Welcome to Liquid Margins, the show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together.
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Join us for this special Liquid Margins as Shana Crosson and Karen Jeannette of the University of Minnesota present social annotation pilot evaluations from two semesters of Hypothesis.
How can we use annotation to foster a sense of belonging, creating a welcoming community and providing all students with a sense of agency over their learning? Find out on Liquid Margins.
Some classes are so big that you can do the stadium wave. Join us for Liquid Margins: “Social Annotation Strategies for Large Courses” for tips on using the margins to teach to a “crowd.”
Educators from different disciplines at Rutgers University will gather to talk about their experiences using social annotation. RSVP for this wide-ranging discussion on Liquid Margins.
RSVP for “Where's Class? Meet Your Students in the Margins” for a conversation on using social annotation to engage students from “all walks of classrooms.”
In this special year-end episode of Liquid Margins, hosts Franny French and Nate Angell will curate and recap their favorite moments from the show. Join us for this retrospective look at all 27 episodes, going all the way back to the show’s inception in 2020.
Join a conversation centered around open pedagogy and the relationship between social annotation and open educational resources (OER) with Robin DeRosa, Monica Brown, Emily Ragan, and Addie Clark.
On Liquid Margins “Bodies of Knowledge: Teaching Health Professions With Social Annotation,” we discuss the ways in which social reading is leading to student success in one of the most popular majors.
Meet us on the liquid margin for “Empowering Student Writing With Social Annotation,” as guest educators unpack how to use social reading to engage students in writing.
This fall, once again, we are afloat in a sea of uncertainty. Will we be face-to-face? Hybrid? Hyflex? Or just high anxiety? No matter where we find ourselves in autumn, one thing’s for certain: We can anchor class community in reading using social annotation. Join us as we share the screen with educators who have long been using social annotation to make reading active, visible, and social.
Just in time for fall, join us for a timely discussion with instructional designers on best practices for rolling out Hypothesis social annotation at your school. Topics will include goals for your pilot, steps to implement the pilot successfully, communication strategies, and engaging faculty on ways to use social annotation in the classroom.
Social reading is increasingly making its way into K12 schools. On this episode of Liquid Margins, we’ll be joined by Morgan Jackson and Joe Dillon, high school teachers who focus on reading, writing, and literacy. We’ll discuss their methods and practices for teaching with social annotation, and all the ways secondary school educators can use the margins to build reading comprehension and classroom community.
In 2020, schools around the world scrambled to adopt tools to enable remote learning during the COVID-19 pandemic. Many teachers found new ways to engage their students in reading using Hypothesis social annotation. Discover how the benefits of reading together with annotation go beyond remote learning.
This special edition of Liquid Margins coincides with our free AnnotatED workshop kicking off OLC Innovate 2021. Join us at 8am PT along with educators presenting at OLC Innovate for a conversation anchored in texts, showing how social annotation builds understanding, connections, and community. Or hop on at 9am PT for Liquid Margins as we meet up with educators using social annotation to help students read, interpret, and comment on scientific texts.
Social annotation is gathering momentum all around the globe. In this episode of Liquid Margins we “travel” to Ontario, Canada, to discuss how the pedagogical practice is gaining traction in Canadian higher education. We're joined by Associate Professor of History at Trent University Olga Andriewsky and Trent University Department of Psychology Associate Professor Fergal O’Hagan.
This episode of Liquid Margins traces the story of social learning and student success in the Contra Costa Community College District, where weaving social annotation in as a teaching practice has significantly increased student engagement and learning outcomes.
Members of the #DHReads community join Liquid Margins to talk about how they use social annotation in their digital humanities virtual reading group. Andy Boyles Petersen from Michigan State University, Arun Jacob from the University of Toronto, and Hayley Stefan from the College of the Holy Cross share their experiences using Hypothesis as a way of meaning-making and community-building, especially during the COVID-19 pandemic.
This episode of Liquid Margins focuses on using social annotation in the teaching of foundational English and composition courses, and it covers Hypothesis' research partnership with Indiana University — a multi-year study investigating how social annotation improves reading and writing practices for undergraduates in core English literature and composition courses.
Liquid Margins 15 focuses on the nexus between the work of researchers and practitioners: How learning scientists and instructors can partner to successfully implement and use social annotation in diverse disciplines across higher education.
Hypothesis scholar in residence Remi Kalir will lead a discussion on the ways social annotation can meet those challenges and even enrich the practice of teacher education. Dr. Kalir’s guests are “educators’ educators” Lysandra Cook, Associate Professor of Education at the University of Virginia, INFOhio Instructional Specialist Matt Yauk, and Charles Logan, Doctoral Student in Learning Sciences at Northwestern University.
Join guests Maha Bali from American University in Cairo, Mia Zamora from Kean University, and Autumm Caines from the University of Michigan as they share the screen to converse about the equitable, pedagogical, and practical ways they use collaborative annotation and social learning to help make classes hospitable to all students.
Guests Aline Lo, Assistant Professor of English at Colorado College, and Emily Chan, Associate Professor of Psychology and Director of REMS & Bridge Scholars Program at Colorado College, discuss social annotation and college success.
On Liquid Margins 11, guest Dr. Kalir discusses the state of social-annotation research, becoming the first Scholar in Residence at Hypothesis, and where the AnnotatED community goes next.
Guests Georgia Seminet from St. Edward’s University and Cory Duclos from Colgate University meet on the margins to discuss using social annotation to help students explore reading and writing in different tongues.
Join guests Justin Cerenzia and Caitie Cotton from St. George’s School as they share strategies and pedagogical approaches for applying social learning in secondary schools.
Join our guest, Matthew Salomone from Bridgewater State University, to discuss “sum” of the ways we can use social learning in math classes, making reading with numbers active, visible, and social.
Danielle Sanchez from Colorado College and Michelle Sprouse from the University of Michigan discuss using social annotation to enrich students’ understanding of texts and build community across face-to-face and virtual classrooms.
Instructional designers Betsy Barre from Wake Forest University and Christine Moskell from Colgate University discuss ways to motivate, engage, and inspire faculty around using collaborative annotation in their fall classes.
Guests Beazley Kanost from Roger Williams University and Wilma Hodges from Longsight, discuss ways to engage students more deeply in reading using collaborative annotation in the Sakai LMS.
Guests Jennifer Blake-Mahmud and Alison Koleszar, both from Colgate University, discuss effective ways to use collaborative annotation to engage students in active, visible, social discussion on science texts.
Guests Alicia Maggard from Auburn University and Mary Klann from UC San Diego join Nate Angell from Hypothesis to talk about using collaborative annotation to engage students in active, visible, social discussion on history texts.
Guests Anna Mills from City College of San Francisco, Chris Gilliard from Macomb Community College, and Nima Kianfar from Contra Costa College share the screen for a conversation about using collaborative annotation to enable students to be more deeply engaged with reading and writing.
Kyle Denlinger, Digital Pedagogy and Open Education Librarian at Wake Forest University, and Michael McGarry, Lead Instructional Technologist at California State University Channel Islands, share how they integrate new practices and tools — including Hypothesis collaborative annotation — at their institutions.
, the regular show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together.
Talk with us about open, social annotation.
See the latest events and activities from the AnnotatED community: educators, researchers, and technologists engaging deeply with collaborative annotation in teaching and learning.
A Healthy Dose of Social Annotation Advice
Get practical tips for teaching with social annotation — in any topic — distilled direct from Liquid Margins 26: “Bodies of Knowledge: Teaching Health Professions With Social Annotation.”
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