences this fall i'm curious about how you've seen social
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annotation act as that bridge how has that proved effective from what you've seen maybe so far in this beginning part of fault but perhaps from some of your prior experiences too yeah i think that's a great question because i always think about active
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learning strategies as an instructor but also as a student myself and i love using hypothesis and social annotation because it makes anything come more alive so i think for example you know a year ago from today
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when we were all you know working remotely or if you're a student learning remotely and social annotation is a great way to make a document come alive so in my context we use articles research papers websites a
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hypothesis and then we're able to have the students annotate that in real time and then also respond so i will talk about later how we're using that in the high flex mode but if you're just working remotely now or students are
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working remotely you can still use that social annotation to create that sense of community which is so needed especially now absolutely so i'm wondering it might be helpful to kind of hear i'd
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be or i'd be eager to hear some of the specifics of kind of some way some especially effective ways you've seen social annotation used to kind of build community or make that text come alive or they're like can you think of a
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moment in particular where you've worked with someone or a faculty member you've worked with has kind of done this especially well and what that looked like to kind of stoke that community building that's a great question so i think about
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you know when you make a document come alive with social annotation one of my roles at udc is to think about best practices that i can communicate with faculty so for example let's say you have a document
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let's say it's about high flex and it's a website about high flex so let's say i start as an instructor with annotating and thinking of guiding questions so it's not a blank document that a student will see
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but for example using memes gifs or gifs those are great you can insert those directly i've also put podcasts in the links and then i put a guiding question and i think those best practices that i've seen professors do
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really make that social annotation come alive and of course also being very direct at least with your instructions so let's say for example a best practice is students need to make two annotations
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and then two replies to annotations that were already there so that's a way that you can really have that sense of community with that social annotation nice so i appreciate right it's nice to have those really concrete examples i think when we think of annotation it's
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really easy to kind of limit the responses sort of just to just a text and something um i noticed in my own teaching but also in the faculty that with the faculty i work with is that it can be
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challenging um sometimes to have the community building be authentic um right so something that could be a challenge is to really encourage students this is a
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place to connect and not just as a sort of a homework assignment or a a box to kind of check um right of okay i've got to like i call it this sort of there's a discussion board problem right like okay i've gotta like do the thing where i
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respond to my peers and that's that do do you have any advice for um folks who might be trying to use this as a way to help students get to know each
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other no matter kind of where they are on campus if they're in person or online that's a great question so think about i'll use gifs using those and as an example because think about
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how our students best communicate with each other visually and i think because we're working remotely or in a hybrid or high flex model using those visual cues can really help so say for example in my
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training for high flex i had the students annotate in real time using gifs so let's say i highlighted a sentence high flex is a great model for communication use a gif to describe how you feel about
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high flex and they're able to visually show their feelings towards high flex and we can use that as a starting point for discussion so instead of just using a text cue right use a visual cue that could be a great starting point for
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discussion for anyone um whether they're remote or in person yeah it's like and i'm seeing just in the chat um you know some of the you know resources so aaron has shared a resource and becky
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shared a resource of some suggestions for how to do this but i'm going to echo anna's question um or anna excuse me let me know anna anna if i mispronounced her name which wood's pronunciation is correct um but but she asks are
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multimedia annotations accessible um so we may want to speak to that um i mean my first hunch is no right they're not going to be universally accessible especially a lot
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of moving um gifs gifs gifs i think is technically correct but it still sounds weird to me i think it was just i i heard the creator talk about it with the soft g um so that's how i say it right jeff but
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yeah tomato tomato language is a cultural construct anyway um but uh on a okay perfect god i i got that um
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anna yes um so right so i think that one thing to think about in terms of accessibility if we're going to use gifs or images is um also encouraging to except that we can
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students when they're sharing to add a little bit of alt text or to add a little bit of a description of what they've put in um i used to do an exercise with that with students where you know they'd have to actually design
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alt texture descriptions um when they were doing multimedia compositions so it's a good exercise too for students to be thinking very deliberately about what those images produced and i'm seeing alex and suggesting inline descriptions are
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probably better it's a good point um just in terms of making sure it's it's visible after all um any thoughts on kind of how we can make maybe some that multimedia community
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building stuff more accessible david yeah i think so one of the things i've been using recently with hypothesis in general is linking youtube videos there and you know with youtube they have the captions and it's more
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accessible than let's say a gif or meme that could be another best practice if you are using some kind of media you can also have students upload their own responses to youtube and then they can link that youtube into hypothesis itself
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so for me you know working remotely sometimes i get tired of just reading text all the time so if they are responding with video responses or using a youtube video to do that as well that can help with accessibility
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but also make it more alive i think i'm hearing a moral of the story here is options right so giving students lots of options um for engaging and responding to that text
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with maybe a media of of their choice and inviting that deliberately um i think something that can happen and and alex saying yes options udl right so those aren't familiar udl um stands for
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universal design for learning right so even giving students one extra choice for expressing themselves one extra choice of responding can make the activity um more inclusive so long as we're also
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sort of being attentive to um where there are barriers to access that's a common tension of course with udl is that um creating more you know some options may be
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accessible and some may be inaccessible so it's worth sort of thinking through how we how we break down those barriers while also giving students those choices yeah and i think to to follow up on your point right think about high flex it stands for hybrid flexible
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so we're offering those flexible options for students in different ways that they learn so even with hypothesis we use it with blackboard ultra that's our lms and it's really easy to integrate into our lms platform but also students can go
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ahead and annotate let's say from a tablet or a smartphone so offering those different points of accessibility with hypothesis really helps as well with that participation and engagement yeah i appreciate your tie-in back to
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our theme today right because one of the challenges i think um as we explore these applications of giving options within modalities that are inherently built
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upon student choice giving students options for where they're participating in their class it can be hard i think from the instructional standpoint to design
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activities if you don't know you can't predict exactly what choices students are going to make right i think something that a lot of instructors do is when they're planning group work they sort of
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have some assumptions about the choices students will make or come into the class with um do you have any thoughts on how instructors might navigate some of the complexity or challenge of maybe not
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knowing right off the bat a power where a student will be tuning in wants to say or be even maybe however or what a student might be responding to annotations and for particular assignments
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yeah that's a great question and one of our best practices that we tell our professors so they integrate hypothesis into blackboard but before they do that they can have a discussion post so let's say how you best learn or how how are
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you accessing this blackboard material and let's say the student responds with an ipad or with their phone or on the computer so as the instructor or professor you can kind of gauge where your class is and then use that to
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your advantage and i think that offering directives that are clear for our students so say two annotations and two replies that's also been another best practice that's been really successful with our
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professors got it so it sounds like trying to figure out where there's choice but where there's maybe also some some like standards in the practice too is that kind of what i'm hearing like creating some boundaries even within
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subjects exactly so think about like for us we are kind of helping the faculty and assisting them we're that role so offering them some templates guidelines that they can just easily you know
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import and copy that for their student base that's really made a huge difference especially in this remote hybrid and high flex model of teaching got it yeah so it's
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i it makes me think about kind of again the complexity of which sorts of and we'll call them boundaries which sorts of boundaries to put in place to create
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some shared experience while also making sure there's space um for flexibility making sure there's some space for students to have choice um and something i'm maybe
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hearing from you is is thinking about some boundedness maybe around the time of the assignment or about the cadence of the assignment itself am i hearing that right in terms of those are being some ways to kind of
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manage the flexibility components a little bit definitely i see that kevin in the chat i'm a strong believer that we need to give students better prompts about the nature of those replies and i definitely agree so let's say as an instructor i
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give a week for the timeline for annotating a hypothesis document one of the things you can do is do a mid-week check-in so let's say make two annotations by wednesday and then make
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two replies after that by friday so we we all know those eager students that do everything at once right so we don't want that to happen because we want this to be a living breathing document that they are going back to and referencing
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throughout the week so that's another best practice also giving a template for what kind of questions annotations or replies are better so for example if they just say yes no i agree that was great those
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are kind of those empty responses that we're not looking for right so even one of the best practices is using a gif or a youtube video to respond with and then talk about that that's another layer
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that makes it even more effective and engaging are great suggestions david i appreciate that um and i you know want to acknowledge too i thought becky's comment from the chat was helpful here
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as well you know students just they want to know our expectations and i think what you're speaking to david is is some good modeling um right um that providing some
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some sense of what it looks like to engage in discourse because i think the other thing that's easy to forget is that the act of annotating you know in academic or even non-academic text may be really new
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for a lot of students right on top of the newness of the new modalities they may be navigating so there's a potential for there to be kind of some hidden curriculum around the act of annotating itself
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and you know that speaks to to kevin's point about um you know providing some good prompts providing some some structure in terms of helping generate the ideas so that there aren't these assumptions being
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made about what it means to annotate yeah to follow up with that so say for example think of yourself as a student and you come to a hypothesis document or social annotation and no one has
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annotated yet for me i don't want to be that first person that annotates as a student so as an instructor or professor if you are providing those guiding questions which can definitely shape the direction of the discussion keep it on task that
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could be a great way that you're modeling best practices even for your students right so if i and as an instructor just annotate something and say this is a great point that doesn't really help our students but if i say
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look at this sentence or think about this question how would you respond to this or what are your feelings about this that could be a great guiding question that can really lead the discussion more effectively for your students
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yeah thanks david i think that's and i that speaks to kevin's point in the chat too about about feedback and the ways in which writing um sharing and giving feedback is also a practice that may be very unfamiliar um
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to everyone i think a lot you know i took a class in grad school on feedback and assessment but i know that that's an unusual experience most of us don't get taught how to give and share feedback and it's it's a skill it's
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really hard to do and so that kind of modeling of going to what's working what isn't what gives you some productive knowledge to shape how you are engaging with others um
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is really valuable and i appreciate too becky and alex's kind of thread in the chat here as well about becky suggests that she has students journal about their experiences with annotation um you know so that many students feel
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uncomfortable with it because they don't think they're doing it right um and so giving that space for students to reflect too on the challenges with it seems really valuable and um to speak about becky's point because i think that's a
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really important to reflect on right so some students may be uncomfortable or anxious to give their opinions and one of the best practices that we've done is we introduce hypothesis in a really fun way
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that's really non-judgmental so for example with my professors i had this annotation activity where it was like the top places to travel in 2021 i mean
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if we could travel but they were able to annotate and then also reply but that was a really fun activity where it wasn't like an academic thing it was just more like oh i want to visit wyoming i would love to go here and see
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the buffalo so that was a great starting point and then after that they were used to hypothesis as the tool and now they can dive deeper into using it more effectively well that maybe leads us to a good
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conversation here about um assessment right and the the role that perhaps um assessment plays in animating social annotation conversations um you
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know perhaps in a hybrid blended or high flex context but perhaps in other contexts as well so i'm curious about david your thoughts on where social annotation and assessment
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overlap let's just say what are some suggestions that you might have about um using social annotation either as a means of assessing students um understanding
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um or on the contrary how would you see how would you advise just instructors um assess the annotations themselves does that question make sense i've got kind of two sides of it no definitely so i'll talk about our context because we use
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blackboard ultra i love using it because hypothesis integrates with our lms very cleanly very smoothly so i'm able to see the individual student responses and i'm able to grade them within blackboard and
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i assess them by giving them criteria points so for example if you gave a substantive reply or you annotated something that someone else hasn't annotated with a guiding question that could be the criteria where i can assess
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them by and then within blackboard itself i can choose let's say janaecon 10 out of 10 i can also leave some feedback directly so as long as we give these clear directives for our students or our learners that's a great way that
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you can assess for understanding and see if they really were following your example or those guiding questions all right so how might those practices
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be either informed by or complicated by let's say um the larger infrastructure in a hybrid or high flex context let's say you know i
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think for a lot of a concern i've heard about faculty especially i would say for for high flex where students really have the choice about whether they're gonna come in person or engage online or you know even
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just engage with the course entirely asynchronously um how my annotations the practice of kind of assessing annotation or seeing annotation is a way to assess learning um maybe help bridge
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some of the differences across those spaces and what students might be experiencing that is a great question uh when i think about how we're using hypothesis in a high flex mode i can talk about that
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one of the things we've done is we don't want to make it so quick but we also want to give them a time limit so for example i shared that activity i did the introduction one about where would you like to travel in
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2021 so how i set that up is i had my professors they were the students when i was training them and they had 10 minutes to make two annotations and then we discussed that we used that as a
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starting point for discussion and then after that we had another five to ten minutes where they can think about some replies so i think if you're giving students if you are giving them a time limit if it's realistic but also you're giving
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them some directives on how to do that that could be a way that you can organize that really well but just being really clear and i think that regardless of whatever situation you're teaching from if you're unclear so for example
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here's something that i experience as a student myself with hypothesis a professor saying david make two replies make two annotations but then i go to the document it's a nine page document i don't even know where to start there's no guiding
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questions there there's nothing that really speaks to me and i don't even know where to begin so as long as you're giving those directives and guiding questions even for me when i did my travel activity i did it first in real time so
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i did an annotation i highlighted a sentence i added my response and guiding question so they were able to see how easy it was but then it really led by example right there
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yeah thanks for the concrete example david i think it's it's helpful to hear and i'll just kind of point out that um you know in the chat nate put in a link to the talk from gardner-campbell i annotate kind of about some ways i think
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to navigate this with with less structure because i like hearing the really concrete example of the structure too and there may be you know cases where the task could still even be less bounded right by certain
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particular numbers of annotations um that might and and i think this is to kevin's point kind of bridge um you know these experiences so maybe it's just sort of a matter you know so you i think one could reasonably design an
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assignment for a high flex or hybrid or blended space that just ask students to um kind of answer a few questions in the form of an annotation um and then in the
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space the live class bring in you know whatever pops up whether that's one or two or five comments um and to use this to kind of like get animated or charge a conversation um and they i'm hearing nate also ask option options for
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teachers too right right so we want to be thinking about what option the bounds of different choices for teachers is they're considering what these assignments can accomplish i like sarah's question in the chat box so how my instructors effectively invite
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engagement during a live session by drawing upon annotations students generated in advance so let's say you're doing the flipped classroom model and one of your discussions or activities offline is
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using hypothesis so let's say doing the two annotations to replies then you can put some directives there afterwards we are going to use this for our starting point for discussion in class
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live whether that be hybrid or high flex and that could be a great way that you can utilize the annotation where they do it beforehand but then you have the discussion component when you're live in class it's really utilizing that time
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really effectively yeah something i've also done prior to the this hybrid blended high flex moments are bridging um online and face-to-face experiences too
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um has been something i've sometimes seen as instructor i'll often have annotation assignments do like a good 24 hours before a kind of a live session so i can review and see what kinds of annotations or comments might lead to
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other kinds of activities discussion so i'd often kind of like pull out some of the most um some of the richest annotations for lack of better words are ones that kind of bring up some complexities or other
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questions for us to unpack and so it's sort of a way to a highlight kind of particularly um sort of productive annotations whether it's or questions or comments upon the text and to use those
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to then move discussion forward in the class as well and students really i think appreciate sort of having that agency and empowerment to see their own words used to kind of drive a conversation too i'm so glad you brought that up janae because think about it this way too
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right you're having those rich discussions in class have your students also revisit that hypothesis document and then add more annotations on top of that after they've met live um whether
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that be remotely or high flex and that could be a great way that we have this living breathing document that's no longer passive right so you've interacted with it before class you're talking about it during class and then
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after class you're adding more rich discussion points into that document yeah i think that's i think shayna or shauna again let me know what the right pronunciation is um for for
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your name shayna or shawna one of those i think um but she writes that she heard from one faculty member that she felt having student's annotated document before a class discussion gave her a significant amount of time back in class
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for discussion um the discussions are significantly better so i think that underscores um exactly kind of what you're saying david i think from a to go back to the accessibility conversation too this is
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also a really good practice for um including all students right not everyone can be kind of you know able to respond spontaneously the moment students may need that time to reflect
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into the process to access information at their own pace um again just give students more options and more flexibility yeah and i think you know adding to that point right let's say that you want to increase accessibility so have your
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students after the class is over make another annotation talking about a point that someone made in class right so that could be a way that you're really involving the whole class and that community and one of the things that you know in our context with high
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flex is we have remote learners we have in person we don't just want the remote learners to be by themselves or the in person to be by themselves so they can also cross right so a remote can talk about an end person and person can talk
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about remote and that's how you can bring all the students together as well yes right kind of thinking of all you know thinking of meditation is bridging all those moments in time so even if you don't have all students all
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in one place all at the same time which really isn't going to happen in this new phase we're in of hybrid or blended or high flux the annotation can kind of be that anchoring point where they take and
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process what they've learned over time um david you got a request in the chat um to mention again what docking used to have students add where they wanted to travel can you speak to that again i think that was okay so it
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was a travel and leisure uh article about the best places to travel in 2021 i think it was written before the pandemic but it was just like a quick article that i found to use as kind of just an
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introductory exercise because obviously in our context we can't really travel now so it was kind of a funny humorous moment that we all had but after this is all over hopefully knock on wood where can we travel or where do you want to
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travel and that was a great icebreaker activity as well because you know i didn't know my professors or the students in my classroom so it was also kind of a way to get more or learn more about what their interests
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were and it was a great activity so it was like they were using hypothesis but also we were getting to know each other at the same time yes that was the one so nate you found it excellent so that was a really funny
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activity that also i think i chose um wyoming for mine so that was a really nice activity that we did using hypothesis yeah that's a fun icebreaker um a nice
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work mate hunting that down that's some good some good search engine i'm surprised i remembered it but yeah that was great thank you nate excellent well we've got about five minutes left
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until we're at our 9 45 kind of end time oh yeah someone asked about your plant earlier david did you want to share what kind of plant that is you know what's funny anytime you go to a workshop right so one of the things is like that whole gif gift
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conversation but also my plants so i actually moved into my office this week because we came back on campus and i needed something alive in my class or in my office i got this at costco yesterday
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i don't know exactly what it is it's like a tropical plant but i love it right and kind of adds a little decorative touch to my office some life some color
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all things that we could use more of i think um [Music] so with our five minutes remaining i'm wondering i'm still looking at the chat to see if we missed any questions but now might be a good time if there's
00:34:36
anything the attendees here um are wondering about this anything that we haven't gotten to yet that you just is a burning question for you about using annotation social annotation to bridge
00:34:48
different spaces or for hybrid blended high flux context we'd love to hear it i always have more questions we can think of but i did want to take a moment just to invite here at the end um in a very deliberate way if anything the audience
00:35:02
would like to bring to the table that we might have missed i would love to hear your perspective and just nate uh he wrote a comment no public annotations appear because he's
00:35:13
correct i did that in a private student group through blackboard so only the link that we that i share as an instructor is only open for the students right so it's not just open to everyone online
00:35:27
yeah thanks for clarifying that david and nate right because it's worth remembering yet another set of options right available to you if you explore these kinds of activities as you might get some different outcomes where different
00:35:39
kinds of conversations generated um if you choose to kind of stick with some private groups or if you choose to go public and there are lots of different reasons to explore some of those different settings um
00:35:52
it's worth noting right that the private groups are better if you're going to have maybe more vulnerable class discussions that the public annotations are an interesting option to explore if you have an assignment where you're
00:36:03
engaging or deliberately analyzing public discourse in some ways um yeah so i'm seeing a question from nate about predictions about how the fall term will unfold at
00:36:15
their schools if it's face to face hybrid high flux etc and how they'll prepare or manage for for what might happen um and i'm seeing a question from curtis too but we'll start with nate's question about predictions and then um
00:36:27
we'll move to curtis's question what are some of your predictions david what do you think okay so i'm in dc now um we were not even supposed to come back until spring but dc mandated you know coming back
00:36:41
and i think this was before the spike so i mean who knows i think for me and for the faculty i'm so impressed by their resilience as well as with the students right the students are very resilient and faculty have been able to adapt very
00:36:54
quickly so i think whatever happens if we go back to emergency remotes we can transfer all of what we learned so far um so think about when we went to remote it was kind of the foundation but now
00:37:06
we're going to those next deeper steps so for me i'm not i'm prepared if we have to go back to remote or hybrid it doesn't bother me i think you know this past year and a half has made us all more adaptable but
00:37:19
yeah who knows i think everything changes week by week day by day even with everything going on right the only constant is change it seems in this moment um the advice
00:37:33
i feel like i keep sort of falling back on in these conversations is design your class like an online class you know have everything that you're doing in your home base be online um
00:37:44
because the in-person moments may be unpredictable just depending on how this next stage of the pandemic evolves but also depending on environmental
00:37:56
circumstances um i mean here in california and i know we've a participant who's in oregon there are massive wildfires happening that can make it really unhealthy for some people to go outside with unknown
00:38:08
particulate matter and of course they've any other mean of natural disaster um happening that can change people's abilities to to come and be in person so i optimistically hope
00:38:20
that our next phase yeah um natural disasters won't be dictating everything we do but the realities they could be they probably will be because of anthropogenic climate change so we do
00:38:32
have to kind of be prepared to be thinking about how we store and create spaces for conversation sort of regardless of what's in the environment and i think uh an important note is with with everything i
00:38:44
think sometimes maybe we think students aren't ready or students can't do this or that but one of the things i've learned is that students are so resilient and so adaptable um ours the student generation they've gone through so many different things and you know
00:38:58
talk to them uh think about what really excites them how they best want to learn i think about myself my experiences as a learner and also you know with my friends how i chat with them so i always send like gifs funny videos let's
00:39:10
utilize that in our class right and that could be a really great way that we're increasing that engagement i saw another question about i had to step away uh let's see thoughts on ways of motivating students
00:39:23
to return to a document after it has been annotated before class and discussed in class beyond just the love of annotating so if you want to use this as part of their participation or their grade that could be another component right you
00:39:34
have to revisit the same document afterwards and that could be another element for their points or their grades yeah i might just add i appreciate that question curtis about motivation i mean
00:39:46
beyond the kind of assessment motivation um i mean i think being really explicit as the instructor about what the purpose is of the annotation um and being really clear
00:39:59
yourself as the instructor about why they're doing this can motivate students and i'll explain a little bit more which is i think annotation of the task can feel hard to be motivated to do
00:40:11
um for students if they just feel like it's sort of this exercise in you know pleasing teacher or this exercise and kind of like practicing a certain kind of discourse
00:40:24
um but if it's clear to students hey we're doing this so that you can develop your ideas um for a project you're gonna work on or you could use your annotations to help you build out your thinking for a paper
00:40:36
you're writing all these possibilities can help motivate that moment of return um across these moments in time so i think as an instructor to make it clear why
00:40:48
they want to return afterwards how that will help them or how that will develop their thinking um can be i think helpful and inspiring right so it doesn't become just sort of busy work um
00:41:01
as becky puts it in the chat yeah and i i'm so glad you brought that up too because it it's no longer a static document so for example i have these hypothesis activities that have been annotated already and i had some of the
00:41:13
professors uh link to other resources that are related let's say that's a podcast or a youtube video and now i have this document that i can continually or go back and reference and then see all these external links that they put there
00:41:26
so that living breathing document just becomes a lot more memorable even that when i talked about right the travel and leisure i remembered it right because of hypothesis rather than just reading it passively and there are no annotations
00:41:38
there so it could be a great way that your students can see other linked resources or information from others that they would not normally um i have access to or even know about
00:41:53
right thanks i i think that's a great addition you know just creating more space um for students voices to be heard and included and to have
00:42:04
kind of a safe bet in this current environmental context um that that conversation will kind of live breathe and be and be active as hart mentions in the chat as well and i appreciate even
00:42:18
colleen's point about hypothesis is kind of an equal playing field to engage in this current moment of the students quarantining can't be there in person they're still part of the experience without feeling maybe alienated or
00:42:31
i mean i think there's a real social stigma right around being sick or not able to be present so it's a way to kind of reduce that stigma reduce that impact um
00:42:42
so i realize we are over time a little bit that's like that's a good problem to have but it's a good problem to have a little bit over so i want to recognize and appreciate that um
00:42:54
we are basically at our end point here um so i just want to thank um david of course um for being in conversation with me today yay fun to get to connect and have a dialogue about this and i want to
00:43:06
thank everyone who attended and we're part of the chat here too i hope you're able to sort of lead you in to feel like you're part of the conversation um throughout i know there's like a lot of imploring to have the chat saved so maybe as
00:43:19
frannie comes back on camera and be friendly you can speak to some next steps um for those who are here today if they want to access these and i just want to end with janae you said a great quote and i put that in the chat box again annotations
00:43:30
bridging those moments in time that's perfect i'm going to start using that i'm going to write it down but that's exactly what we want right regardless of high flex hybrid remote in person let's create those bridges and
00:43:42
make reading more active right absolutely i also love that quote hey um this was great really wonderful conversation i want to thank you both and everyone in the chat
00:43:55
have a great weekend and we'll see you next time on the good margins
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