hypothesis group annotation

Annotating Digitally

• Which Tool Is Right For Me?
• Use Adobe Reader
• Use Hypothesis
• Use Preview App for Mac
• Microsoft Edge for Windows 10

Annotating with Hypothesis

Hypothesis is a free online tool designed to allow for collaborative annotation across the web. This guide will walk you through using Hypothesis with the Chrome extension. To use the bookmarklet in another browser, please refer to the hypothesis user guide for step-by-step instructions.

It can be used to annotate web pages, PDFs and EPUB files. You can annotate documents and pages publicly, privately, or within a group.

To get started with Hypothesis you'll need to:

• Create an account. 
• Install the Chrome extension or the Hypothesis Bookmarklet if you are using a browser other than Chrome. 
• Start annotating!

What makes Hypothesis different than other tools is that you can annotate PDFs as well as web pages. It also allows for group and collaborative annotation. 

• Create a Hypothesis Account
• Chrome Extension
• Hypothesis User Guide

Opening Web Pages and PDFs

Navigate to the web page or pdf in your browser. 

Next, select the Hypothesis icon located in the right corner of your Chrome browser if it is not already active.

 An inactive icon will appear as light gray, and if it is ready to use it will be black. If you have not used Hypothesis for a while you may need to log in to activate the program.

Once Hypothesis is active on a page you can start annotating. You can highlight text, add annotation, add a note for the whole page, share the page with others, and reply to other comments on the page. You may have to click the toggle arrow to see options, comments, and notes.

Adding Annotation and Highlighting Text

To highlight or add annotation for certain text, simply select the text and the highlight and annotation icons will appear.

To create a note for the entire page, select the note icon that appears on the Hypothesis menu on the right side of the screen. You can also toggle highlighted text on and off using the eye icon.

Formatting Annotation

Once you have selected text to annotate, an annotation box will appear in the menu on the right. The annotation section allows you to perform minor formatting of text such as bold, italics, quoted text, lists, links, and even mathematical notation that is LaTex supported.

There is also an option to add web links and links to online images and videos. Images will appear and videos will play right in the annotation section of the page. 

Adding Tags

You may also add tags to your annotation to better organize your idea and thoughts, and categorize content. To learn more about tags and how they can be used to enhance collaboration and search, please see the Using Tags Tutorial .

Public, Private, and Private Group Annotation

Annotations, notes and highlights can be made public, private or shared within a specific group. All annotation setting default to public unless you choose another option. Public annotations can be seen by anyone who visits the webpage or pdf and has Hypothesis enabled.

Switching from Public to "Only Me"

If you would like to make notes private where only you can see them, be sure to select the Only Me  option in the annotation box.

Once you have selected this option, all other annotations, highlights and notes will default to private on the page and be shown with a lock icon next to your name. To switch back select the Public option.

Private Groups

To share annotations with a group you have already created or have been invited to, select the down arrow next to Public  in the Hypothesis menu. Here you will see any private groups you belong to as well as an option to create a new private group. Selecting a group will allow you to annotate and have only the members belonging to the group view and respond to your comments, highlights and notes. 

To create a new group, select the + New Private Group option. From here you will be taken to a new screen where you will be asked to name the group. Click the Create group button to create the new private group.

Once the group is created, you will be given a link to share to invite new members to the group.

Annotating a Locally-Saved PDF 

To annotate a saved pdf in Hypothesis, open it in your browser. Once it is open in your browser activate Hypothesis to start annotating. The pdf must have selectable text in order for Hypothesis to work. If you have issues with this feature, consult the annotating locally saved pdfs tutorial .

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• Last Updated: Apr 17, 2024 10:22 AM
• URL: https://libguides.trinity.edu/digital-annotation

Getting Started with Hypothesis

• Last modification date Updated On August 14, 2023
• Categories: Hypothesis
• Categories: annotation , assessment , collaboration , Getting Started

Hypothesis  is a social annotation tool. It allows for sentence-level note taking or critique on top of classroom reading, news, blogs, scientific articles, books, terms of service, ballot initiatives, legislation, and more. In Canvas, it is available as an external tool link as a module item or through an External Tool Assignment, but will not appear in the Course Navigation menu of a Canvas course.

Find answers to frequent questions about Hypothesis at  Hypothesis FAQs . 

For setting up graded annotation activities, see  Using the Hypothesis LMS App With Assignments in Canvas .

For setting up graded group annotation activities, see Using Canvas Groups to Create Hypothesis Reading Groups .

For setting up ungraded annotation activities, see  Using the Hypothesis LMS App With Modules in Canvas .

To provide students a larger annotation window, check the box next to  Load in a new tab  when creating a new Hypothesis assignment or module item in Canvas. 

For setting up annotation activities with CAMP or VitalSource materials, see Utilizing the Course Materials + Hypothesis Integration .

For information on grading Hypothesis assignments, see Grading Student Annotations in Canvas .

For information on grading Hypothesis assignments via rubrics, see Using Rubrics in Canvas with Hypothesis .

Use the Hypothesis tool to create OCR copies of PDFs.

PDFs added to Canvas for use in Hypothesis must be published. Unpublished files will deliver an error when a student tries to open it to annotate.

We recommend caution linking to Google Drive files, as students living abroad have reported access issues.

Document annotations will not transfer during Canvas course copy. See Canvas Course Import or Copy and Hypothesis for more information.

Accessibility Tips

It is possible to use  Hypothesis with your keyboard .

Additional Resources

• Comparison of Annotation Tools: Hypothesis and Perusall
• Hypothesis FAQs
• Social Annotation Tips
• Social Annotation
• Introduction to the Hypothesis LMS App for Students
• Annotation Tips for Students
• An Illustrated Taxonomy of Annotation Types
• Hypothesis instructor guides
• Hypothesis workshop slides
• Ideas for Using Hypothesis

Learning Technology Workshops

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3pm - Getting Started with iClicker

11am - Generative Artificial Intelligence in Education and Pedagogy: An Introduction and Review

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Pedagogy in Praxis

Writing and Great Works Programs, Baruch College, CUNY

Using Hypothesis for Social Annotation and Collaborative Learning

Thinking and belonging together online

by Zachary Muhlbauer

Try out our tutorial for getting started with Hypothesis

A non-profit, open-source platform since its launch in July 2011, Hypothesis offers the capacity for open web annotation, operating in compliance with open Web standards, principles, and practices. In a nutshell, that means Hypothesis annotations can be flexibly distributed and shared across the Web and have been expressly designed to foster collaborative inquiry among online communities of practice (Kalir). It accordingly comes as little surprise to note that Hypothesis annotations, whether shared in the public domain or posted in private groups, can serve as quite the dynamic resource for educators when used for social reading and collaborative learning purposes.

In fact, in a recent literature review of the topic, Zhu et al. report that social annotation can facilitate student engagement with domain-specific knowledge (2); support group learning and knowledge construction (4); enable new opportunities for instructor and peer feedback (4-5); as well as develop community and weave together online learning spaces (5). For further reference, check out this collaborative bibliography detailing research on the educational affordances of Hypothesis, in particular, as well as social annotation writ large.

In my experience, the value of Hypothesis begins with its ability to transform the textual margins into a rich site of knowledge exchange and creative exploration, effectively popping the bubble in which students so often read and arrive at meaning. In turn, online documents tend to come alive in kinetic and meaningful ways, inviting students to not only receive but also produce knowledge as a shared community of learners. Low-stakes annotation activities also inspire a wider body of students to contribute their thoughts and negotiate meaning with their peers, which not only nourishes but also sustains the participatory culture of online classes. In time, and with care, social annotation can even motivate students to transform the margins into a place where they find themselves not only learning together but also belonging together, resembling in character the common space of a classroom, for which we are all at a loss.

Getting Started with Private Groups 

In adopting Hypothesis for my Writing 1 class this past semester, I emailed students ahead of our first meeting requesting that they sign up for the platform and follow the link that admits them to our private group. 534 annotations later, this is what that group looks like:

I encourage my students to regularly tag their annotations in accordance with the main ideas and key terms therein, which intuitively scaffolds their ability to consolidate and focus their thinking in terms of the specific themes associated with a given excerpt of text. Hypothesis aggregates these tags on the righthand side of our group and accepts them into its search queries, which then allows students to track down themed annotations that they and their peers have posted to prior readings.

Onboarding Students 

On the first day of class, I onboard students to Hypothesis by asking them to annotate one or more pages of our Blogs@Baruch site, which serves the double purpose of actively familiarizing them with the available resources, assignments, and policies of the course, most notably those involving the syllabus. This practice also impresses upon students the flexible applications of Hypothesis as a tool for engaging not only course readings but also a wider array of online materials, not least of which includes the online learning space of our course website, where their blog posts and other related pages will live as the semester progresses. I use this to my advantage down the line by designing homework assignments that bear in mind the cross-platform affordances of Hypothesis, such as this one, “Sampling the Research Process,” from my 2100 course .

Prepopulating Texts with Prompts and Reading Notes 

In the weeks to follow, I make sure to prepopulate course texts with a blend of guided prompts and reading notes. On the one hand, my prompts tend to identify and query excerpts of text that are fertile ground for inquiry and exploratory dialogue; on the other hand, my reading notes serve to not only model the practice of close reading but also signpost students to rhetorical moves, literary devices, intertextual allusions, and/or esoteric terminology. In particular, here is an example of how I signpost students to a key literary device:

In some cases, I’ll integrate these strategies by recontextualizing a highlighted excerpt in one of my guided prompts, asking a few questions about the finer details of how, say, its rhetorical discourse relates to thematic content. In the following example, I reinforce my prompt by also nudging students to research the literary scheme of asyndeton, which frames the terminology with which responders might engage this excerpt of an otherwise challenging and experimental poem by Jorie Graham.

One practical recommendation that I’d offer concerning shorter readings in this vein might be to encourage concision with the excerpts to which student annotations refer; otherwise, some texts will become flooded with yellow highlights, which can be distracting and/or overwhelming to students as they navigate online content. In order to counteract that effect, students may also toggle the eyeball icon at the top-left of the Hypothesis sidebar, which hides group annotations that have been previously posted on a given webpage.

Freestyle Annotations and Open-Ended Dialogues  

I also try to make space for authentic inquiry and exploratory thinking by encouraging students to think out loud, posting freestyle annotations that unfold gradually into open-ended dialogues. When supporting asynchronous discussions, I draw in part on Joseph Ugoretz’s notion of “productive digressions” by explicitly permitting and even encouraging students to hash out textual content in free-range, openly reflective ways. “These connections can be particularly valid for students,” writes Ugoretz, “who are able to make deeper, more personal connections arising from their own thinking and discovery processes” (2). As a minor constraint, I advise students to conclude their reflective annotations with a question or query, which presents openings for discursive threads to emerge and gain traction, as in the following example:

Annotating Rhetorical Artifacts on the Web

The web annotation features of Hypothesis offer rich opportunities for students to cast their net wide across the Web, annotating material in ways that support interest-driven learning, while also preparing them for the source-gathering practices of research writing and argumentation. During our unit on rhetorical analysis, for instance, I prompt students to go “Internet trawling” (not to be confused with Internet trolling) in search of rhetorical artifacts that range from news articles and essays, to photographs and graphics, to Instagram posts and Twitter threads. Paired with the sample analysis questions from “Tools for Analyzing Texts” in Join the Conversation Vol. 2 (106-107), students integrate these analytical frames into their annotative thinking, which helps unravel the rhetorical discourse of their self-chosen artifacts. I slot out time in class for students to then share their annotated artifacts with their peers, thus responding to each other in an effort to validate and build on critical observations. This strategy serves to animate class discussion as students subsequently communicate their rhetorical thinking to the group at large.

Annotating Writing Resources and Guidelines 

I also prompt students to annotate material that offers guidance on some dimension of the drafting and revision process. When my students begin drafting their final research paper, for example, I scaffold the assignment by asking them to compose one or more body paragraphs in preparation for in-class peer review, and I use this activity to deepen their knowledge of paragraph structure as well as to reinforce their metacognitive engagement with the writing process. Here is one such example in which the student frames composing strategies against the backdrop of multiple writing assignments, specifically reflecting on the relationship of paragraph cohesion to stylistic flair.

NB : I do not recommend having students annotate  Join the Conversation  with Hypothesis since its interface does not work well with VitalSource.   

Synchronously Responding to and Discussing Annotations  

As noted, I often prompt students to read, review, and reply to one or more annotations posted by their peers in response to a scheduled reading for the day. After about ten minutes, usually toward the beginning of class, I reconvene the group for discussion in order for students to articulate and expand on the thinking at play in either their in-text annotations or their in-class response. Both types of annotations therefore serve students as conversational points of departure seeded in the margins of the text itself. When one student speaks to their original annotation, prior responders are naturally drawn into the flow of conversation having already formulated and anchored their thoughts to the “text-as-context” (Kalir). The same logic applies when responders speak to their written replies, since original posters likewise feel encouraged to participate in discussions that are discursively rooted in their thinking via original annotations.

Concluding Remarks 

All thing considered, these social annotation activities have animated my class discussion in both asynchronous and synchronous learning contexts, bringing new meaning to the value of annotation as a vital skill in the reading and writing repertoire of first-year students. With these practices at work, I believe that we as educators can better create the conditions of possible by which students may open up and demystify their otherwise solitary encounters with the reading process, making both meaning and place in the margins of our shared texts. On that note, I’m inclined to conclude with an excerpt from the poem “Marginalia,” in which Billy Collins sheds light on the art and practice of annotation:

We have all seized the white perimeter as our own  And reached for a pen if only to show  We did not just laze in an armchair turning pages;  We pressed a thought into the wayside,  Planted an impression along the verge. 

Zach Muhlbauer earned his BA in English and Philosophy at SUNY Geneseo in 2013 and serves as a Graduate Teaching Fellow for Baruch College. He is a student in the English PhD program at The Graduate Center, CUNY, where he acts as the OpenCUNY Co-Coordinator and researches the intersection of educational technology, knowledge infrastructures, and digital pedagogy.

Works Cited 

Ugoretz, Joseph. “”Two Roads Diverged in a Wood”: Productive Digression in Asynchronous  

Discussion.” Innovate: Journal of Online Education, Vol 1, Iss 3, 2005,  http://bit.ly/two- roads-diverged-in-a-wood .   

Kalir, Jeremiah H. “Open Web annotation as collaborative learning.” First Monday, Vol 24,  Num 6, 2019,  http://bit.ly/open-web-annotation-as-collaborative-learning .  

Zhu, Xinran, et al. “Reading and connecting: using social annotation in online classes.”  

Information and Learning Sciences, 2020,  http://bit.ly/reading-and-connecting .  

Additional Resources 

Sign up and add Hypothesis to your browser  

Creating Groups  /  Annotating with Groups   

Help Center for Using Hypothesis in Blackboard  

Teacher Resource Guide  

Hypothesis for Education  

Pressbooks 101

You might be familiar with Hypothes.is as a web annotation tool that you use through a browser extension, or by pasting a link in on their website. Now, you can harness the annotation power of Hypothes.is in Pressbooks. The annotator now comes built into core Pressbooks. You can use Hypothes.is as an annotator for editing groups working on a book, to handle peer review, and even as a classroom tool for students.

In this chapter, you’ll learn how to:

• Activate Hypothes.is for your Pressbook
• Register for a Hypothes.is account
• Create annotation groups
• Review annotation activity
• Access additional Hypothes.is resources

 Activate Hypothes.is for your Pressbook

By default Hypothes.is is not activated in your Pressbook. In order to turn on the annotation tool, click Settings on the right-hand menu, then click Hypothesis. This will load the Hypothesis Settings Page.

The Hypothesis Settings menu includes:

• Highlights on by default – check this box if you want the annotation highlights to be turned on by default for your book.
• Sidebar open by default –  check this box if you want the annotation pane to be open by default on your book.
• Enable annotation for PDFs in Media Library –  check this box if you want to enable annotation for PDFs in your media library.
•  Content Settings  – these check boxes control where Hypothes.is is loaded on your book. They include the front page, blog page, parts, chapters, front matter, and back matter.
• Allow – these fields allow you to apply Hypothes.is to specific parts, chapters, front matter, and back matter.
• Disallow – these fields allow you to turn off Hypothes.is for select specific parts, chapters, front matter, and back matter.

Register for a Hypothes.is Account

To use Hypothes.is you’ll need to register for an account .  To do so you’ll need to provide a username, email address, and password, and then click the Sign Up button. After that, you should receive a confirmation email with a link to click to validate your account.  If you don’t see this email check your Spam or Junk folder.  [1]

The first time you log into your Hypothes.is pane the How to Get Started box is displayed. It offers explanations of the different button functions and briefly how to use them.

To create an annotation or highlight, start by selecting the text and then choose either annotate or highlight. Choosing annotation will open the annotation pane to a new blank annotation field. Selecting highlight will highlight the text you have selected.

Annotation Pane Tour

•  Filter, Sort, Share, and Account  buttons
• Turn on/off highlights, create annotation buttons
• Text editor formatting tools – bold, italic, quotation, link, media, LaTex, numbered list, bulleted list,
• Preview annotation
• Tags Field – add multiple tags separated by commas
• Post button – you can use the drop-down button to easily switch between Public, Private, and Group posting

Once you’ve created an annotation it will appear in the annotation pane on the right side of the page.  It features the text that you’ve selected to annotation at the top, your annotation, and tags.

In the screenshot below, draw your attention to (1) the annotation, in this case, I’ve provided a map of Edinburgh, Scotland to show other users what the city’s layout looks like, (2) what tags look like when you use them on an annotation, (3) the edit, delete, reply, and share buttons.

You can also adjust the width of the annotation pane by dragging it to left (wider) or to the right (narrower).

Creating a Group

I recommend following the Hypothes.is Creating a Group step-by-step guide video tutorial. While it displays annotation on a web page, it is accessed through the Hypothes.is panel the same way it would be on a Pressbook.

Joining a Group

I recommend the following Hypothes.is Joining a Group step-by-step guide video tutorial. This might be helpful to show students if you’re using a group to manage class annotations.

Review Annotation Activity

Once you’re the member of a group, you can easily review the annotation activity for that group.

To navigate to the annotation activity for a specific group, open the annotation pane on your book and select the user icon to open the drop-down tray of options, then click on your username.

This will load your account page, from there click Groups and from the drop-down tray select the group you want to review. For example, in the screenshot, the PPP Editors group is selected.

This will load the group page that you’ve selected.  At the top of the page you’ll find (1) the group you’ve selected as a filter in the search box, (2) the account and group navigation options in the top right of the page, (3) a listing of the matching annotations for the group tag, (4) the name of the group and group information, (5) a listing of the top tags for the group, (6) a list of members in the group, and (7) the link to invite new members to the group.

Hypothes.is offers some great resources for using annotations with students and in groups. Check out the following resources:

Back to School with Annotation: 10 Ways to Annotate with Students  – offers 10 creative ways to use annotation with your students.

Annotation Tips for Students  – offers tips aimed towards helping students complete annotations.

Hypothes.is Education  – offers more guides and classroom examples for using Hypothes.is.

You can also check out the Hypothes.is YouTube channel tutorials .

• In the future, we hope to have a single sign-on using Wisc NetId. ↵

Pressbooks 101 Copyright © 2017 by L & S Learning Support Services is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Teaching Resources

Resource Overview

Guide on using Hypothesis, a social annotation tool used for collaboration, interactive reading, annotation, and discussion.

Hypothes.is (or Hypothesis) is a social annotation tool that places a conversational layer on top of texts to support collaboration, interactive reading, and engagement. Adding Hypothesis to readings in Canvas can increase active discussion right on top of PDFs and webpages, enabling students and instructors to add comments and start conversations in the margins of a course reading.

For more ideas and technical support, email the EdTeam team  or schedule a consult . You can also reach out to Becky George, WashU Customer Support Specialist at Hypothes.is, to get individual help and ideas for using Hypothes.is by emailing her or scheduling a consult with her.

• WashU licensed
• Seamlessly integrates with Canvas Assignments, Groups, and SpeedGrader
• Shared annotations and replies as well as private highlights and notes
• Use with webpages or searchable PDFs
• Can split students into small reading groups
• Ability to annotate with images, links, and videos
• Student resources, including instructions , tutorials , and guides on best practices and annotation types
• CTL managed and supported

Hypothesis makes reading active, visible, and social. A metanalysis conducted by Novak et al in 2012 suggested that social annotation tools can “lead to learning gains in higher education” (p. 47). In particular, the study found that social annotation activities contribute to “improved critical thinking, meta-cognitive skills, and reading comprehension” (p. 47). Preliminary findings in the same study also suggested that using social annotation “promotes motivation for reading and contributes to higher frequency of positive emotions and lower frequency of negative emotions” (towards the reading). In addition, Brown and Croft (2020) argue that social annotation is an inclusive teaching practice because of how it promotes collaborative knowledge building.

• Increase engagement on a reading assignment by asking students to share reactions, personal connections, or questions about a text. Such annotations make the reading experience social and spark conversations between students.
• Familiarize students with the expectations and objectives of your course by having them annotate the syllabus. This not only ensures that students read the syllabus, but also helps build community from the start .
• Help students read a difficult text together. In the instructions, ask students to raise questions about confusing concepts, share how they interpret the text, and add links to resources that define terms, provide examples or elaborate on concepts raised in the text.
• Help students do more close reading by asking probing questions or directing students to important parts of the text. Open the text in Hypothesis as a student would and add your prompts as annotations. Consider these 10 different types of annotations .
• Use a text or a section of a text to model how you would engage with it. Open the text in Hypothesis and add annotations to share your own responses, analyses, and meta-comments. You could also use this opportunity to introduce students to annotation etiquette , or best practices that make annotations more useful for others.
• Synthesize annotations using tags. Make sure that you and students add specific tags to your annotations such as by concept, topic, or comment type (e.g., “metaphor” “love” “resource” “follow-up”). This will allow you to search for this tag and quickly identify themes across annotations.
• Include multimedia in annotation by showing students how to add external images and videos in comments and replies. These can be immediately viewed in the comments window.
• Get ideas from the Hypothesis teacher community at Liquid Margins which meets regularly to discuss ideas for social annotation. All past recordings are available on YouTube .
• Discussion Board Alternative: Students benefit from conversations that take place within a text. This can keep their conversations specific and grounded. Students can post questions and then respond to other students’ questions OR you can place questions within the text for students to respond to.
• Comparative Activity: Students work to closely analyze a series of texts looking for commonalities, dissimilarities, or other points of importance for future discussion.
• Close Reading Practice: Students often fly through short complex texts too quickly. A Hypothesis activity can slow them down and encourage them to engage in slow, careful reading. Students may be tasked with adding definitions to unfamiliar words, grappling with passages that seem critical or patterns that stand out in the text, and linking to other texts or theories that a passage seems to allude to etc.
• Rhetorical Analysis: Students might be tasked with marking and explaining rhetorical strategies that they encounter in a text.
• Multimedia Writing: Students use Hypothesis to create a collaborative multimedia text by annotating a written text with images and video.
• Creative Writing Exercise: Students could respond creatively and collaboratively to a written text. It could also be used as an exercise (e.g. annotate “x” text in the voices of characters from a prior text).
• Syllabus Search : Students annotate for specific important course details such as due dates, course goals, and resources. This is a great beginning activity to build community and help students identify how your course relates to students’ personal and professional goals.
• Jigsaw Multiple Texts : Students are split into separate groups where each group reads a different text. After becoming “experts” on their assigned reading, they split into new groups with experts of other texts to teach each other about the text that they read.

• Brown, M. & Croft, B. (2020). “Social annotation an inclusive praxis for open pedagogy in the college classroom.” Journal of Interactive Media in Education, 1-8.
• Novak, E. et al. (2012). “The educational use of social annotation tools in higher education: A literature review.” The Internet and Higher Education, 15, 39-49.

Get Started

Hypothesis is fully integrated into Canvas. You’ll find it under Assignments and External Tools.

Here’s a great page designed to walk faculty through social annotation and using Hypothesis: https://web.hypothes.is/getting-started-with-canvas/

Hypothesis Tutorials

• How to set up and grade a Hypothesis Activity
• Quick 2-page overview

Additional Tutorials from Hypothesis (external links)

• How to set up Hypothesis readings through Canvas Assignments  
• How to set up Hypothesis readings through Canvas Modules  
• How to set up Hypothesis reading groups in Canvas  
• How to grade Hypothesis annotations in Canvas  

Ideas for How to Use Hypothesis

• Starter assignment ideas
• User-submitted assignment ideas
• NEW! AI Starter Assignments with ChatGPT
• Instructions for Students
• A student guide to Hypothesis in Canvas
• An Illustrated Guide to Annotation Types
• Annotation tips for students
• How to sync Hypothesis readings for imported Canvas courses

Related news and events

New hypothesis feature coming soon.

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Hypothes.is adds a collaborative layer over any online content. Through the power of social annotation, we can make online discussions more meaningful, productive, and engaging.

For 2024-22, Brock University has an institutional license with limited availability in Brightspace .

Examples of use

Roberto Nickel used Hypothesis in CLAS 1P95 Myths of the Greek and Roman Gods to replace 25 seminars in his large 500 person first year class. Read the case study for more information.

Martin Danahay used Hypothesis in his third-year Victorian Anthology course to teach textual analysis. Read the case study for more information.

• 1 Examples of use
• 2 Video Instructions

Video Instructions

Below is a video detailing the process of creating groups in Brightspace and associating them with Hypothesis for group annotation.

Below are the steps for creating groups in Brightspace and then associating them with Hypothesis for group annotation.

From the navbar, select Course Tools > Groups .

Select the New Category button to create a new set of groups.

From the navbar, select Content > Add Existing > External Tool Activity .

Scroll to the bottom of the External Tool Activity menu and select Create New LTI Link .

Title the new LTI Hypothesis (or based on the reading you’re assigning), and add https://lms.ca.hypothes.is/lti_launches as the LTI URL . Upon entering the URL, the Tool menu should automatically update to read Hypothesis.

Select Create and Insert .

The link will be created as a learning object in the Content area. Click the Open Link button to open Hypothesis.

In the Assignment Details window copy and paste the URL of the webpage/PDF of the reading the groups will be annotating.

Check the checkbox next to This is a group assignment .

Select the newly-created groups that were made in Brightspace from the Group set drop-down menu.

Select Continue .

The groups will now be integrated into the Hypothesis tool, along with the reading the students will be annotating. Group members will only see annotations made by other members of their group.

Please contact CPI at [email protected] with any questions or comments about the contents of this site.

Public vs Group Annotations: Fall 2019

By Chris Diaz | 13 December, 2019

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St. Petersburg Paradox and Bernoulu’s Hypothesis (with diagram)

Daniel Bernoulli evinced great interest in the problem known as St. Petersburg paradox and tried to resolve this. St. Petersburg paradox refers to the problem why most people are unwilling to participate in a fair game or bet.

For example, offer of participating in a gamble in which a person has even chance (that is, 50-50 odds) of winning or losing Rs. 1000 is a fair game.

To put in mathematical terms, a gamble whose expected value is zero, or more generally, the game in which the fee for the right to play is equal to its expected value is a fair one. Thus, according to St. Petersburg in an uncertain game a most individuals will not make a fair bet or, in other words, will not play the fair game.

Daniel Bernoulli provided a convincing explanation of the said behaviour of rational individual. According to him, a rational individual will take decisions under risky and uncertain situations on the basis of expected utility rather than expected monetary value.

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He further contended that marginal utility of money to the individual declines as he has more of it. Since the individual behaves on the basis of expected utility from the extra money if he wins a game and the marginal utility of money to him declines as he has extra money, most individuals will not ‘play the game’, that is, will not make a bet. It is in this way that Bernoulli resolved ‘St. Petersburg paradox’.

A graphic illustration will make clear Bernoulli’s solution to the paradox. Consider Figure 17.1 in which on the X-axis, the quantity of money (thousands of rupees) and on the Y-axis, marginal utility of money (rupees) to an individual are measured. Suppose an individual has 20 thousands of rupees with him and can make a bet at even odd (i.e., 50-50 chance) of winning or losing rupees one thousand.

If he wins the bet, money with him will rise to 21 thousand (20 + 1) rupees. If as a result of an increase in money with him, his expected marginal utility of money declines, then the expected marginal utility of extra one thousand rupees to him which is depicted by the rectangle CDFE is less than the extra marginal utility of the previous one thousand (i.e., 20th thousand) rupees which is measured by the rectangle ABDC.

In other words, the gain in utility in case of his winning the bet is less than the loss of utility in case of his losing the bet, though the gain and loss is the same in terms of monetary amount (i.e., Rs. one thousand). Thus, given the diminishing marginal utility of money the expected gain in utility is less than the expected loss of utility from one thousand rupees involved in the bet, a rational individual will therefore not make a bet with 50-50 odds.

In case he wins the bet, his monetary gain will be Rs. 1500 which will raise his money income to Rs. 21,500 and gain in his total utility will be given by the black-shaded area and if he loses the bet, his income falls by Rs. 1000 to Rs. 19,000 and as a result he suffers a loss in total utility equal to the red-shaded area.

It will be observed from Figure 17.2 that despite a smaller loss in money terms, the loss in terms of total utility is greater than the gain in total utility despite a greater increase in money in case he wins the bet. This happened due to the rapid decline in marginal utility of money as individual’s money increases.

It may be pointed out that in our discussion aboveabout the individual’s betting it is assumed that individual derives no pleasure from gambling, that is, he does not enjoy gambling for its own sake. This is another way of saying that the individual behaves rationally in the sense that he will behave on the basis of expected gains and losses of utility from winning and losing money through gambling.

Although Bernoulli’s hypothesis that individual decision to participate in a gamble or not, depends on his expected utility rather than expected money value of the game is of crucial significance in any discussion of individual’s behaviour under risky and uncertain situations. So long as there is no upper bound on the utility function, the prize in a gamble can be appropriately adjusted so that the paradox is regenerated. Further Bernoulli’s main point that an individual considers expected utility from the extra money rather than monetary value of the gain itself has found wide acceptance among economists.

However, a major drawback of Bernoulli’s expected utility hypothesis is that it assumes cardinally measurable utility which economists today find it difficult to believe. J. Von Neumann and O. Morgenstern adopted an entirely new approach to assigning numerical values to the utilities obtained from extra money by the individuals behaving in risky or uncertain situations, such as in case of gambling and insurance and they based their method of constructing utility index (which is envied at in a different way from the cardinal measurement of utility by neoclassical economists) on the expected utility hypothesis of Bernoulli. They showed that we can analyse the choice by an individual under risky and uncertain situation on the basis of N – M utility index.

Neumann-Morgenstern Utility Concept Index under Risky Situations:

Making use of Bernoulli’s idea that under risky and uncertain prospects as in betting, gambling and purchasing lottery tickets etc., a rational individual will go by the expected utilities rather than expected money values, Neumann and Morgenstern in their now famous work ” Theory of Games and Economic Behaviour gave a method of numerically measuring expected utility from winning prizes. On the basis of such utility index, called N-M index rational decisions are made by the individuals in case of risky situations.

Thus, Neumann- Morgenstern method seeks to assign a utility number or in other words, construct N-M utility index of the total utility of money which a person gets as his stock of money wealth increases. The choices by an individual under risky and uncertain situations depend on N-M utility index (i.e. expected numerical utilities) and with changes in money income.

Related Articles:

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• Risk Aversion and Insurance (Explained With Diagram)
• Risk Preference and Gambung: Why Do Some Individuals Gamble?
• Preference Hypothesis and Strong Ordering (Explained With Diagram)

Database Open Access

St Petersburg INCART 12-lead Arrhythmia Database

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Published: May 1, 2008. Version: 1.0.0

The St. Petersburg Institute of Cardiological Technics 12-lead Arrhythmia Database has been contributed to PhysioNet by its creators. It consists of 75 half-hour recordings extracted from 32 Holter records from patients undergoing tests for coronary artery disease, with reference annotation files containing over 175,000 beat annotations in all.

Please include the standard citation for PhysioNet: (show more options) Goldberger, A., Amaral, L., Glass, L., Hausdorff, J., Ivanov, P. C., Mark, R., ... & Stanley, H. E. (2000). PhysioBank, PhysioToolkit, and PhysioNet: Components of a new research resource for complex physiologic signals. Circulation [Online]. 101 (23), pp. e215–e220.

This database consists of 75 annotated recordings extracted from 32 Holter records. Each record is 30 minutes long and contains 12 standard leads, each sampled at 257 Hz, with gains varying from 250 to 1100 analog-to-digital converter units per millivolt. Gains for each record are specified in its .hea file. The reference annotation files contain over 175,000 beat annotations in all.

Data Description

The original records were collected from patients undergoing tests for coronary artery disease (17 men and 15 women, aged 18-80; mean age: 58). None of the patients had pacemakers; most had ventricular ectopic beats. In selecting records to be included in the database, preference was given to subjects with ECGs consistent with ischemia, coronary artery disease, conduction abnormalities, and arrhythmias; observations of those selected included:

These diagnoses were confirmed by enzyme assays, coronary angiography, electrophysiological study, and pressure monitoring where necessary. For each record, the .hea file includes the patient's age, sex, diagnoses, and a summary of features of the ECG. Each .hea file also includes a patient number (1–32) that identifies the source recording; all records with a given patient number were obtained from the same Holter recording. For convenience, this information is also collected in the files record-descriptions.txt and files-patients-diagnoses.txt .

The annotations were produced by an automatic algorithm and then corrected manually, following the standard PhysioBank beat annotation definitions . The algorithm generally places beat annotations in the middle of the QRS complex (as determined from all 12 leads); the locations have not been manually corrected, however, and there may be occasional misaligned annotations as a result.

Contributors

This database was contributed by the St. Petersburg Institute of Cardiological Technics (Incart), St. Petersburg, Russia. The database was initially developed by Viktor Tihonenko ( [email protected] ) and Alexander Khaustov ( [email protected] ). Additional verification was done by Sergey Ivanov and Alexei Rivin (Incart). Please refer questions and corrections to Evgeniy Yakushenko [email protected] .

Version history

September 18, 2015:

The header files have been updated to include the correct checksums and initial values for all signals. The signals and annotations have not been altered.

Access Policy: Anyone can access the files, as long as they conform to the terms of the specified license.

License (for files): Open Data Commons Attribution License v1.0

DOI (version 1.0.0): https://doi.org/10.13026/C2V88N

Topics: arrhythmia holter ecg

Corresponding Author

Total uncompressed size: 794.5 MB.

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• Download the ZIP file (563.5 MB)
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