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This is BBC's short science videos page. You can find all kinds of topics on physicas, the brain, biology, genetics, etc. Very helpful stuff for use in classes or flipped classrooms.

SnagIt is a screen capture technology. Here R. Stannard's short video (14 min.) shows 5 was to use SnagIt in the flipped classroom. SnagIt allows you to record the computer screen and the audio as well, so a presentation can use a variety of resources, such as YouTube or a PowerPoint presentation, with your own description, information, questions, etc. NB: This address is Stannard's YouTube channel, which gives access to many other of his videos.

Bunches of things to do online and for flipped classroom, too

Good advice on how to use video, prepare your students, deal with students who don't engage or don't do the homework. Use embedded Google Form or questions in the video itself. Hold kids accountable. Tips and techniques also on how to prepare your videos for homework.

This two-step exam process sounds like a great way to do online-exams: "The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods." The paper is from The Physics Teacher, AAPT.

"But there's a big difference between watching a video and learning something from it. Videos are great for presenting visual information and emotional appeals, but not particularly effective at diving below the surface of non-visual theoretical or abstract topics or for driving critical thinking.... (Nielsen, 2013)" Offers 4 tips on how to successfully incorporate instructional video into your class. Takes some lessons from strategies used in Coursera.

This blog describes a first experience with using a backchannel to help out students while they were watching a history film in class. Applicable across the curriculum and for ESOL.

"Every educator, from kindergarten to graduate school, should contribute to the important and significant work of teaching students to use online sources and social networks for educational and professional goals. To ignore the technology, or assume that our students already know it because they use it every day, is to participate in educational malpractice." A very sensible article about what main tools are used to move kids from social media to academic purposes -- and how to get them there. Speaks to PLNs, PLEs, Pinterest, curation with Diigo, Symbaloo, Netvibes, Twitter. Very good explanation of how the work, the advantages, and the possible problems. Hybrid Pedagogy is a Digital Journal with a team of editors and writers.

Create a text chat on the fly. Set up a public pad without sign-up, then invite others to join you. Use it for backchanneling questions during a lecture or meeting. Or embed a Google Hangout to allow more than 10 users to follow the audio talk.

Many of these sites/apps have surprising features, such as the ability to insert a poll, educational portals where student accounts can be created, easy embedding of a collage or slideshow in a blog, student response systems within the slideshow, video mash-up, animation, video narration side-by-side, etc. Far more than Powerpoint can do.