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"Create, share and reuse interactive HTML5 content in your browser Interactive Video, Create videos enriched with interactions Course Presentation, Create a presentation with interactive slides Branching Scenario (beta), Create dilemmas and self paced learning Y mucho más: Games Multimedia Questions Social media"

1) the ways they currently implement Twitter in their teaching and learning, 2) ideas for future development of Twitter-based assignments and pedagogical practices, and 3) issues concerning the integration of Twitter and other digital media into both traditional and non-traditional pedagogies. Collaborators should feel free to add material to these pages, to comment on existing material, and to share links to relevant external readings and resources. It may be helpful to tag your contributions with your Twitter handle. Collaborators are asked to please respect this space as a forum for open and respectful dialogue and networking. Let's fill up the pages below with great ideas!  Share the ways you currently implement Twitter in your teaching and learning: Students in my course New Information Technologies do an "Internet Censorship" project, focused on a specific country. I ask them to follow a journalist who tweets on that country as part of their research to understand the state of Internet freedom in the country they select. -- Lora Since shortly after Twitter was launched, I've experimented with various iterations of "The Twitter Essay," an assignment that has students considering the nature of the "essay" as a medium and how they might do that work within the space of 140 characters. -- Jesse (@Jessifer) In my fully online classes, I've started using Twitter to replace the discussion forum as the central location for student interaction. -- Jesse (@Jessifer) Show Tweets that have gotten people arrested and prompt discussion on whether it is fair that anyone be arrested for any Tweet in the US, who is likely to be arrested for their Tweets, what kinds of Tweets are likely to prompt arrest, etc. Students in my First Year Seminar course "The Irish Imagination: Yeats to Bono" developed a platform for digital annotation of Irish literature. Embedded in their platform was a twitter feed of relevant individuals/groups, makin

"See how this incredible feat of engineering came together in our interactive infographic below - and discover the lesser-known events too, including the first pizza delivery and the mission where astronauts were woken up each morning by a Monty Python song."

"eXeLearning is an easy to use authoring tool under GPL-2+ to create educational web contents. Installing eXeLearning on Ubuntu: sudo snap install exelearning eXeLearning generates interactive contents in HTML5 and other formats and it allows you to create websites including text, images, interactive activities, image galleries, evaluating rubrics, multimedia clips, games... All the educational materials can be exported in different formats: SCORM, IMS, ePub, responsive HTML website, XLIFF... eXeLearning is available for GNU/Linux, Microsoft Windows and Mac OS X. Go to https://exelearning.net/ for more download options."

"The easiest way to engage your students with videos pick a video, add your magical touch and track your students' understanding Save time Take already existing videos from Youtube, Khan Academy, Crash Course, etc. or upload your own. Engage students easily Enable self-paced learning with interactive lessons, add your voice and questions along the video. Reinforce accountability Know if your students are watching your videos, how many times and see the answers they give."

"EdX is a nonprofit online initiative created by founding partners Harvard and MIT and composed of dozens of leading global institutions, the xConsortium. EdX offers interactive online courses and MOOCs from the world's best universities and institutions. Open edX is the open source platform that powers edX courses. Through our commitment to the open source vision, edX code is freely available to the community. Institutions can host their own instances of Open edX and offer their own classes. Educators can extend the platform to build learning tools that precisely meet their needs. And developers can contribute new features to the Open edX platform. Our goal is to build a thriving worldwide community of educators and technologists who share innovative solutions to benefit students everywhere. We invite you to explore Open edX and participate in our growing movement. Frequently Asked Questions What is Open edX? The Open edX platform is a free--and open source--course management system (CMS) that was originally developed by edX. The Open edX platform is used all over the world to host Massive Open Online Courses (MOOCs) as well as smaller classes and training modules."

"The Hot Potatoes suite includes six applications, enabling you to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web. Hot Potatoes is freeware, and you may use it for any purpose or project you like. It is not open-source. The Java version provides all the features found in the windows version, except: you can't upload to hotpotatoes.net and you can't export a SCORM object from Java Hot Potatoes. "

"A webinar can take many forms, such as a meeting, presentation, or workshop. The main difference between running a webinar and simply posting a video is the interactive component the former offers. Attendees typically view webinars in real time, and there is often the option for them to participate by asking and/or answering questions. This type of seminar offers an excellent opportunity to add a personal touch to your platform and engage your customers. For example, Neil Patel uses webinars frequently to reach out to visitors of his traffic growing website. Step #1: Create a Google Account Step #2: Create a New Event in YouTube Live Step #3: Customize Your Webinar Step #4: Embed Your Webinar in Your WordPress Website Step #5: Invite Attendees Step #6: Broadcast Your Webinar"

"As an educator who is addicted to Twitter I have always read about students getting introduced to Twitter and wondered how it would work. After reading and reading I have finally decided to give it a go. Here is my introduction to Twitter in my classroom. Last Tuesday, the day started like any other. Roll call, discussion, introduction to an activity and a bit of a laugh with my Year 7 and 8 Technology class. We had been discussing the importance of being an active online user and being a positive digital citizen (the students are preparing some presentations for Year 2-3 children later in the term). The conversation moved into learning environments and we discussed the small and "un-student friendly" (their words) environment that they were currently sitting in. "Take the teachable moment and run with it" my inner, energetic teacher yelled from my shoulder. So there we were talking about the "Ultimate Learning Environment", when one of my students asked me "Why is social media so big?". Good question I thought, why is it 'so big'. So we unpacked that question and broke it down. We talked about Social Media and what it was and how it worked, they gave me excellent examples and we tied it back into our discussion about digital citizenship. From this point, as a class, we decided we would use social media to help us with our learning. The students had no idea how it could work. I suggested twitter and how I use it. We pulled up my profile and saw how it worked (discussion only). The decision was then made -> Let's ask the twitterverse to help us!! On rolled Monday 5th May and in our first class (I see this group twice a week) we decided that tomorrow would be the day, we would ask twitter for their advice on "What makes a GREAT learningenvironment?". The students already have some fantastic ideas and a plan of where they want to see their environment heading but they needed some depth to their plan and some other opinions outside of

"It has me thinking about what it would mean to improve online classes. A few ideas come to mind: Use multiple platforms. I'm not against using an LMS as a central hub. However, I think it's valuable to experiment with the types of productivity tools you will actually use outside of a classroom. Use Google Docs to share ideas, create surveys, and ask questions. Use Google Hangouts to meet as a group. Go project-based. I haven't figured this out entirely with my first class but my hope is that we can go fully project-based in the same way that my face-to-face class is. In fact, the asynchronous nature of online classes actually means there is a better potential of creating a project-based culture that mirrors the way people actually work on projects. Make something together. I use a collaboration grid with co-creating and communicating on separate spectrums (x-axis) and multimedia and text on another spectrum (y-axis). This has been an effective way to think through collaborative tools that allow students to co-create. Embrace a synchronous/asynchronous blend: I love using Voxer because students can speak back and forth in the moment. However, if they miss it, they can listen to it later. The same is true of using a Google Hangouts On Air. Make it more connective. We tend to treat online instruction as if it is a linear process and we don't do enough to link things back and forth and connect ideas, resources, discussions and content creation in a seamless, back-and-forth nature. Incorporate multimedia. It's a simple idea, but I create a short video at the beginning of each week and I encourage students to create video and audio as well. This has a way of making things more concrete. There's something deeply human about hearing an actual human voice. I know, crazy, right? Go mobile. I don't simply mean use a smart phone. I mean assign some things that allow students to get out in the world and create videos, snap pictures, or simpl

"MapMap is a free, open source software for projection mapping aimed at artists and small teams. Its intuitive interface facilitates learning and promotes artistic expression. This software is available on Windows, OSX, and Linux. MapMap gives users the ability to projection map on any surface of choice. Mapmap takes media sources and gives users the ability to manipulate the media into different positions and shapes. Media sources can come from any various accepted media formats. With an easy to understand interface, new users can get started in minutes. Projection mapping, also known as video mapping and spatial augmented reality, is a projection technology used to turn objects, often irregularly shaped, into a display surface for video projection. These objects may be complex industrial landscapes, such as buildings. By using specialized software, a two or three dimensional object is spatially mapped on the virtual program which mimics the real environment it is to be projected on. The software can interact with a projector to fit any desired image onto the surface of that object. This technique is used by artists and advertisers alike who can add extra dimensions, optical illusions, and notions of movement onto previously static objects. The video is commonly combined with, or triggered by, audio to create an audio-visual narrative."

"This map shows the estimated net immigration (inflows minus outflows) by origin and destination country between 2010 and 2015. Blue circles = positive net migration (more inflows). Red circles = negative net migration (more outflows). Each yellow dot represents 1,000 people. Hover over a circle to see that country's total net migration between 2010 and 2015. Click a circle (or tap the circle twice on mobile) to view only the migration flows in and out of that country. Country-to-country net migration (2010-2015)"

This is an automatic bot that randomly generates posts, this is not an interactive bot (not yet, at least) so you can't send request to have a specific outcome. Most of the maps used come from these sources: https://www.naturalearthdata.com/ https://gadm.org/ How it works A random territory is chosen Another random territory close to the first one is chosen and is conquered right away. There's no battle. It repeats the process until only one country remains

"TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet, like the one we used for the Timeline above. Experts can use their JSON skills to create custom installations, while keeping TimelineJS's core functionality. "

"Teaching climate science & action can seem daunting: for university-level lecturers, teaching to younger children can be quite intimidating. For primary-level teachers, the science and scope can seem too vast and fast changing to cover. For everyone, the content can be overwhelming. As adults, how do we present this topic to children: give them the information they need without crushing them? I decided to face the challenge, and over the course of one rather sleepless night, put together some materials for my 6 year-old son's class. This post summarizes and communicates that experience, in the hope that others can take ideas and inspiration, and will be encouraged to volunteer to teach about climate in primary schools. Teaching and engagement in schools is now part of all of our work, as researchers, academics, parents, activists, advocates, so I hope this idea spreads. The 4-part lesson plan worked quite well: the topics & materials held the children's attention, gave them varied aspects to think about and interact with, and they seemed to come away with deeper understanding. The whole thing took roughly 1 hour. This is doable!"

"AhaSlides makes it easy to add polls, live charts, fun quizzes, engaging Q&A sessions to your presentation. So you can be the real star on stage!"

No sólo para "evaluar", claro... "1. PRESENTACIÓN DIGITAL: podemos pedir a los alumnos que hagan una presentación para demostrar a sus compañeros todo lo que han aprendido y las dudas que les han surgido. Algunas de la herramientas más útiles y sencillas de utilizar para que ellos mismos creen las presentaciones son: - Genially - Emaze - Haiku Deck 2. INFOGRAFÍA: los alumnos pueden sintetizar todo lo que han descubierto y aprendido de una manera muy visual utilizando algunas de estas herramientas: - Easelly - Picktochart - Genially 3. CONCURSO DE PREGUNTAS: podemos evaluar los conocimientos de nuestros alumnos a través de diferentes concursos o cuestionarios online utilizando alguna de las siguientes herramientas: - Kahoot! - Plickers - Quizizz 4. CÓMIC: también pueden expresar lo que han aprendido en forma de cómic. Para ello, según las edades, podrían utilizar estas herramientas: - Pixton - Playcomic - Comic Creator 5. LÍNEA DEL TIEMPO: es una fantástica opción para evaluar contenidos de Literatura, Historia, Geografía, etc. Existen varias herramientas que nos permiten añadir vídeos, imágenes, enlaces, etc. Estas son algunas de ellas: - Tiki Toki - Tline - Timeline 6. MAPA CONCEPTUAL: a través de la creación de un mapa conceptual podrán plasmar todo lo que saben. Además, tendrán la posibilidad de añadir elementos interactivos, imágenes, vídeos, enlaces, etc. Podrían realizarlo con alguna de estas herramientas: - Popplet - Sketchboard - Mindomo 7. PODCAST: pueden expresar los conocimientos adquiridos de manera oral y grabarlo. Se podría crear una radio con los diferentes audios o simplemente subirlos a un blog para que sean de utilidad para el resto de compañeros. Se pueden añadir efectos, música de fondo, etc. Las siguientes herramientas nos facilitarán el proceso: - Sound Cloud - Spreaker - Audacity 8. BLOG o WEB: pueden crear de manera individual o colectiva un blog o web para ir escribiendo en él todo lo que han aprendi

Infografía. Sólo nos lleva 150ms procesar un símbolo + 100ms para darle un significado

"Abiertas Cerradas Implicitas 1. Preguntas abiertas. Son aquellas preguntas que no pueden responderse con un sí o un no. Este tipo de preguntas incide sobre lo informativo, lo descriptivo, pero también sobre lo emocional. Se trata, sin duda, del tipo de pregunta que debes fomentar en las aulas y cuando te dirijas a tus alumnos. Con este tipo de preguntas fomentas la conciencia de tus alumnos y aumentas la responsabilidad en lo que a las respuestas se refiere. Con las preguntas abiertas invitas a tus alumnos a que reflexionen. También son preguntas que te ofrecen un feedback o retroalimentación muy valiosa para con tus alumnos. Para ello debes empezar este tipo de preguntas con los pronombres interrogativos qué, cuándo… Siempre que te sea posible evita empezar con un por qué, dado que lleva consigo una crítica implícita y hace que el alumno se ponga a la defensiva. ¿Qué razones tenía el personaje de eta novela para abandonar su casa? ¿Cuáles son las causas de la Revolución francesa? ¿Cómo describirías el estado en el que te encuentras? ¿Por qué llegas tarde? (Criticas al alumno por su tardanza. Con esta pregunta generas desconfianza) ¿Qué motivos han provocado que llegues tarde a clase? (Te interesas por la tardanza de tu alumno. Con esta pregunta trabajas las emociones) Sobre las preguntas abiertas tal vez te interese este artículo publicado en el blog y titulado Cómo puntuar una pregunta abierta en un examen. 2. Preguntas cerradas. Son aquellas preguntas que se responden con un sí, un no o una respuesta muy corta. Son preguntas que no invitan a la reflexión, que no invitan al diálogo. Es un tipo de pregunta que debes evitar siempre que te sea posible, sobre todo, cuando se trata de hacer preguntas en momentos emocionalmente complejos. La reiteración de preguntas cerradas puede dejar entrever que estás sometiendo a un interrogatorio a tu alumno, lo que hará que se distancie de las repreguntas y adopte una po