This workshop is presented by Hypothesis.

The Hypothesis team will discuss how collaborative annotation with Hypothesis can be used to make student reading visible, active, and social in STEM courses. Social annotation’s collaborative and metacognitive nature can encourage students to tackle difficult concepts in a new way. For example, social annotation can assist students in identifying patterns and relationships, in analyzing the validity of arguments and/or solutions, and in locating and contextualizing important information in problems.

Additionally, it can give instructors an opportunity to guide students through texts or course materials asynchronously. In addition to sharing pedagogical best practices for collaborative annotation, the Hypothesis team will demonstrate how Hypothesis can be used with course readings in your LMS. Participants can expect to come away from this session with a clear idea about how they can start incorporating collaborative annotation into their courses to improve student success.

Register here!