Just the opposite in fact.
Jesse, I really appreciate your (and Kris’s) criticisms here.
Jeremy Dean

What I personally always yearned for in all educational experiences was “facilitated asynchronous peer reading”, if you want to call it that. I wanted that instead of having to read something together in class once again and “losing” time — that could be used for elaborating on the basis of the content on a deeper level — on getting to a common level of understanding. With H, I imagine the experience of reading homework to be exciting and eye-opening. Read the text on your own first, make markings, read it again and bring up annotations, digest those, and read it a third time with heightened understanding. Especially seminal pieces/author such as Goethe, Moon Palace or Sartre could be enriched beyond comprehension by having especially the mindful, introverted people pitching in on their own time.

This gets more exciting when you consider that different generations will be able to see how former generations have reacted to the same piece of art. That begs of course for annotation sorting options and access limited to certain groups but I am sure that is on your roadmap already.

(Found Hypothes.is a week ago and my mind is still wandering back to it regularly. Heard great podcast about W3C’s standard for copyright and had to smirk because I had been exposed to it via a tweet about H for the first time in that same week. Excited to continue following your journey.)

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