Hypothesis

bioRxiv and medRxiv have launched an updated article-level commenting experience with Hypothesis, opening the door for deeper dialogue and engagement on preprints across the life sciences. This feature builds on our long-standing collaboration with the openRxiv team, responsible for bioRxiv and medRxiv, and reflects our shared commitment to improving how readers, authors, and communities interact with research. While different from line-by-line social annotation, commenting supports the same goal: strengthening human-centered conversations around scholarly work. As more researchers and educators look for ways to bring authentic discussion into the reading process, we’re excited to see this next evolution take shape. Explore and comment on bioRxiv and medRxiv preprints: https://hubs.li/Q049Plxh0 #HigherEd #EdTech #Preprints #OpenScience #ResearchCommunity

What does AI literacy actually look like as an assignment? Not a lecture about how LLMs work. Not a policy debate about ChatGPT. It looks like this: a student highlights a citation in an AI-generated passage, searches for the original source, discovers it doesn't exist, and writes an annotation explaining what they found while their classmates do the same thing on the same document. That's social annotation. That's how verification becomes a skill, not a concept. We built a free course pack with four passages and everything you need to run this in your course: https://hubs.li/Q047gXV00 #AILiteracy #HigherEd #TeachingWithAI #EdTech

Students today can generate answers faster than ever. But speed isn’t the same as understanding. Understanding takes friction. It takes uncertainty. It takes sitting with an idea long enough for it to change you. When learning is reduced to output, we lose sight of the slow work of reasoning — questioning assumptions, weighing perspectives, refining interpretations. Technology may accelerate production. It doesn’t replace depth. How do you create space for slow thinking in your courses? #HigherEd #TeachingAndLearning #CriticalThinking

We didn't build a one-size-fits-all AI literacy lesson. We built four. One for each discipline: 🔭 The Space Race — for any course, broadly accessible 📜 The American Revolution — humanities, tests what students think they know ⚖️ Governing the Machine — policy, social science, law 💻 Python Code Review — CS, data science (yes, the code has bugs AND the explanation lies) Pick the one that fits your course. Each is a standalone activity with answer key and instructor guide included. You can download the course pack here: https://hubs.li/Q047gSxf0 #AILiteracy #HigherEd #TeachingWithAI #EdTech

There’s a moment when a student changes their mind. It’s quiet. A comment from a peer reframes something. A passage they hadn’t noticed suddenly feels important. That moment — when interpretation shifts — is where learning lives. But those moments are easy to miss if we only see final submissions. Learning isn’t just about correct answers. It’s about intellectual movement. How do you notice when a student’s thinking evolves? #HigherEd #TeachingAndLearning #StudentEngagement #HigherEd

Question for Faculty: Which errors do you think your students would struggle to catch? We hid AI hallucinations at three difficulty levels inside real-looking passages. Students use Hypothesis to find them together. Drop your answer in the comments 👇 Free download: https://hubs.li/Q047gVYc0 #AILiteracy #HigherEd #FacultyLife #TeachingWithAI #EdTech

Happening tomorrow. Looking for ways to re-energize student engagement with course readings? Don’t miss our upcoming workshop: "Learning Lab: Trying Hypothesis Mid-Semester" We’ll share practical strategies for using social annotation to help students read more actively and engage more meaningfully with course materials—even partway through the semester. 📅 Tomorrow — Thursday, March 26 | 2:30 PM ET 👉 Register now while there’s still time: https://hubs.li/Q0468hph0 #HigherEd #StudentEngagement #TeachingAndLearning #EdTech

Faculty don’t just deliver content. They design experiences. Every assignment, every discussion structure, every reading prompt sends a signal about what matters. If we design for completion, students optimize for completion. If we design for visible reasoning, students practice judgment. The structure of learning shapes the habits students carry beyond the classroom. What design choice in your course has had the biggest impact on how students think? #HigherEd #FacultyDevelopment #TeachingAndLearning #StudentEngagement

"How do I make assignments AI can't do for students?" Here's one answer: make AI the subject. Students get an AI-generated passage. They annotate it collaboratively using Hypothesis — checking every claim, verifying every citation, flagging what doesn't hold up. AI can write a discussion board post. It can't investigate its own hallucinations in a shared document with classmates watching. That's the point. Free course pack: https://hubs.li/Q047gNmm0 #AILiteracy #HigherEd #CriticalThinking

AI doesn't just get things wrong. It gets them wrong confidently. A fabricated citation in the right format with a plausible journal name and a real-sounding author? Most students won't question it. We created passages with exactly these kinds of errors — and built a collaborative activity where students learn to catch them. The skill isn't knowing the answer. It's knowing to check. Free download: https://hubs.ly/Q047gQzZ0