Join us for July’s meeting where we will learn about Hypothes.is, a web annotation tool for teaching and learning.
During the meeting we will explore web annotation as a core digital pedagogical practice for the 21st century classroom. The emergent technology of web annotation allows students and teachers to privately comment on or discuss a wide range of digital formats across multiple platforms, both as part of assigned course work and independent study. It can be applied to teach students traditional literacy skills like close reading but also newer forms of digital and media literacy.
Participants will be introduced to the pedagogical value of web annotation and gain hands-on experience with an open-source, standards-based annotation client, Hypothes.is. This meeting will be co-led by Dr. Jeremy Dean, Director of Education at Hypothes.is, and Charles Logan, the educational technologist in the College of Education and Human Ecology.
The workshop takes place on Friday, July 19, from 10am-11:30am in 346 Hopkins Hall. Email Charles Logan (logan.437).
Prior to the workshop, participants are encouraged to do the following:
1. Create an account at Hypothes.is (https://web.hypothes.is/start/)
2. Use Hypothes.is to collaboratively annotate:
- “‘To Be Honest I’m Not Sure If We Have a Textbook’: Undergraduate Access to Course Reading” by Maura A. Smale on Hybrid Pedagogy
- “Introduction: Where We Begin” from A Quick and Dirty Guide to Art, Music, and Culture by Clayton Funk
3. Document Hypothes.is’ affordances and challenges as well as other ideas and questions about Hypothes.is and its use in an academic setting