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Increase student engagement by making reading active, visible and social

Attend a one-hour webinar to learn more about Hypothesis, a tool that enables students to collaboratively annotate course texts.

By Meredith Flynn, Ph.D.

January 6, 2021

Center for Teaching, Learning and Design logo with Roadrunner logoGetting students to thoughtfully engage in online discussions or to carefully read course assignments is a challenge for many instructors. Digital annotation offers students a new way to respond to text, empowering them to collaborate on understanding and developing ideas about their readings.

Hypothesis, which is available in Canvas to all Metropolitan State University of Denver faculty, enables students to collaboratively annotate texts. Social annotation has been shown to increase student engagement, expand reading comprehension and build critical thinking and community in classes.  

To learn how you can use Hypothesis in your courses, or to expand and improve your use of this helpful tool, sign up for “Hypothesis for New Users” or “Hypothesis for Advanced Users.” The one-hour webinars will be hosted by the Center for Teaching, Learning and Design.

Hypothesis for New Users


3:15-4:15 p.m.

This webinar will discuss how collaborative annotation with Hypothesis can make student reading visible, active and social. Becky George, customer-success specialist at Hypothesis, will demonstrate how faculty members are using annotation-powered reading to empower student writing, helping students develop foundational academic skills. In addition to sharing pedagogical best practices for collaborative annotation, she will demonstrate how Hypothesis can be used with course readings in Canvas. Participants will gain a clear idea about how they can incorporate collaborative annotation into their courses to improve student success.

Hypothesis for Advanced Users

Jan. 13

2:45-3:45 p.m.

This webinar will help faculty members who have already been using Hypothesis to discuss more ways to leverage this helpful tool. George will lead participants in a discussion about how collaborative annotation with Hypothesis can be used in faculty members’ specific disciplines and with their specific teaching and learning objectives. Participants will learn how to expand the use of collaborative annotation in their courses to improve student success.

To register for either webinar, visit the Center for Teaching, Learning and Design Events and Workshops page. Registrants will receive a URL for the Zoom meeting. Please contact Meredith Flynn, Ph.D., associate director of teaching and learning, with any questions.

Topics: Academics, Best practices, Center for Teaching, Learning and Design, Events, Online Learning, Professional development

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