The Hypothesis team will discuss how collaborative annotation with Hypothesis can be used to make student reading visible, active, and social in STEM courses. Social annotation's collaborative and metacognitive nature can encourage students to tackle difficult concepts in a new way. For example, social annotation can assist students in identifying patterns and relationships, in analyzing the validity of arguments and/or solutions, and in locating and contextualizing important information in problems. Additionally, it can give instructors an opportunity to guide students through texts or course materials asynchronously. The session will also include a demo of Hypothesis’s new participation auto-grading feature.

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