Web Annotation With Hypothes.is In Canvas Training Session

This post is being used to document and distribute materials associated with a training I'm giving at the University of Oklahoma, which covers collaborative web annotation as a tool for engaging students.

“Writing in the margins” of books and journal articles (or any other texts) in collaboration with others is one way instructors seek to enhance learning experiences. Using collaborative web annotations, faculty on our campus are seeding their course discussions and engaging students in collaborative scholarship. Here’s an example of course that is using collaborative web annotations:

Website using hypothes.is to annotate Byron Readings

Tool Showcase

We’re going to dive deeper into collaborative web annotation as it’s one technology that’s being used across many disciplines. Here are several pieces of literature that are being annotated collaboratively by students:

If you’d like to create a Hypothes.is account and start collaboratively annotating the web, signup here.

Here’s a student blog post you can practice annotating now.

Additionally, here is what Hypothes.is looks like integrated into Canvas:

Canvas Course displaying hypothes.is content.


  1. Why use collaborative web annotation in the classroom?
  2. What documents might be annotated by students?
  3. What does an assignment look like using web annotation? (Current ones)
  4. What other assignments could benefit from web annotation?
  5. How does feedback to student change with web annotation assignments?
  6. Why engage students in annotating materials publicly?
  7. Any other thoughts/ideas?



Instructor Blog Post: Using Hypothes.is in the College Classroom


(Technical resources from here.)

The featured image is provided CC0 by Anastasia Zhenina via Unsplash.

DIY Instructional Video Consultation

In the spirit of John's recent post-per-consultation (PPC) to broadcast valuable information from our consultations at the Center for Teaching Excellence, I am writing my first PPC.

I just met with Mark Norris, a professor of linguistics who recently participated in John & I’s eXperience Play faculty learning community. (Check out the game Mark created here!)

Anyways, Mark is interested in creating instructional videos for his students. Specifically, he wants to show students his problem solving process and explain the reasoning behind every step. This sounded like a fantastic opportunity to provide extra instruction for students who need to focus on certain concepts.

I was excited to see Mark had already experimented with instructional videos, because this helped me understand what Mark wanted to produce for his students:

In the name of features and consistency of quality, I recommended Mark consider digital annotation for his instructional videos. Such tools offer the ability write on documents, expand the annotation space at will, and streamline the video editing workflow. After some discussion, and checking what equipment was available for checkout, I offered Mark two methods for producing digital whiteboard videos: (1) iPad Pro with Apple pencil and Explain Everything Classic, (2) Surface tablet with stylus and Open Sankoré. Mark chose the former and we started exploring what annotated instructional videos would look like when produced from an iPad Pro. Combined with a high-end Blue Spark Digital microphone, Mark now has all the tools he needs to produce some excellent resources for his students.

Working with Mark was phenomenal because I love interacting with faculty who are passionate about teaching and are always exploring how to best engage their students. In other words, I’m excited to see what Mark produces in the coming months!