Lino.it is a free, web-based message board. The tool provides the ability to communicate and collaborate in real time, and is especially suitable for use within the monologic and the polyphonic form of teaching.
Within the polyphonic form of teaching Lino.it can be used as a collaborative workspace for groups of students or for a whole class. It is possible to upload photos, to insert images directly from URLs, to insert videos from YouTube and other services and to insert documents and Post-It notes on the Board.
The boards can be shared with others, and you have the option of only allowing others to see a board. In this way, Lino.it can be used as a communication tool within the monologic form of teaching, , if the teacher creates a board with information which she shares with her students.
Lino.it is in many ways similar to Mural.ly. In Mural.ly however, you also have the opportunity to comment on the items on the boards, and to chat with other users who are online. On the other hand, you can create groups in Lino.it, and share boards with group members.
Lino.it is easy to use, and you can use the tool without having to create a user. If you want to share a message board, however, you are required to login, and you can create a profile using a Facebook, Twitter or Google account. It is also possible to set up an account with an email address. If you need help getting started, you can read this introduction to Lino.it.
Kahoot is a free, web-based evaluation- and quiz tool. It lets you use quizzes in the classroom, and helps activate and engage students in discussions. Kahoot is suitable primarily for use within a monological form of teaching.
In the monologic form of teaching, Kahoot can, in the same manner as Socrative, be used by the teacher to evaluate students' understanding of the key concepts. For example, the teacher may draw up a series of test questions which the students must answer individually using their computer or smartphone, after which the teacher can see which students have responded correctly to the questions. As part of a formative evaluation, this use gives good opportunity to assess the teaching, so that all students reach the learning objectives.
Kahoot can also be used as a springboard for classroom discussions. The teacher can ask a question to the class, and provide students with a range of response options in Kahoot. The replies can then be displayed on the board, and form the offset for a discussion on a topic. The written starting point for the discussion provides a greater number of students to express their opinions, than what is the case in a normal show of hands.
Kahoot and Socrative have some similarities. One of the limitations of Kahoot seems to be, that the teacher does not have her own 'room'. Every activity you initiate gets a unique number, that students have to enter on their own device. On the other hand it is easy to share activities with others, and there are lots of inspiration from others in Kahoot, which is not the case in Socrative. Another possible weakness of Kahoot is, that question will not be shown on student devices – it only appears on the teacher's screen, which makes you dependent on a projector or similar.
If you want to try Kahoot and need help getting started with using Kahoot in teaching, you can read this introduction to Kahoot or read more in the FAQ of Kahoot.
Flippity provides the ability to create sets of ' flashcards ' around a Google spreadsheet. Flippity can be used in exercises that develop students' conceptual understanding, and is particularly suitable for use within the monological and the dialogical form of teaching.
In the monologic form of teaching, Flippity can be used to train and test students in their understanding of different concepts. The teacher can, after creating a Google Spreadsheet with pair of terms, share it and import it to Flippity. It is possible to add photos and Youtube videos on a flash card, simply by putting the link to those in the cell in the Spreadsheet, that is corresponding to one side of the flashcard. At first, you must copy a template into your Google Drive. It only has to be done the first time you create flashcards, and only requires that you click here. After filling in the spreadsheet you have to share it, and then copy the link to it in the box at the bottom of this page. This will open a page with the set of flash cards, and you can share this page with your students – either by sharing the URL or by generating a QR-code.
Within the dialogical form of teaching you can let students develop their own flashcards, where they define various words and concepts within a topic. Students can then share their flashcards with other students, which allows for Flippity to be used as small training games.
It's free to use Flippity, but it requires that you have a Google Account, in order to create your flashcards in a Google Spreadsheet. If you need help getting started, you can read this Guide to Flippity.
Scoop.it is a so-called curation tool. To curate means to 'select and sort'. With Scoop.it, you can easily curate articles and websites for students on specific topics, and you can let students comment on the articles. Scoop.it is suitable primarily for use within the monologic and the dialogical form of teaching.
Within the monologic form of teaching, Scoop.it can be used to distribute articles on different subjects to students. You can create multiple boards (topics), so you can create one for each subject. Scoop.it allows you to enter keywords, and you will be able to find suggestions for news articles, which may be relevant. You can also follow other users of Scoop.it, such as colleagues, and're-scoope ' the articles they have shared. Articles can also be saved to a board with Scoop.its 'bookmarklet', which functions as a button in the favorite line of the browser. If you come across a relevant article online, one can easily ' scoope ' it to its board by using bookmarklet'en.
Within the dialogical form of teaching Scoop.it can be used as the students' problem-solving platform. When the teacher adds an article to her board, she can add a comment to it. It could for instance be in the form of questions related to the article. Students can then add their answers to the questions in the comments to the article, and they can comment on each other's answers to the questions.
There is already a lot of Scoop.it boards, it may be interesting to follow. You can take a look here (in Danish), and you can also find eDidaktik on Scoop.it.
Scoop.it is free to use if you do not have more than 5 boards, and requires only, that you create a profile at the top of the page. You can log in with a Facebook, Twitter or LinkedIn account, and it is also possible to create an account with an e-mail adress.
If you need help getting started with Scoop.it, there is help and instructions available here.
Sidengo is a free tool for producing and publishing websites. With Sidengo it is quick and easy to create a website for a class, or to let students create their own websites. Sidengo is suitable for use within the monologic and the dialogical form of teaching.
In the monologic form of teaching, Sidengo can be used to inform students about professional subjects or to distribute practical messages. The teacher can post articles, videos and documents on the webiste she has created in Sidengo, and it can function as the teachers' distribution platform.
In the dialogical form of teaching Sidengo can be used as a platform for students' productions. The students' media- and text productions can be posted on their individual websites, and by using the same website over time, it may function as the student's personal portfolio. It is easy for students to import media from services like SoundCloud, Vimeo and YouTube.
Sidengo is free to use, and requires only, that you create a profile here. If you need help getting started with Sidengo, you can find it here (in Danish).
ThingLink is a free web-based tool, which allows for the creation of interactive images. The tool allows both teacher and students to tag specific spots in an image and to embed links, sounds and video, to create visual information- and link collections. ThingLink is primarily suited for use within the monological and the dialogical form of teaching.
In the monologic form of teaching, the teacher can use ThingLink to present materials to students. For example it is, in preparation for excursions, possible to create an image of a map of the area or town you are visiting in Thing Link, and highlight the main points of interest on the map, and then embed links to pages and articles with further information on the various points of interest. You can also add audio recordings to an image by using SoundCloud, and you can embed the ThingLink images on a website, as I have done above (hold your mouse over the image to see the nested tags).
Within the dialogical form of teaching students can use ThingLink to gather information on specific topics. The tool can be used for brainstorming, but it is also a great tool for image analysis, where students can put comments in various places in the image (in the same way as in Live Minutes), and where they can link to other people's texts on specific elements of the image.
You have to create a free account to be able to use ThingLink. The account can be created using an existing login for Twitter or Facebook, and allows you to upload up to 100 images. If you need more than that, you can upgrade for $5 a month.
If you need help getting started using ThingLink, help is available on the website here (in Danish).
Quizlet is a web-based service, which makes it possible to create sets of ' flashcards ' with questions and corresponding answers, or with concepts and their definitions. Quizlet can be used to develop students' understanding of concepts and their knowledge on certain subjects, and is suitable for use in the monological and the dialogical form of teaching.
In the monologic form of teaching, Quizlet may be used to train and test students in understanding various concepts. The teacher can, on the page here choose from a wide variety of flash cards, developed by other teachers. It is possible to copy a set of flashcards to your own account, and then edit it, and adapt it to your own teaching, and you may also create your own flashcards from scratch, and share them with other teachers on Quizlet. It is also possible to add voice to a set of flash cards, and to upload a set of flash cards from a Word document.
When you have prepared a set of flashcards, you can share the link with students. Students can then work with the flashcards in several ways. For example, they can work with them as a game, where they must match the various concepts with their definitions, and they can run the flashcards as a test, which is automatically generated from the full set of flashcards.
Within the dialogical form of teaching you can let students explore the many flashcards already to be found on Quizlet, and let them develop their own flashcards, on which they write different words and concepts and their definitions. Students can then share their flashcards with the teacher and other students. It is possible to comment on a set of flashcards, which gives the teacher the opportunity to guide students in their work.
It's free to use Quizlet, which is also available as an iPhone App. It is possible to use the existing flash cards without creating a profile, but if you want to copy and edit existing, or create your own sets of flashcards, you need to create a free profile. This can also. be done using an existing Facebook profile. If you want to try Quizlet in your teaching, there's technical support to find on the website here.
Hangouts is a free, web-based collaboration- and communication tool, developed by Google. Hangouts allows for many simultaneous users to communicate and collaborate in a virtual space, and the tool is integrated with several of Google's other services, including YouTube and Google Drive. The tool is particularly suitable for use in the monologic and the polyphonic form of teaching.
In the monologic form of teaching, Google Hangouts can be used to instruct students in the use of specific digital tools. When the teacher shares her screen with a group of students, she can go through through specific functions in a program, which students should learn how to use. She can also review a text with students, who will have the opportunity to ask questions continuously, either in chat or using the built-in videochat. A Hangout can, by activating the ' Hangouts on Air ' in the creation of Hangout'et, be recorded and posted on YouTube. In this way it will be possible for students, who could not participate in the teacher's lecture, to view it at a different time.
Within the polyphonic form of teaching Google Hangouts can be used as a collaboration room for groups of students or an entire class. It is possible to watch a video on YouTube together while doing a common analysis of it in the chat, and it is possible to collaborate in Google Docs, while communicating through video chat.
In Google Hangouts it is also possible to add a number of additional plugins that could further support collaboration. For example, there is a plugin for Google Art Project. By adding this plugin, one can let students search a large collection of artworks from many different museums around the world, and let students collaborate on analyzing selected artworks within Google Hangouts.
Google Hangouts is easy to use, and it only requires, that you have a Google account. If you don't already have an account, it can be created for free here.
Testmoz is a free testing tool, which allows for quick and easy use of digital test in teaching. The tool allows you to create several different types of questions, and to create reports from the tests in .csv format. One may choose whether students are allowed to know, whether their answers were right or wrong, and one may choose whether the students are told, what was the correct answers to the questions.
Testmoz is primarily suitable for use in the monologic form of teaching, .
Within the monologic form of teaching, , Testmoz can be used to ensure, that students have acquired sufficient knowledge about a specific topic. After students have completed a course, the teacher can evaluate their learning outcomes with the help of Testmoz, and on the basis of the evaluation she can provide extra help for those of the students, that require it. The teacher can also target her guidance of the students on the basis of the test results, and she can use the test results to adapt the course for use with a similar target audience.
Testmoz can also be used as a regular training tool, where students train trivia on a certain topic, or where they train for instance grammatical rules. When used for this, one might let the students develop small tests for each other.
Testmoz is free to use, and it does not require that you create a user account. If you do not create it as a user you have to even keep track of the links to the test you've created – they are not assembled on the side. Create it as a user ($ 20 for a year) you get access to a list of links to the test we have developed.
If you want to try to answer a test in Testmoz you can click on the link here: https://testmoz.com/86720. If you want to create your own test, please feel free to click here.
InfuseLearning is a free, Web-based learning tool, which can be used to engage the students. It allows you to let the students answer multiple choice or open-ended questions using text or drawings on their laptops, tablet-PCs or smartphones, and for the teacher to distribute links and drawings / pictures directly to students. Infuselearning is suitable primarily for use within a monological form of teaching.
In the monologic form of teaching, InfuseLearning can, in the same way as for example Socrative, be used by the teacher to ensure, that the learners have understood the key concepts of the subject. For example, the teacher may draw up a series of test questions which the students must answer individually using their computer or smartphone, after which the teacher can see which students have responded correctly to the questions. The teacher can also ask students to draw their answers in InfuseLearning. Students are, when the teacher has initiated this activity, displayed a blank canvas, as they can draw on (with your mouse on the PC/Mac and with the fingers of tablets/smartphones).
With InfuseLearning the teacher also has the opportunity to distribute a link to a specific website to the students. This may be relevant when simultaneously initiating students' tasks.
If you need help getting started with InfuseLearning and to exploit the functions of the learning tool, You can view the guide here: Getting Started with InfuseLearning