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Recently, the authors engaged in a collaborative inquiry with a sixth grade science class to explore mind mapping, a graphic organizer that can be used to generate ideas, take notes, develop concepts and ideas, and improve memory (Buzan 1979). With a very limited body of research available on how to best use mind maps in the classroom, the authors decided to explore ways mind mapping could be used for the teaching and learning of middle school science. This article reviews research about graphic organizers, describes the ways the authors incorporated mind mapping into a sixth grade science curriculum, and discusses what they learned by using mind mapping as both a teaching and learning strateg

Any author (with or without a disability) can use the Accessibility Checker feature to find potential accessibility issues and instructions for how to fix them. This article provides details on the issues the Accessibility Checker looks for, and gives some information on how to resolve them. Through notifications in the Backstage View and a task pane that helps authors navigate to, and resolve issues in their file, the purpose of the Accessibility Checker is to help authors improve the accessibility of documents, spreadsheets, and presentations that they create.

No limit on number of authors

Authors Who Skype With Classes & Book Clubs (for free!) 

Helen Barrett Google Apps Authoring Tool Comparison

ScreenSteps combines everything you need, screen capture, image editing and documentation authoring, allowing you to create better documentation in less time.

create your own map.Someone has done author maps at www.mapsoftheclassics.blogspot.com

Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators.

OpenSem: A Student-Generated Handbook for the First Year of College Author: Robin DeRosa Publication Date: January 7, 2017 Hashtag: #opensem Copyright: 2017 by Robin DeRosa.

Posted on this site are excerpts of original manuscripts, each of which has been annotated by undergraduates who have spent a semester critically evaluating the work and assessing the authors' own perspectives. Deep research by UGs. By including their interviews with primary investigators, links to background information, and tips for understanding and critically interpreting data, these undergraduates have developed a unique pedagogical tool that should enhance their peers ability to navigate and understand the primary literature. Developing scholars will benefit from their colleagues' insights as they are invited to explore the living history of a scientific inquiry.

"his ubitour version of Verne's adventure classic is enhanced with 2d codes, which extend the book into the digital world. With an iPhone or other appropriate Internet mobile phone you can participate in online conversations about the book, its characters, or author. The book also links Fogg's adventure to online interactive maps. Last, but not least, each chapter of the book is linked to its audio and video versions, which can be streamed or downloaded onto the mobile phone."

The intent is to help anyone create their own textbooks, on their own topics, for their own audience.

mentioned and demoed by Jose Antonio Bowen

"Retrieving legacy files As the old dropbox knew no separation of files by assignment (one of its major limitations), it was not possible to move these files into assignments during the upgrade, and there is no storage area facility available into which they could have been moved, so they are not directly accessible within the application after an upgrade or in courses restored from earlier versions. The old dropbox code used Perl, which has been completely removed from the web application in release 9, so the dropbox cannot be accessed anymore to retrieve the legacy files. A rudimentary Java-based interface is being provided to enable each user individually to download any legacy files they may wish to retrieve. These files can then be submitted in newly created assignments as desired or stored in one's Virtual Hard Drive inside the Blackboard Content System, if that is licensed by the institution and enabled by the system administrator. Unfortunately this interface is not exposed via any link in the application. System administrators or helpdesk staff can however make available such a link to their users, either assisting them with file retrieval on an individual basis or by publishing the download link to their users, e.g. in a system announcement. Community Engagement license holders may also wish to add an HTML portal module with this link, thus simplifying the download process, or add it as external link to the tool panel (in the portal menu column). The location of this interface (relative to your server root) is: /webapps/blackboard/execute/ddb It is important to note that this is not a file system location. You actually have to access the URL via a web browser! Sample HTML for a portal module named something like "Digital Dropbox Download": Download your digital dropbox files here When a user accesses this link, he will either see a message that no files were found for him, or a list of courses in w

Here's a valuable set of resources for Health Sciences education: "60 public access virtual patient cases released under a Creative Commons licence for open use and reuse. Cases were created working with subject experts in workshops across the province. Using the open-source OpenLabyrinth platform the PINE project has a research and development theme investigating common simulation, gaming and narrative patterns in educational case design. This is facilitated by the use of the Vue topic mapping toolset that allows authors to create visual representations of activities and decision making processes."

There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.

1. Start a Blog 2. Buy an Audio Recorder and Learn to Use It 3. Start Editing Audio 4. Post an Interview (or Podcast) on Your Blog 5. Learn How to Shoot, Crop, Tone, and Optimize Photos (And Add Them to Your Blog) 6. Learn to Create Effective Voice-Over Presentations with Rapid Authoring Software

Digital critical editions of landmark works by New England's most important authors featuring additional historical information and educational insight into contextual themes.

Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet.Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational fielddo not really know what Web 2.0 means. Since the author started to explore and use Web 2.0 technologies in her owndevelopment/improvement, she has been intrigued by their potential and, especially, by the possibility of integrating them ineducation and in particular in the teaching activity.The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and thedevelopment / adoption of best practice in teaching and learning with web 2.0 in higher education (HE).The article main objectives are: * to introduce theoretical aspects of using Web 2.0 technologies in higher education* to present models of integrating Web 2.0 technologies in teaching, learning and assessment* to identify the potential benefits of these technologies as well as to highlight some of the problematic issues /barriers encountered, surrounding the pedagogical use of Web 2.0 in higher education* to propose an agenda for future research, and to develop pedagogy 2.0 scenarios for HE sector. © 2009 Elsevier Ltd. All rights reserved

Kathryn Schulz, author of Being Wrong.