The Online Learning Consortium’s Innovate 2020 conference is over, but we came away filled to the brim with ideas about innovative teaching tools and research. Our big thanks to the OLC team and its vibrant community of educators dedicated to making online education a highly effective, engaging, and ever-evolving practice.
To kick off the annual conference, Hypothesis held a free workshop on collaborative annotation with members of AnnotatED. This engaging, hands-on event sparked great ideas and generated practical takeaways for using collaborative annotation in the classroom and beyond. The reports we heard from practitioners in the field and the live annotation sessions with OLC Innovate keynoters Maha Bali and Martin Weller were truly outstanding. Thank you to everyone who attended the workshop! See below for recordings, presentations, chat, and links from both workshop sessions — even if you didn’t make it to the workshop, you can dive in to any part or the whole thing.
We were really energized by the conference this year, in particular all the emphasis on social learning: the idea that people learn better together. There’s a growing movement to extend the capabilities of social learning across all activities of teaching and learning, especially reading — still an essential foundation for learning. If you are excited about social learning too, see our guide to suggested OLC Innovate 2020 sessions — recordings from those sessions are available to all OLC Innovate attendees.
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Watch the full workshop recording below or on YouTube and get the workshop slides. Follow links below to specific parts of the recording, and browse the lively chat from both sessions — we’ve also pulled out the links shared in chat below so you don’t have to go hunting for that reference you missed.
Getting on the same page with Jeremy Dean, Hypothesis: Collaborative annotation for social reading: what is it, and how are people using it to enrich online learning?
Notes from the field: Hear from a variety of AnnotatED community members about how collaborative annotation is happening at their schools and hear participants discuss ideas and questions with these experienced practitioners (listed in order of appearance):
- Rebecca Frost Davis, AVP for Digital Learning, St. Edward’s University
- Elitza Kotzeva, Professor of English, American University of Armenia
- Charles Logan, Educational Technologist, The Ohio State University
- Christine Moskell, Instructional Designer, Colgate University
- Veronica Armour, Instructional Design and Technology Specialist, Rutgers University
- Ben Croft, Educational Technologist, Boise State University
- Monica Brown, eCampus OER Coordinator, Boise State University
- Kat King, Instructional Technologist/English Instructor, Diablo Valley College (Kat’s slides)
- Q&A with workshop participants
Discussion, annotated: A hands-on activity to explore, discuss, and augment readings on topics central to the Innovate 2020 program and our professional development as educators. Participants prepared to annotate with this guide, and you can too because more annotations are still welcome: Engage in Events with Hypothesis Collaborative Annotation
- Martin Weller, OLC Innovate 2020 keynoter, Director, Open Education Research Hub and GO-GN Network and author of 25 Years of Ed Tech, where he discusses the impact of educational technologies from bulletin board systems in the 1990s to today’s blockchain.
- Maha Bali, OLC Innovate 2020 keynoter, Associate Professor of Practice, Center for Learning and Teaching, American University in Cairo, and author of “Literacies Teachers Need During Covid-19“, her thought-provoking article about teaching and learning in the time of pandemic.
Links & resources
- Blog Posts
- Help Guides
- Hypothesis for Education
- Terms of Service
- Zotero and Hypothesis
Contributed by Workshop Participants
- Rebecca Frost Davis: For more models of annotation see Annotation Paul Schacht , State University of New York at Geneseo
- Rebecca Frost Davis: @Tona I’ve posted my guidelines to canvas commons, but will post to my blog later today: Rebecca Frost Davis | Liberal Education in a Networked World
- Diego de la Hera: @Tracy, I think this post here by Jeremy may answer your question in the QA chat: Can We Persist Student-Driven Inquiry Within the LMS?
- Laura Gibbs: here’s Remi Kalir on annotating your syllabus: Annotate Your Syllabus
- Morris Pelzel: Re question about “what is close reading”: Close reading
- Laura Gibbs: Tiny Stories: Drabbles: Tiny Traditional Stories in 100 Words
- Matt Crosslin: Here is one chapter with several comments: Chapter 5: Effective Practices – Creating Online Learning Experiences
- Laura Gibbs: Here’s Tineke who is my Pressbooks guide and guru: Dr. Tineke D’Haeseleer (@tinebeest)
- Dana McFarland: Librarian here, interested in integrations of all kinds, but including with PKP/OJS: Hypothesis plugin for OJS
- Maha Bali: Article by Monica Brown and Ben Croft on Annotation as Praxis: Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom
- Ben Croft: Development of Theatre 1: Classical – Neoclassical Forms – Simple Book Publishing
- Esperanza Roman-Mendoza: @Veronica, you can create groups (at least in Blackboard) and assign different texts or even the same text to each group. Here’s Hypothesis describing what to do to keep annotations specific to individual groups: How to save copy of a PDF with a different fingerprint
- Monica Brown: Here is the OER theatre textbook: Development of Theatre 1: Classical – Neoclassical Forms – Simple Book Publishing
- Ben Croft: Yes, thank you! Here is a link to our recent publication on critical social annotation: Social Annotation and an Inclusive Praxis for Open Pedagogy in the College Classroom
- Laura Gibbs: here is a tweet from OU Daily student newspaper director at Twitter about using hypothesis: https://twitter.com/seth_prince/status/1237416906107375616
- Laura Gibbs: Okay, one of my interests here is RSS for Hypothesis, and sure enough: IT WORKS. I snagged the RSS here, put it in my Inoreader, and presto, Inoreader is snagging it, and it gives me an HTML clippings version of the feed: THANK YOU FOR RSS! https://www.inoreader.com/stream/user/1005987531/tag/Hypothesis/view/html?cs=m
- Laura Gibbs: and hearing Maha talk about notecards, I see that Hypothesis items do have their own little URLs and they appear like “cards” on the screen… very nice! LINKABLE. https://hypothes.is/a/RGK5PqzrEeqclAO0SMpazA
- Laura Gibbs: if there are other RSS nerds, all the lovely details are here: https://web.hypothes.is/help/atom-rss-feeds-for-annotations/
- Morris Pelzel: @Maha I have shared your article in HybridPed, “An Affinity for Asynchronous Learning,” with our faculty…very helpful! https://via.hypothes.is/https://hybridpedagogy.org/affinity-asynchronous-learning/
- Gwenorel: Yes, Zoom is unsettling: https://www.nytimes.com/2020/04/29/sunday-review/zoom-video-conference.html
- Laura Gibbs: I really like how the URL is basically URL for the conversation, including replies. that has really got me thinking https://hypothes.is/a/gPZLhKztEeqPfJNjGKeapg
Suggested OLC Innovate 2020 schedule
|Fri 12 Jun
|Free Workshop: Collaborative Annotation for Social Learning
Two opportunities to join educators from AnnotatED, the community dedicated to extending collaborative annotation as a transformative practice in teaching and learning. Get your own hands-on experience with annotation and hear how social reading is being used at different schools to enable student success.
|Mon 15 Jun
|Keynote Address: Centering a Critical Curriculum of Care During Crisis
Maha Bali, American University in Cairo, calls for reimagining online education (and indeed education as a whole) in ways that move away from outcomes-based design approaches and towards more critical curriculum design approaches that center care, empathy, equity, and social justice as the COVID-19 crisis forces us to question our priorities.
|Tue 16 Jun
|Digital Learning Innovations Environmental Scan
Kate Lee-McCarthy, Online Learning Consortium, and Justin Dellinger, University of Texas at Arlington, reflect on the findings of a recently completed environmental scan of digital-learning innovations and learn more about the strategy created to address these trends.
|Wed 17 Jun
|Sympathy for the Vendor: Building Bridges for Effective Ed-Tech Partnership
Veronica Armour, Rutgers University, Adam Croom, University of Oklahoma, and Jeremy Dean, Hypothesis, lead an interactive session enabling participants to swap cautionary tales of vendor practices while sharing more effective models for ed-tech partnerships.
|Thu 18 Jun
|OLC Leadership Network Event: Part 1, Part 2 & Part 3
Angela Gunder, Online Learning Consortium, Mary Niemiec, University of Nebraska, Vincent Del Casino, San Jose State University, Ron Legon, Quality Matters, Melissa Vito, University of Texas at San Antonio, Tanya Joosten, University of Wisconsin-Milwaukee, and Craig Weidemann, Pennsylvania State University, bring together digital leaders from academics, non-profits, and the private sector to discuss how the changing educational landscape has opened new pathways and possibilities in digital leadership, research, and collaboration. Join this three-part event on opportunities to embed digital strategy within the mission, goals, and initiatives of entire institutions and organizations.
|Fri 19 Jun
|Designing for Social Learning — Taking the “Groan” out of Group Work
Nicole Messier, Rasmussen College-Illinois, will discuss evidence-based practices that effectively take the “groan” out of group work. We will reflect on our social-learning experiences, as well as share ways to create social learning in course design and instruction through the use of collaborative Padlet boards.
|Mon 22 Jun
|Keynote Address: 25 Years Of Ed Tech — Or Why Understanding Some History Is Useful in the Pandemic
Martin Weller, Open Education Research Hub, will look at the recent history of educational technology, drawing on the open-access book 25 Years of Ed Tech, connecting the history of ed tech to the impact of the pandemic in higher education
|Mon 22 Jun
|Reviving Reading With Collaborative Annotation
Monica Brown, Boise State University, Benjamin Croft, Boise State University, Jeremy Dean, Hypothesis, and Michael McGarry, CSUCI, show how educators are using collaborative annotation to renew students’ relationships with texts and with each other, looking at use cases from across the disciplines to provide participants with pedagogical models to follow on their own campuses.
|Tue 23 Jun
|OLC Research Summit: Research Is for Everyone! Part 1, Part 2 & Part 3
Jeremy Dean, Hypothesis, Jessica Knott, Michigan State University, B. Jean Mandernach, Grand Canyon University, Lynette O’Keefe, Online Learning Consortium, Seth Porter, Princeton University, Sherri Restauri, Coastal Carolina University, lead discussion and activities focusing on who conducts the research that forms the foundation of practice across the online learning landscape, how topics and trends are determined, and how all of this impacts theory and/or practice in the diverse range of higher education professionals who work in online education.
|Wed 24 Jun
|Engaging Active Learning in Large-scale Courses
Megan Gahl, Minerva Project, asks: Can the small-classroom benefits of active learning be replicated in large-scale online classrooms? Together, we will explore curriculum design and teaching strategies that do just that. Through group brainstorming and effective examples from a synchronous online platform, participants will enhance their ability to create experiences that keep students engaged.
|Thu 25 Jun
|A Bridge to Success: Connecting Student Engagement to Student Motivation
Kristen Walley and Julie Lawrence, Rasmussen College, explore how instructional strategies and educational technology foster student engagement in the online environment based on learners’ goals.
|Fri 26 Jun
|Bridging the Gap: Solving the Problem of Bringing Experiential Learning Activities to Online Capstone Courses
Melinda Stanley, Indiana University, shows how online courses provide educational opportunities to students without the barriers of distance or time but make experiential learning difficult. Come and learn how Melinda’s organic approach bridges the gap between experiential learning and online capstone courses in which students work on a common project utilizing their own talents and experiences.