To support several instructors’ pivot to online teaching since Fall 2020, the project team of  Bodong Chen, Xinran Zhu, Hong Shui initiated the project that was focused on engaging undergraduate students in reading and discussing course materials in online classes through collaborative social annotation activities.
Following a co-design approach, we have been working closely with instructors to design a generic scaffolding framework for social annotation activities and support them to implement the framework, with course-specific customizations, in their classes. All participating courses are piloting a web annotation tool named Hypothes.is that allows students to read and annotate socially. At the same time, we are advancing the design based on the research and practice by developing applications that can support social reading and knowledge application within and beyond the classroom.
Recently, our work featured in the Liquid Margin webinar series hosted by Hypothes.is to share social annotation practice and research. Watch the webinar recording (link attached in the reference).

Partners: College of Liberal Arts, University of Minnesota; School of Public Health, Duke University