This path was created by Suzanne England.
Using Hypothes.is for Readings and Watchings
Hypothes.is
Hypothes.is a web-based tool that enables you to annotate a wide range of text and image-based media, including website content, pdfs, and videos. All of the course readings have been loaded into Scalar so that you will be able to annotate many of them within the environment. You will need to use Chrome as your primary browser to use hypothes.is effectively. Once you install Chrome, you will then need to install the Hypothes.is extension and place it on your browser window for quick access. Here is a tutorial explaining this process:
Hypothes.is is also a discussion forum that enables you to share your annotations and foster discussion with fellow students. Hypothes.is is integrated with Scalar, but you do have to create an account in order to use the tool and join our private annotation/discussion group. To sign up with Scalar, click on the little < icon in the right corner of this browser window. Then click on the red "sign up" link. Read "Who Are You?" and make your user name your first name and last two initials. After you sign up you will be able to join the group "SWPP1NYUFall18" to add your annotations. (You can also create your own groups for your own personal use outside of this course).
You will find that some articles cannot be annotated within Scalar but all you need to do in that case is launch hypothes.is from Chrome and then scroll down to "Source" and click that open. This will open up a document within Scalar that you can annotate directly. Once your source document is open, click on the Chrome hypothes.is extension to open up the annotation application which may require you to log into hypothes.is again. Now you can begin to annotate your highlighted passages.
Hypothesis Instructions for Readings in Social Policy and Practice
A central aim of this course is to help you to improve your critical eye through careful reading and thinking. I have chosen readings in this class that are concise and direct models of selected core ideas relevant to the course, but texts do not, sadly, merely convey the information. Instead, these readings are challenges we'll use to work through course ideas, and to do this, we will be using "collective annotation" software that has the potential to change the task of reading dramatically.
The idea is that students will be able to make annotations within these texts which other students will be able to see. Collaborative reading of potentially challenging texts makes a solitary and difficult task more meaningful, and as I will be able to see these as well, I will be able to pinpoint concepts, theories, and/or contexts that will help you to understand these texts and build upon them as you go through the course.
You are required to use this software. Once it's set up, it's seemlessly simple. Whether you like to read online or on paper, you can still use this software to good effect. The basic requirement is that you initiate three actions per reading assignment, and also three actions that comment on another student’s annotation. That’s six annotations per reading. You are encouraged to work with your team but your annotations will show up as yours so be sure to do your own annotations even while working with your team. Some definitions:
Reading assignment - The texts that are required to be annotated for a particular week are listed in Weekly Lessons/Activities, and Schedule of Individual Graded Assignments, but keep in and that readings assigned for a week may change according to possible unfolding events or learner needs. At first you will be annotating readings that I put in Scalar but later you and your team will be adding your own readings and inviting your classmates to join in on annotations. This will be the model for the unit on social welfare history. Remember we are working together to create a vibrant conversation and a rich resource for further study.
Action - Any annotation is an action, with some caveats. An action is:
Many things: a question, a comment, an answer, some context you looked up and wanted to add - each of these is an annotation, and therefore an action in the basic sense.
Constructive - It's made in good faith to build up and add value to the people reading the text. It can be a question, answer, or informative comment. Good questions cannot be answered in a few words and might help someone else with a similar question or another student looking to make a comment. Good answers are thoughtful. Good arguments are productive, allowing for the possibility of misunderstanding on all sides, creating spaces for further understanding.
Substantive – It is more than a very short reply. "I agree," or "Why?" will not count toward your three actions, though you can post any number of smaller annotations as you would like. You are encouraged to annotate names of people being referred to in the reading
Note: Highlighting by itself is not an action. You will highlight sections by default as you take actions.
Grading of annotations: When hypothes.is annotations are required for graded individual assignments the Assessment/Grading of Hypothes.is Annotations (AGHA) Scale will be used. Review this scale as a guide to the above.
This page has paths:
- Using the Course Technology for Activities and Assignments Suzanne England
Contents of this path:
- Hypothes.is Animated Intro
- Hypothes.is Overview
- Introduction to Hypothes.is (the power of web annotation)
- Digital Annotation with Hypothes.is
- Joining a Group
- Joining a Group and Annotating
- How to Annotate the Web with hypothes.is
- Using Hypothes.is: Annotating PDFs
- Annotate a PDF saved to gDrive using @hypothes.is
