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.

#games4ed – Leading My First Twitter Chat

Last night I moderated the #games4ed live chat. Little do anyone know, this was my first time to host a Twitter chat. O.o I’ve had a lot of fun on Twitter recently. First I remotely participated in a conference and then I published my first set of open Twitter data. Not to mention joining the #games4ed live chats and meeting many awesome people: Melissa Pilakowski, Steven Isaacs, Mark Grundel, & PBJellyGames, to name a few. With all of these experiences, I felt prepared to moderate a Twitter chat for the first time.

Preparing to Moderate a Twitter Chat

1. Brainstorming topics & questions – After Melissa asked if I wanted to host a night of #games4ed, I started thinking about what subjects I wanted to do. Eventually, I decided on Open Educational Resources (OER) and Game Design. John Stewart and I had just recently finished GOBLIN, which was built as an OER table-top game to teach professors about gamification and game-based learning. All of these ideas were fresh in my mind and I wanted to hear other educators contribute to this conversation. I am glad I selected this topic because #games4ed has not covered OER yet. So, I was excited to be the first!

#games4ed QAll
Final list of my #games4ed questions shared under a CC-BY 4.0 License

2. Creating question graphics – #Games4ed uses images to showcase the questions each week. The advantages of this approach means questions can be longer than 140 characters and graphics are easier to see among a sea of tweets. Additionally, I wanted to emphasize the OER theme for the night. So, I ended up using artwork from the public domain game Glitch to build the graphics. Some of the assets were used in GOBLIN, so I was familiar with the resources at my disposal. Finally, to edit the graphics, I used Pixelmator (a streamlined photoshop-like software) and I believe the graphics turned out great!

Example question graphic shared under a CC-BY 4.0 License

3. Scheduling Tweets – One of my major concerns for moderating was getting overwhelmed by the number of tweets I felt required to produce. Therefore, I removed all of this stress by using Tweetdeck schedule tweets feature. First, I calculated how to spread seven questions across one hour—I determined to start questions at 8:05PM ET and reoccur every eight minutes. Next, I scheduled other tweets I thought were relevant for the chat including an introduction and links to OER resources. In other words, I intended to limit my focus to the tweets of the participants.

List of my scheduled tweets in Tweetdeck.

What I Learned from Moderating

Scheduling tweets is the only way to keep up with the conversation. As a moderator, I want to welcome and make as many people feel at home as possible in the Twitter chat. Between being hospitable and attempting to hold a dozen conversations at once, having my own questions and answers running in the background helped me stay on track.

Begin moderating Twitter chats in small circles. The #games4ed live chats are sizable with anywhere from 25-60 participants. (Last night included 37 users.) In contrast, there were nearly 400 participants #oklaed on Sunday evening. If you want to host a Twitter chat for the first time, I recommend starting with a smaller community. A manageable live chat let me practice moderating and I had a positive experience hosting.

Inviting friends makes the event more fun! I gave some of my friends access to the questions for the night and although they couldn’t be present, they scheduled tweets to sync with my questions. This generated more ideas and their support was encouraging during the live chat (shoutouts to John Stewart and Jason FitzSimmons).

I need to practice keeping up with the conversations. During the chat, I fell behind a couple of times as I was attending to earlier tweets. I know this is inevitable in a Twitter chat, but since hosting I want to improve my response time in future sessions.

A core group of participants helped engage more users. Since it can be difficult keeping track of everyone, I am grateful to the regular participants for helping supplement my engagement. Melissa and Steven, were especially helpful during this session as they insured participants didn’t slip through the cracks.

I enjoy live tweeting! This was an awesome experience. From brainstorming questions to connecting with educators, I discovered that I value the process of moderating Twitter chats. I can’t wait to host another!

#games4ed Open Twitter Dataset

Finally, I am releasing all of the Twitter data from last nights session as an OER! If you would like a copy check out the following link:

Open Twitter Data Google Sheet

If you want to analyze this data I suggest a tool like Voyant-Tools 2.0. For more information on collecting or visualizing tweets check out my post on Open Twitter Data.

Screen Shot 2016-05-06 at 9.47.23 AM
Tweets from this #games4ed Twitter chat in Volant-Tools 2.0.

Alternatively, check out the Participate Learning transcript from the live chat:

Thank you everyone for making my first moderated Twitter chat a positive experience. I look forward to more of these opportunities to connect and discuss with other educators from across the world!

GOBLIN as Open Educational Resource (OER)

This post is written by guest blogger John Stewart. John is the Assistant Director of Digital Learning at the Center for Teaching Excellence at the University of Oklahoma and my collaborator on GOBLIN.

While the thought of gamifying an entire class or even elements of a class will be daunting for many, GOBLIN also includes more universal and applicable concepts.  Well designed games introduce game mechanics and then increase the difficulty of tasks to encourage mastery of those mechanics.  They encourage team work, challenging players to combine the strengths and overcome the weaknesses of team members. They allow you to lose and to learn from that failure to improve.  By adapting these lessons for the classroom, we seek to improve student engagement and help students master the skills to succeed in college.

We hope that the design of GOBLIN will be more entertaining and provide better transference of skills than traditional lecture- or seminar-based workshops. The whole point of the project is to think about how we can create more active and engaging environments that motivate students to learn.

Open content was key in building this project.  The most visible example of open content in GOBLIN is the integration of artwork from Glitch the Game. When the game was discontinued in 2012, the programming team at Tiny Speck (many of whom served as the developmental team for the giant communication app Slack) released both the game code and the creative assets as open content in the public domain.  This meant that we could use any assets from Glitch to develop GOBLIN.

The ability to repurpose this artwork from the public domain inspired our storylines and allowed us to focus on developing game mechanics and instructional content.  All of this would not have been possible without the availability of high quality open content. For this we are grateful to Glitch creators.

We also drew on other open content resources including pixabay.com, a repository for open source artwork was phenomenal for acquiring content. Unsplash is another fantastic source for high-resolution, breathtaking photographs that can be freely used.

All of these resources hold a special place in our hearts, because they are aligned with personal philosophies on educational materials: open access content is best.  While, we intend to run this series as often as we can find interested folks to participate, we hope to reach a far larger audience outside the campus of OU by offering the website as an open educational resource.

We encourage anyone visiting the site to run their own versions of Goblin by using the site or by building and improving their own forked version.  To that end, we have used the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license throughout the site to assure users that they are welcome to use and adapt any material presented as long as they attribute it and don’t charge money for it.  Let us know if you want help in playing the game, using the resources, or adapting the workshops in whatever way suits you best.

We encourage you to consider sharing your next project as an open piece of content. Together, we can build even greater projects with the option to iterate and grow from other pieces of content.