Concordance of Digital Tools:
Valuable teaching always involves contact with students in a way that makes their learning meaningful. A variety of tools enhance contact between teachers and their students in digital environments. On this page, we compile a growing list of useful tools for extending conversation or activities outside the boundaries of the traditional online or on-ground classroom.
About.Me
About.Me is a social introduction site that creates the equivalent of a web-based business card for a user. He can upload a photo, write a short description, and include a list of relevant links (email, blog, Twitter, etc.). Essentially, About.Me creates a web presence for someone who either does not have a web site herself or, more than likely, interacts with the web in a number of different places. It serves as a great way to have students introduce themselves, their interests, and their experiences to their peers in an online environment. https://about.me/
Bit.ly is a simple but important tool for shortening long URLs. Students using Twitter or posting a list of links to a blog or inside of an email will benefit from Bit.ly’s functionality. Especially useful with Twitter, which limits post lengths, Bit.ly links can streamline posts and make them more efficient. Bit.ly can also track the number of times a link is clicked on. https://bitly.com/
Crocodoc, like Google Docs, permits users to upload and comment on text. Like all of the tools in this section, Crocodoc accounts are free to use, and users can share documents and folders across the platform. Crocodoc uses technology different from Google Docs in that documents uploaded to Crocodoc are turned into a static HTML picture that users can write and comment upon. The benefit of using Crocodoc comes from the severed link between the author and text. Once a user uploads a document or PDF to Crocodoc it cannot be edited by the user while it waits for the comments of others.
When an instructor opens a Crocodoc folder, she has the ability to make the contents of that folder public, either for viewing or commenting. In a public folder students can upload pieces of writing or PDF reading material and share comments or annotations with other students. Similarly, students can open folders on their own, share them with each other, and use them as a document sharing system for collaborative projects.
Perhaps you assign an academic essay for homework, but you want students to do more than just read it. You want them instead to annotate the article in a group to prepare for a class discussion. Crocodoc allows you to upload a version of the reading for each group, and all of the students in the group will have the ability to highlight text, pose questions, or bracket sections of the reading. As students log-in to Crocodoc, the application identifies all of their annotations with their user name so that you can monitor the amount of work done by each student.
The distinction between Google Docs and Crocodoc deserves one more comment. Because Google Docs leaves all documents dynamic and editable, it is not the best choice when you want students interacting with a piece of writing that must remain in a stable form. Crocodoc is better suited for this kind of work in its ability to capture a particular version of a document. http://crocodoc.com/
When an instructor opens a Crocodoc folder, she has the ability to make the contents of that folder public, either for viewing or commenting. In a public folder students can upload pieces of writing or PDF reading material and share comments or annotations with other students. Similarly, students can open folders on their own, share them with each other, and use them as a document sharing system for collaborative projects.
Perhaps you assign an academic essay for homework, but you want students to do more than just read it. You want them instead to annotate the article in a group to prepare for a class discussion. Crocodoc allows you to upload a version of the reading for each group, and all of the students in the group will have the ability to highlight text, pose questions, or bracket sections of the reading. As students log-in to Crocodoc, the application identifies all of their annotations with their user name so that you can monitor the amount of work done by each student.
The distinction between Google Docs and Crocodoc deserves one more comment. Because Google Docs leaves all documents dynamic and editable, it is not the best choice when you want students interacting with a piece of writing that must remain in a stable form. Crocodoc is better suited for this kind of work in its ability to capture a particular version of a document. http://crocodoc.com/
Diigo (the acronym stands for Digest of Internet Information, Groups, and Other stuff) is a cloud-based content sharing application. Functional for desktops and mobile devices, Diigo saves web content and allows users to annotate it. Lists can be shared between members of a group. A set of course readings, for example, can be collected inside Diigo and published to a class. Students can then annotate their own copies of material. http://www.diigo.com/
As an add-on component easily embedded into a blog or website, Disqus delivers unique commenting functionality. Whereas a standard blog commenting widget will provide limited commenting, the Disqus commenting space allows embedded comments, activity from mobile devices, and the ability to present information about the comment community. http://disqus.com/
Edmodo is an online learning environment designed for teachers and students. It is free to use, and it's interface looks almost identical to Facebook. Students and teachers, once they are linked together in a course, can post messages and share web content with each other. Instructors can build assignments in Edmodo, compile grades, and start discussion forums. Edmodo can functions as a stand alone LMS, but can also serve merely as a portal for class communication and reflection on specific content.
Edmodo can become complicated by too many messages if users are over zealous in their posting habits. However, the beauty of Edmodo, like Facebook, is the ease with which users can share web pages, videos, and pictures. Edmodo can serve as an instructor's main hub for web content only. Links to Google Doc sign up sheets or Crocodocs PDFs can be loaded into Edmodo so that students have a chronological list of documents vital to a course. Edmodo permits students to communicate with the entire course by writing a post, and the reply feature of each post permits on-going discussion.
Edmodo incorporates two centrally useful features: a mobile app and email notification capability. Using either of these allows students to keep up with the work of the class without having to check the portal endlessly. http://www.edmodo.com/
Edmodo can become complicated by too many messages if users are over zealous in their posting habits. However, the beauty of Edmodo, like Facebook, is the ease with which users can share web pages, videos, and pictures. Edmodo can serve as an instructor's main hub for web content only. Links to Google Doc sign up sheets or Crocodocs PDFs can be loaded into Edmodo so that students have a chronological list of documents vital to a course. Edmodo permits students to communicate with the entire course by writing a post, and the reply feature of each post permits on-going discussion.
Edmodo incorporates two centrally useful features: a mobile app and email notification capability. Using either of these allows students to keep up with the work of the class without having to check the portal endlessly. http://www.edmodo.com/
Google Docs. Google's online word processing tool and filing system provides a way for students to write, edit, and collaborate in an environment that is always updated and accessible. Anyone who creates a user profile with Google receives access to Google Docs, along with GMail, Google Calendar, and a variety of cloud applications. It includes a simple editing tool, familiar with anyone who has used MS Word or WordPerfect, but anything created in Google Docs is sharable within small groups (by invite) or to the Web at large with several simple privacy setting buttons.
On the instructor side, documents shared within the Google Docs network are sortable and searchable. Every document shared with you is a live version of the student's writing, permitting access to the student's work throughout the semester. Students can add small pieces of writing in a chronologic discussion of instructor-prompts (like a private, online journal), and instructors can append comments to the text in a Google Doc to encourage communication.
In a more elaborate sense, Google Docs allows small groups to work together in a collaborative writing and research project. In an Introduction to Sociology course, as the instructor, you might ask students to complete an annotated bibliography and proposal for a research paper in Google Docs. One student would open a document and share it with you and her team members. Over the course of several weeks, students could conduct research, add bibliographic entries and annotations, and comment back and forth on their work within the Google Doc. As the instructor, you can assess their progress and add comments as well. When each student has to draft a proposal for the research project, he would have the research and annotations of his peers to guide his research. Students could share the texts of their 500-word research proposals in order to analyze how their thesis statements bear similarity or conflict. https://docs.google.com/
Other Google Tools (GCal, Books, Scholar, and Plus). Google Calendars are useful for building a list of class assignments, meetings, etc. and sharing it electronically with students. Google’s ubiquitous web presence and functionality permits users to submit calendar items easily with a text message and to embed a dynamic view of the calendar within a blog or other course space. Google Books gives users access to publication information and, in some cases, actual page content from a variety of published material. Google Scholar serves as an open database of scholarly articles. Google Plus is a social media site that permits users to add others to circles and share web-content easily.
On the instructor side, documents shared within the Google Docs network are sortable and searchable. Every document shared with you is a live version of the student's writing, permitting access to the student's work throughout the semester. Students can add small pieces of writing in a chronologic discussion of instructor-prompts (like a private, online journal), and instructors can append comments to the text in a Google Doc to encourage communication.
In a more elaborate sense, Google Docs allows small groups to work together in a collaborative writing and research project. In an Introduction to Sociology course, as the instructor, you might ask students to complete an annotated bibliography and proposal for a research paper in Google Docs. One student would open a document and share it with you and her team members. Over the course of several weeks, students could conduct research, add bibliographic entries and annotations, and comment back and forth on their work within the Google Doc. As the instructor, you can assess their progress and add comments as well. When each student has to draft a proposal for the research project, he would have the research and annotations of his peers to guide his research. Students could share the texts of their 500-word research proposals in order to analyze how their thesis statements bear similarity or conflict. https://docs.google.com/
Other Google Tools (GCal, Books, Scholar, and Plus). Google Calendars are useful for building a list of class assignments, meetings, etc. and sharing it electronically with students. Google’s ubiquitous web presence and functionality permits users to submit calendar items easily with a text message and to embed a dynamic view of the calendar within a blog or other course space. Google Books gives users access to publication information and, in some cases, actual page content from a variety of published material. Google Scholar serves as an open database of scholarly articles. Google Plus is a social media site that permits users to add others to circles and share web-content easily.
Layar
Described as an “augmented reality platform,” Layar permits mobile device users to interact seamlessly with both online and physical content. With Layar, students can scan the physical environment around them with a mobile device’s camera to either obtain more information about what they are seeing or input information for future Layar users. Users can also build Layars and share them with others for use. http://www.layar.com/
Markup
Markup is a simple tool that a user adds to her web browser bookmark list. It allows users to annotated content on the web with a couple of simple graphic tools and share the content. For example, while reading a news story, a student can highlight a paragraph or jot down textual notes. Markup will create a new link for the annotated page and prompt the student to share the link via Twitter, email, or another method. http://markup.io/
Min.us
Min.us is a photo sharing space. Its simple interface permits users the ability of uploading photos from multiple devices, building albums, and sharing content with open links. Min.us can also be valuable for sharing pictures copied from web content. http://minus.com/
Prezi
As a new century solution to static slide presentation software, Prezi allows users to compose visually dynamic presentation content. Prezi presentations incorporate unique movement between screens and encourage users to re-think the linear flow of a presentation. Because Prezi is web-based rather than produced on a local machine, presentations built in Prezi can be displayed from any wired device and shared across platforms. http://prezi.com/
Reddit is a social news aggregating site. Think of it as a forum discussion space combined with a social media content site like Digg. Reddit members vote submitted media content up or down and organize information into “subreddits” that are characterized by particular interests. Posting to reddit or reviewing a list of articles within a particular subreddit would allow students direct interaction with concrete web content relevant to a class discussion topic. http://www.reddit.com/
Intended to serve as a stop-motion camera for the torrent of information we get from social media, Storify allows the user to arrange pieces of conversations to construct a narrative. It’s a beautifully simple concept: if a specific interaction over Twitter matters now, it might be important later, to tell the story of an idea or debate. If Twitter recreates conversation and sharing as digital practices, Storify becomes the digital documentarian of new media interaction. Currently, it allows users to bring order to ongoing conversations across multiple platforms -- Twitter, Facebook, YouTube, Flickr, Instagram, and Google+. http://storify.com/
Typically understood as a microblogging platform, Twitter combines the ubiquity of e-mail with the public discourse feature of blogging communities. Any user can create a Twitter account for free, quickly learn the simplicity of its interface, and add other users with whom to communicate. Within Twitter, users "Follow" other users and read a collection of updates from those whom they follow. Twitter's expansive reach translates into regular updates from and contact with media conglomerates, non-profit organizations, artists, and government organizations for Twitter users. More importantly though, Twitter users share linkable conversation with friends and peers in an environment that is only rivaled by chat programs for its immediacy.
Twitter permits an instructor to build a list of students within the same class and distribute updates, short messages, and links quickly to that group. Because Twitter posts can link to outside documents, instructors can send a Twitter post that references a class reading and creates a digital conversation about that reading. Twitter is not synchronous, like chat, forcing users to use the program at the same time. Instead, students can read a threaded discussion on Twitter, add to its content, and have multiple conversations with other users on the list in a digital and public environment.
For example, imagine that, as the instructor of an Introduction to Chemistry course, you want students to read and post a news article about chemistry every two weeks. Students conduct their research according to the guidance you provide, and each posts a link to a relevant article. In the second layer of this assignment, you might ask students to review three articles submitted by their peers. Because Twitter posts are public, all students will be able to see each other's links. As the instructor, you can require students to communicate to each other regarding an overarching question you pose, or you can direct everyone's attention to one article as a class reading. In this way, the students become valuable in making the content of the instruction relevant by helping to choose texts and engaging in communication about those texts. https://twitter.com/
Twitter permits an instructor to build a list of students within the same class and distribute updates, short messages, and links quickly to that group. Because Twitter posts can link to outside documents, instructors can send a Twitter post that references a class reading and creates a digital conversation about that reading. Twitter is not synchronous, like chat, forcing users to use the program at the same time. Instead, students can read a threaded discussion on Twitter, add to its content, and have multiple conversations with other users on the list in a digital and public environment.
For example, imagine that, as the instructor of an Introduction to Chemistry course, you want students to read and post a news article about chemistry every two weeks. Students conduct their research according to the guidance you provide, and each posts a link to a relevant article. In the second layer of this assignment, you might ask students to review three articles submitted by their peers. Because Twitter posts are public, all students will be able to see each other's links. As the instructor, you can require students to communicate to each other regarding an overarching question you pose, or you can direct everyone's attention to one article as a class reading. In this way, the students become valuable in making the content of the instruction relevant by helping to choose texts and engaging in communication about those texts. https://twitter.com/
Video content from both of these sites are easily shared through links. Of secondary importance to the videos are the data related to audiences: number of views, viewer comments, and channel collections. Links to Vimeo or YouTube content can be useful in directing students toward a helpful lecture, specific instructions, podcasts, and other sharable video media. http://vimeo.com/ | http://www.youtube.com/
Weebly/Wix
Both Weebly and Wix simplify web-page design for users who want to quickly publish content to the web. Users can build a simple web site with a variety of template choices. Users can build a variety of different pages with buttons that link from the main page. Both sites are good primers for web publishing beyond the simple blogging platform. Web pages built on both sites remain free for users as long as the company’s name remains part of the page’s URL. Weebly pages are HTML-based. Wix pages are more dynamic and Flash-based. http://www.weebly.com/ | http://www.wix.com/
Wordpress
Wordpress acts as a web publishing tool, allowing users to create multi-page blogs. Many of the tools covered here permit quick communication or peer review functionality. Wordpress presents text with more authority and control for the author. Instructors can deliver longer form web-lectures and authored content via Wordpress that can be tagged, shared, and re-organized. Wordpress is a place where an instructor could author the syllabus or textbook for a course and where students can compile a long form academic project. Blog entries on Wordpress are usually organized chronologically, matching well with regular class meetings. Wordpress's various themes and user-friendly interface allow authors a graphically-sophisticated place for their text. Wordpress can also be used to create standard web-pages without a blog component, ePortfolios, etc.
http://wordpress.com/
http://wordpress.com/