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Complete the storyCreate a story and ask students how it should continue. Students can post their ideas on the Padlet. Finally, take some of your students' ideas and complete the story. You’ll have some funny stories!

What is Padlet?

This means that you can ask a short answer question and send respondents to a new question based upon their responses.

Blubbr is a neat quiz creation service that you can use to create video-based quizzes. Using Blubbr you can create interactive quizzes that are based on YouTube clips.

the value of writing for real audience and establishing their digital presence.

Participating in Twitter chat is the cheapest and most efficient way to organize one's own PD

Somewhere between a PowerPoint presentation and a full-fledged video is the audio slideshow.

There are loads of other features as well, like highlighting on a webpage, adding sticky notes to pages, saving pages to read later without actually adding them to your collection and so much more.

visual collaboration platform:

interactive tool

Miro allows teachers to present material while students can be interactin

This article focuses on the use, potential benefits, and best practices of interactive visual media in online education and remote learning. We will discuss: What are the main arguments for interactive visual media in online learning? What are some examples and best practices for creating visual learning materials for students? How can students use interactive visual media for documenting and sharing their learning?

Interactive images, videos, and virtual tours can support online learning by providing an alternative to text-based communication. Here are three arguments for why this is the case.

Humans remember pictures better than words (the “picture superiority effect”)

This may seem obvious, but judging by the notices we have received, many teachers (and especially students) are under the impression that if it is on the web, then it is up for grabs.

That is, in some cases, if an image, text, video, etc. is being used for educational purposes, there might be more flexible copyright rules.

But make sure to check specific copyright restrictions before uploading anything you’ve scanned to the web!

By Natascha Chtena November 22, 2015 5 Comments   .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } }   googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena.       One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material.   Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a

The key is to not be too ambitious (unless of course you are teaching a language AND culture class) and to set realistic goals: one song one major point! I usually keep it to seven minutes max, which includes a song, a very short “lecture” and some time for student questions at the end.

The University System of Maryland now requires undergraduates to take 12 credits in alternative learning modes, including online. Texas has proposed a similar rule. The Minnesota State Colleges and Universities system is pushing to have 25 percent of credits earned online by 2015.

In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A. "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."

When Central Florida began experimenting with online courses in the mid-1990s, it didn't expect demand from on-campus students like Ms. Black. Officials figured they'd get students who lived far away. But early on, about 75 percent of online students were already on the campus or lived nearby.