Annotated Pivoting with Hypothesis during Covid by Christine MoskellChristine Moskell (Hypothesis | OLC Innovate 2020 | YouTube)

Kicking off OLC Innovate 2020, Hypothesis held two free workshop sessions on collaborative annotation with members of AnnotatED. The sessions each started with a "Getting on the same page" introduction from Jeremy Dean of Hypotheses, followed by "Notes from the field", where a variety of AnnotatED community members talked about what's happening with collaborative annotation at their schools and participants had the chance to discuss ideas and questions with these experienced practitioners.

In this clip Christine Moskell, Instructional Designer at Colgate University, shares examples of how instructors used Hypothesis during the Covid pivot. 

Christine Moskell talks about a professor’s final exam design prompting students to go back to annotations and add new commentary (or links to other related knowledge) that they’ve gained during the length of a course.

This is very similar to the sort of sensemaking and interlinking of information that Sönke Ahrens outlines in his book How to Take Smart Notes though his broader note taking thesis goes a few additional steps for more broadly synthesizing ideas into longer papers, articles, theses, and books.

Dr. Moskell also outlined a similar tactic at the Hypothesis Social Learning Summit: Spotlight on Social Reading & Social Annotation earlier today, though that video may not be accessible for a bit.

How can we better center and model these educational practices in our pedagogies?

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Chris Aldrich

I'm a biomedical and electrical engineer with interests in information theory, complexity, evolution, genetics, signal processing, IndieWeb, theoretical mathematics, and big history. I'm also a talent manager-producer-publisher in the entertainment industry with expertise in representation, distribution, finance, production, content delivery, and new media.

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