# data[].attributes.attachment_link.readable_text
Better Sharing, Brighter Future

"Twenty Years of Creative Commons (in Sixty Seconds)" by Ryan Junell and Glenn Otis Brown for Creative Commons is licensed via CC BY 4.0 and includes adaptations of the multiple open and public domain works. View full licensing and attribution information about all works included in the video on Flickr.

Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

Learn more

The nonprofit behind the licenses and tools the world uses to share

For over 20 years, Creative Commons has supported a global movement built on a belief in the power of open access to knowledge and creativity. From Wikipedia to the Smithsonian, organizations and individuals rely on our work to share billions of historic images, scientific articles, cultural artifacts, educational resources, music, and more!

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Latest News

Open Culture
Cropped, Open Culture Strategic Workshop by Filipa Alfama, CC BY 4.0

One year after Creative Commons (CC) hosted an exploratory Open Culture Roundtable, in Lisbon, Portugal, which initiated the Towards a Recommendation on Open Culture (TAROC) global initiative, nearly 50 stakeholders from all continents gathered again for a strategic workshop, in Lisbon in May 2024. In this blog post, we share a snapshot of key highlights.

About CC

Open Culture, Open Heritage

About CC, Community

About CC

more posts

Images Attribution
view

Open Culture
Cropped, Open Culture Strategic Workshop by Filipa Alfama, CC BY 4.0

One year after Creative Commons (CC) hosted an exploratory Open Culture Roundtable, in Lisbon, Portugal, which initiated the Towards a Recommendation on Open Culture (TAROC) global initiative, nearly 50 stakeholders from all continents gathered again for a strategic workshop, in Lisbon in May 2024. In this blog post, we share a snapshot of key highlights.

About CC

Open Culture, Open Heritage

About CC, Community

About CC

Images Attribution
view

Le Sortie de l'opéra en l'an 2000 by A. Robida - Library of Congress Prints and Photographs Division - Public Domain.

" An Original Theory or New Hypothesis of the Universe. Plate XXXI. ". By Thomas Wright. Public Domain

" Community Needs Care" by Camila Leão for Fine Acts x OBI is licensed via https://creativecommons.org/licenses/by-nc-sa/4.0/.

CC staff photos are licensed under CC BY 4.0. Gratitude to Sara Jordan Photography.

# data[].attributes.attachment_link.description
Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

# data[].attributes.attachment_link.readable_text
Open Author helps you build and publish Open Educational Resources for you and for the benefit of educators and learners everywhere.

Learn more about creating OER

Groups provides a flexible environment to organize, create, share, and discuss resources with others in your network. Collaborate with group members, tag and add resources to shared folders, create your own collections, all within a public or private group.

Groups

Search through collections curated by our digital librarians

Collections

Common Core resources organized for your needs

Common Core

Hubs

A Custom Resource Center

Projects, districts, states, and initiatives make use of Hubs to bring groups of educators together to create, organize, and share OER collections that meet their common goals. Explore Hubs

Microsites

Custom Digital Libraries

Microsites are custom, flexible sites that include all the features available on OER Commons. Microsites allow your users to search resource collections using a custom taxonomy at a unique URL. Contact Us

Our award-winning OER Professional Learning programs support instructors and curriculum specialists to gain the necessary skills required to find, adapt, and evaluate high quality open materials.

In-person and virtual OER workshops help focus instructors to develop a "commons" mindset, to experience the benefits of open processes using the platform's tools, collaborative features, and workflows. This can include using Open Author for creating, remixing, and publishing shared curriculum.

Learn More

How to Search OER Commons

View all How-to videos

# data[].attributes.attachment_link.description
OER Commons is a dynamic digital library and network. Explore open education resources and join our network of educators dedicated to curriculum improvement.

# data[].attributes.body
Babson Research Group

# data[].attributes.attachment_link.title
Open Educational Resources - Babson Survey Research Group

# data[].attributes.attachment_link.description
This 2012 report, funded by a grant from The William and Flora Hewlett Foundation with additional support from Pearson, examines the role of Open Educational Resources in higher education. As part of the ongoing Babson Survey Research Group's online learning reports, we have asked institutional academic leaders questions on their knowledge, use and opinion of OER as part of the 2009 - 2011 surveys.

# data[].attributes.body
Educause

# data[].attributes.attachment_link.readable_text
Abstract

Open educational resources (OER) are any resources available at little or no cost that can be used for teaching, learning, or research. The term can include textbooks, course readings, and other learning content; simulations, games, and other applications; syllabi, quizzes, and assessment tools; and virtually any other educational material. Open resources are issued under a license that spells out how they can be used: Some may only be used in their original form; in other cases, resources can be modified, remixed, and redistributed. OER expand the access to educational resources to more learners, more of the time, and they have the potential to spur pedagogical innovation, introducing new alternatives for effective teaching.

The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues.

In addition to the "7 Things You Should Know About..." briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.

# data[].attributes.attachment_link.keywords[]
7 things you should know about open educational resources

# data[].attributes.attachment_link.title
7 Things You Should Know About Open Educational Resources

# data[].attributes.attachment_link.description
Open educational resources (OER) are any resources available at little or no cost that can be used for teaching, learning, or research. The term can include textbooks, course readings, and other learning content; simulations, games, and other applications; syllabi, quizzes, and assessment tools; and virtually any other educational material.

# data[].attributes.body
Cengage

# data[].attributes.headline
7 things you should know about open textbook publishing

# data[].attributes.subject
7 things you should know about open textbook publishing

# data[].attributes.body
Educause

# data[].attributes.attachment_link.readable_text
Abstract

The open educational resources model, including textbooks, has emerged as a response to rising text prices, a need for greater access to high-quality learning materials, the proliferation of e-reader devices, and a trend in publishing toward electronic media. Many contend that educational resources should be open and that instructional models increasingly depend on open content. Open textbooks can be offered by commercial publishers or found in open repositories. Open resources can promote active learning through student interaction with the text, particularly when they contribute to authorship. Although open textbooks face questions about the accuracy and reliability of their content, they allow higher education instructors to design content for their courses on an as-needed basis, choosing from an array of books, articles, videos, audio recordings, and readings.

The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues.

In addition to the "7 Things You Should Know About..." briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.

# data[].attributes.attachment_link.keywords[]
7 things you should know about open textbook publishing

# data[].attributes.attachment_link.title
7 Things You Should Know About Open Textbook Publishing

# data[].attributes.attachment_link.description
The open educational resources model, including textbooks, has emerged as a response to rising text prices, a need for greater access to high-quality learning materials, the proliferation of e-reader devices, and a trend in publishing toward electronic media. Many contend that educational resources should be open and that instructional models increasingly depend on open content.

# data[].attributes.attachment_link.readable_text
Although the movement in course materials in colleges and universities is clearly from print towards digital, the survey data suggest it will be a slow process. Asked when they thought the majority of their course materials would be primarily digital, fully a fourth of the surveyed faculty indicated "never," while another 9 percent said by fall 2022, and 17 percent indicated by fall 2020. In contrast, fully a sixth (16 percent) reported that majority of their current course materials were digital as of fall 2015, and a third (34 percent) anticipated primarily digital course materials by fall 2018.

However, despite what appears to be faculty resistance to going digital for course materials, just over two-thirds (69 percent) of the survey participants agreed/strongly agreed that they have used or would like to use "curricular materials that make use of adaptive learning technologies."

While the transition from print to digital course materials may be inevitable, these new survey data make two things clear. First is that the pace of this change is much slower than anticipated by publishers, administrators, and campus IT professionals. And, second, most faculty are not convinced that digital products have a positive impact on student learning outcomes."

The survey also provides new data that reveal faculty perspectives on the emerging Open Educational Resource (OER) movement for free or low-cost curricular materials. Two-fifths (39 percent) of the survey participants indicated that they had never heard of OER, while just over a third (36 percent) indicated that they knew a little about OER but had not used or reviewed OER materials. A tenth (10 percent) had reviewed but decided not to use OER materials for their classes, while another tenth (11 percent) were using OER materials and 4 percent were currently using OER in their classes and also making their own course materials available as OER.

# data[].attributes.attachment_link.title
GOING DIGITAL: Faculty Pespectives on Digital and OER Course Materials

# data[].attributes.attachment_link.description
Quality and the cost of course materials for students emerge as the key factors that drive the decisions of college faculty about textbooks and other course materials. And although the movement to digital course content seems inevitable and a majority of the surveyed faculty express interest in adap

# data[].attributes.body
bccampus.ca

# data[].attributes.body
evaluating OER Rubric

# data[].attributes.attachment_link.description
iRubric L9WC6X: Questions to ask about the OER you are thinking of using.. Free rubric builder and assessment tools.

# data[].attributes.body
Achieve.org

# data[].attributes.body
Achieve.org

# data[].attributes.body
University of Michigan

# data[].attributes.attachment_link.title
Inclusive Teaching Resources and Strategies | CRLT

# data[].attributes.attachment_link.description
In any discipline or field, a key goal as well as challenge is supporting the learning of all students. Through programs, consultations, and resources, CRLT supports teachers in creating learning environments where students of all identities and backgrounds can flourish. This page features a range of online resources that define inclusive teaching and provide specific strategies for practicing it.

# data[].attributes.attachment_link.readable_text
We share strategies and techniques for inclusive teaching that have come out of real world situations.

We build inclusive tools that respect and support individual differences and learner differentiation.

We co-design strategies, tools and learning experiences with learners facing barriers in education.

We support emerging inclusive learning communities.

We are an open community that welcomes new ideas, constructive critique, content and contributions in the space of Inclusive Open Education.

News

User Interface Options 2.0
Redesign of the User Interface Options components.

Clusive® Latest Features
Clusive® is a flexible, customizable learning environment that adapts to the user.

Codesigning Weavly
Codesigning the Weavly coding environment with the Beverley School.

Featured Projects

The Community-Led Co-design Kit is a place for sharing knowledge about how to do co-design led by community members and organizations.

The Inclusive Learning Design Handbook assists teachers, content creators, Web developers, and others in creating adaptable and personalizable educational content that accommodates a diversity of learning needs and preferences.

The Ecocultural Mapping Project braids together Indigenous ways of knowing and Western ecological science to create an interactive, educational, ecocultural map of Retreat Cove (Xetthecum in the Hul'qumi'num language), on Galiano Island, BC, Canada.

Weavly is an accessible and customizable coding environment co-designed with kids with complex disabilities.

The Inclusive Design Guide gathers insights, practices, tools and activities that are grounded in the Three Dimensions of Inclusive Design.

User Interface Options allows individuals to customize, control, or enhance website usability, flexibility, and accessibility without needing additional software or tools.

# data[].attributes.attachment_link.title
Supporting diverse learners and educators | FLOE

# data[].attributes.attachment_link.description
We share strategies and techniques for inclusive teaching that have come out of real world situations. We build inclusive tools that respect and support individual differences and learner differentiation. We co-design strategies, tools and learning experiences with learners facing barriers in education. We support emerging inclusive learning communities.

# data[].attributes.attachment_link.readable_text
What do we mean by Inclusive Design?

We have defined Inclusive Design as: design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference.

The Three Dimensions of Inclusive Design

At the IDRC and the Inclusive Design Institute we stress three dimensions of inclusive design:

1: Recognize diversity and uniqueness

Inclusive design keeps the diversity and uniqueness of each individual in mind. As individuals spread out from the hypothetical average, the needs of individuals that are outliers, or at the margins, become ever more diverse. Most individuals stray from the average in some facet of their needs or goals. This means that a mass solution does not work well. Optimal inclusive design is best achieved through one-size-fit-one configurations. Flexible or adaptable systems such as digital systems are most amenable to this but the emergence of 3D printers and other mechanisms of bespoke manufacturing and component-based architectures can also achieve diversity-supportive design. This does not imply a separate, specialized or segregated solution. Segregated solutions are not sustainable economically or technically. Inclusively designed personalization and flexible configurations must be integrated to maintain interoperability and currency. This also does not imply adaptive systems that make choices for the user. Inclusive design recognizes the importance of self-determination and self-knowledge. Design choices or configuration choices vest with the user and the adaptive design fosters the growth of self-knowledge wherever possible.

2: Inclusive process and tools

The process of design and the tools used in design are inclusive. (This dimension is in line with Scott Page's observations regarding the performance of groups that include diverse perspectives. Scott Page has empirically shown that a group that includes diverse perspectives, especially perspectives from the margins, trumps a group of the "best and brightest," in decision-making, accurate prediction and innovation). Inclusive design teams should be as diverse as possible and include individuals who have a lived experience of the "extreme users" (as coined by Rich Donovan) the designs are intended for. This also respects the edict "nothing about us without us" without relegating people with disabilities to the role of subjects of research or token participants in design exercises. To support diverse participation and enable the design to be as closely linked as possible to the application, the design and development tools should become as accessible and usable as possible. This dimension does not denigrate the skills of professional designers but calls for those skills to become more accessible and for the design process to become more inclusive of diverse designers and consumers.

3: Broader beneficial impact

It is the responsibility of inclusive designers to be aware of the context and broader impact of any design and strive to effect a beneficial impact beyond the intended beneficiary of the design. Inclusive design should trigger a virtuous cycle of inclusion, leverage the "curb-cut effect", and recognize the interconnectedness of users and systems. To realize this broader positive impact requires the integration of inclusive design into design in general. This third dimension supports the healthier, wealthier and wiser societies Wilkinson and Pickett observed in their research of more equal communities.

The Relative Nature of Disability and Accessibility

The IDRC reframes disability within the design context. Rather than a personal characteristic or a binary state (disabled vs. non-disabled), disability is framed as: a mismatch between the needs of the individual and the design of the product, system or service. With this framing, disability can be experienced by anyone excluded by the design. For example, when listening to an audio-only lecture the student who is blind is less disabled than the student who has not read the background material, the student who is less fluent with the language, or the student who has been up all night. An audio lecture is designed for a student who has the contextual knowledge, understands the language well, and can fully attend. With this framing anyone can potentially benefit from inclusive design.

Accessibility is therefore the ability of the design or system to match the requirements of the individual. It is not possible to determine whether something is accessible unless you know the user, the context and the goal.

Why not use the term Universal Design?

Inclusive Design, as we use it, can be seen as Universal Design with a number of provisos.

When we chose the term we wanted to distinguish it from the then current associations with the term Universal Design. The associations that we want to avoid are not necessarily part of any formalized definition of Universal Design, but nevertheless are part of the popular assumptions about the term.
The distinctions we wanted to make were:
The Context: Universal design has its origins in architectural and industrial design - we work in the digital realm where the constraints, design options and design methods are very different. The most important difference is that we do not need to design one-size-fits-all, the flexibility of the digital gives us the luxury and freedom to take a one-size-fits-one personalized design approach to inclusion.

The User: Universal design, despite the fact that it has the term universal in it, and counter to the intentions of the originators of the term, has become associated with disabilities and a fairly constrained categorization of disabilities. Other than the commonly quoted principles of Universal Design, much universal design guidance categorizes design advice according to constrained categories of disability. We want to stress that the individual is multi-faceted and the constraints or design needs they have may arise from a number of factors or characteristics, and they all need to be taken into account (e.g., I may be blind, but I don't read Braille, I have some residual vision so the pictures help me navigate, also French is my second language and I'm currently juggling my kids and my job and haven't slept all night so I'm stressed and a little bit distracted).

The Method: While the common goal is inclusion, because we are dealing with digital design our design considerations are very different from the non-digital, we can have a differently configured "entrance" for each person, in fact we can have multiple entrances for one person, each for a different context. Similarly we can have a different "handle" for each person and each context or each goal. The design constraints are very different from the domain in which Universal Design originated. While Universal Design is about creating a common design that works for everyone, we have the freedom to create a design system that can adapt, morph, or stretch to address each design need presented by each individual.
The common notions with Universal Design that we espouse and stress are:

1. Designing systems so they work for people with disabilities results in systems that work better for everyone.

2. Segregated, specialized design is not sustainable and does not serve the individual or society in the long run. You may ask are we not taking specialization to the extreme? Yes, in one sense we are, but it is common specialization that comes as an integrated part of the system - whether you have a disability or do not have a disability.

# data[].attributes.attachment_link.description
We have defined Inclusive Design as: design that considers the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference. At the IDRC and the Inclusive Design Institute we stress three dimensions of inclusive design: 1: Recognize diversity and uniqueness Inclusive design keeps the diversity and uniqueness of each individual in mind.

# data[].attributes.attachment_link.readable_text
"At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish. ...If the children are the future, the future might be very ill-informed." -Stanford History Education Group, 2016.

How would you feel if you discovered that 70% of middle school students could not distinguish between fake news and authentic news on the web? According to a year-long study by the Stanford School of Education, that is exactly where we are as a country. Across 12 states and 7,800 student responses, the overwhelming majority of our students - from [...]

Read Full Article

# data[].attributes.attachment_link.title
Web Literacy Education for Educators - November Learning

# data[].attributes.attachment_link.description
"At present, we worry that democracy is threatened by the ease at which disinformation about civic issues is allowed to spread and flourish. ...If the children are the future, the future might be very ill-informed." -Stanford History Education Group, 2016.

# data[].attributes.body
Georgetown University

# data[].attributes.attachment_link.description
All Main Campus Library facilities are open and operating at full capacity to Georgetown faculty, students, and staff. The Library will be closed to external community members and guests through December 2021, with limited exceptions. Find the most current information available on the Library's COVID-19 FAQ.

# data[].attributes.body
Cornell University

# data[].attributes.attachment_link.title
LibGuides: Evaluating Web Pages: Questions to Consider: Categories

# data[].attributes.attachment_link.description
Content, except the Appendix, based on Jim Kapoun's

# data[].attributes.body
Association of College and Research Libraries

# data[].attributes.attachment_link.provider_name
Association of College & Research Libraries (ACRL)

# data[].attributes.attachment_link.title
Framework for Information Literacy for Higher Education

# data[].attributes.attachment_link.description
Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

# data[].attributes.body
This is for using web resources, but an impactful infographic to model one direction to take for this exercise.

# data[].attributes.attachment_link.readable_text
Description

The online tools that you choose should be suitable for your particular setting. The questions in this checklist are designed to help you choose a tool to use with your language learners. For example you may be looking at certain web conferencing technology, chat programs, blogging tools, audio recording software, photo sharing websites, or any other technology that can help your online course or activity.

This resource is a series of questions to help you assess the suitability of any online learning tools that you are considering using with your language learners. It includes a checklist.

Related Tools

# data[].attributes.attachment_link.description
Online tool checklist Description The online tools that you choose should be suitable for your particular setting. The questions in this checklist are designed to help you choose a tool to use with your language learners. For example you may be looking at certain web conferencing technology, chat programs, blogging

# data[].attributes.headline
Bethany Bovard's Online Technology Tool Selection Criteria 

# data[].attributes.subject
Bethany Bovard's Online Technology Tool Selection Criteria 

# data[].attributes.headline
TechPudding - Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

# data[].attributes.subject
TechPudding - Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

# data[].attributes.attachment_link.readable_text
I have been searching high and low for an efficient, easy-to-understand list of criteria for evaluating hardware, software, tools, and everything in between. Most online articles that I found focus on selling things, or are incredibly vague or incomplete so I decided to do some brainstorming based on what I have found in my own practice speaking to students, teachers, specialists, and researching online. Here's what I came up with.

TechPudding's checklist for evaluating technology:

Always put learning first. What is it that you want your students to learn, examine, discuss, think about, use as assistive technology, and research? it is useful to create a list of what you want to do first so that you don't forget anything or get distracted by extra bells and whistles. How does the technology help to accomplish your learning goals? There are so many options for applications, software, and hardware out there that you will definitely be able to find a tool for every learning opportunity.

Higher order thinking skills. Does the tool support you and your student's engagement in higher-order thinking? Andrew Churches' Educational-Origami wiki provides a look at Bloom's Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation) and Bloom's Digital Taxonomy (remembering, understanding, applying, analyzing, evaluating, creating).

Does it follow universal design for learning (UDL) principles? Meaning, does it allow for: 1) multiple means of representation, 2) multiple means of expression, and 3) multiple means of engagement? UDL principles are becoming more and more important as we move toward personalized, real-world learning and away from teachers as conduits of knowledge that use limited modes of teaching and delivery.

How about usability? Is it user-friendly? Is it easy to learn for everyone who will need to learn it, including teachers, administrators, students, and parents? What kinds of training and support are necessary? How long does it take to get comfortable with it? One way in which you can "try before you buy" is by downloading a trial of a prospective application or service. It is useful to have people of varying comfort with technology try it out, and for students to try and evaluate it.

How much does it cost? What can you, your students, and your institution afford to spend on training, maintenence, upgrades, and the like?

Word-of-mouth. Researching online user discussion boards and asking specialists for recommendations can be very useful. But also be careful about word-of-mouth. I find that people often recommend anything that is new, just to sound like they are on top of the trends (or they try to sell you products and services).

Reliability and support. How much support is required? Are there frequent updates that need to be installed? Does it break down easily? You can find information about this from real users on discussion boards.

Flexibility. This refers to how the software is used, what it can produce, how much it can expand with increased use and access, and how it might expand to offer more services in the future. For instance, utilizing Google Apps may offer incredible options in the future as its services and access points expand.

Evaluation and monitoring tools. Does the technology come with tools for you to monitor how you and your students are using it? Does it come with tools for you to evaluate your students' learning? If these tools are built-in to the application, it can be a huge bonus for both teachers and students.

Security and privacy. How does this technology protect information and privacy of its users? Who has access to what is shared and how is it shared?

User interface. The more I use different tools, the more this has become a deal-breaker for me. When user interfaces are cluttered, illogically laid out, or overly complicated, they immediately turn me off. Information and commands should be laid out with the most-used ones easily accessible. There should be no more than 3 mouse clicks to access any option or command, and vocabulary should be readily accessible to new users. Again, UDL principles dictate that software and apps should offer visual, audio, text, and other forms of support, not just one. Furthermore, the user should be able to create their own shortcut keys and commands for exactly what she/he would like to accomplish.

Sharing and communication. We know that collaboration online and sharing with an authentic audience is important to both student learning and teacher collaboration. Therefore, the software should enable sharing either in a secure way to authorized users, or in a public way to all users online. The tool should make it easy to view, share, comment, communicate, evaluate, contribute, and socialize synchronously and asynchronously.

Integration with existing tools. Does this tool support or integrate well with the existing tools that you are currently paying for or using? Can you use it to "fill in the gaps" for existing applications? How can all of the tools that you use collaborate with each other and enable you to do more than you could with them independently?

Don't get attached to one tool. This is the most important thing to remember! There was a time when we all thought that Microsoft Word was the be-all and end-all of word processing tools. But now there are multiple ways to produce, share, collaborate, and contribute to written texts. There will always be new tools-one is released every second, so don't get stuck using only one. Always be on the look-out for recommendations and discussions about the next thing. That way, you will be able to find the best tool for whatever job you are engaged in. You can sign up for online newsletters, blogs, and other services to help stay up to date.

What are your criteria for evaluating technology, applications, software, tools, or hardware for the purposes of learning and teaching? What can you add to this list based on your experiences?

Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

# data[].attributes.attachment_link.title
Checklist for Evaluating Tech Tools, Apps, Software, and Hardware

# data[].attributes.attachment_link.description
I have been searching high and low for an efficient, easy-to-understand list of criteria for evaluating hardware, software, tools, and everything in between. Most online articles that I found focus on selling things, or are incredibly vague or incomplete so I decided to do some brainstorming based on what I have found in my own practice speaking to students, teachers, specialists, and researching online.

# data[].attributes.attachment_link.title
iRubric: Evaluation of Web 2.0 Tools rubric - N5XA4A: RCampus

# data[].attributes.attachment_link.description
iRubric N5XA4A: Rubric title Evaluation of Web 2.0 Tools. Built by lctaylor using iRubric.com. Free rubric builder and assessment tools.

# data[].attributes.attachment_link.description
A similar focus is seen in online discussion research, which has primarily studied the messages people contribute to discussions, and not the interactions they have with existing ones. But attending to the ideas of others is at the heart of the idea of discussion, and a pre-requisite to responsiveness and uptake of ideas between people.

# data[].attributes.body
Printable cards describing pieces of ed tech. Great for workshops and roundtables. Brilliant resource.

# data[].attributes.attachment_link.description
Description Web conferencing has become more commonplace as teachers and students share and communicate remotely using video cameras and microphones built

# data[].attributes.body
OER resource from National Endowment for the Humanities. Disciplines reflect nicely much of CAPA curriculum.

# data[].attributes.body
Searches 15 different OER repositories. Not a thing of beauty, but provides a good volume of material

# data[].attributes.body
Especially helpful as it has a section for disciplinary lists, helpful to CAPA's variety of courses.

# data[].attributes.attachment_link.title
LibGuides: OER - Open Educational Resources: Big List of Resources

# data[].attributes.attachment_link.description
Open Educational Resources (OER) are any type of educational material that are freely available for teachers and students to use, adapt, share, and reuse.

# data[].attributes.body
Short and very helpful tutorials. Well organized, easy to follow. Tutorials include Kaltura and Camtasia.

# data[].attributes.attachment_link.description
This webinar video demonstrates how to find the license of course materials, how to perform a Fair Use assessment, and how to locate Open Educational Resources (OER). We will also cover some of the best ways to present both copyrighted and Open materials to online students, including course-packs, e-reserves, and streaming from the Swank movie catalog.

# data[].attributes.body
Mobile device app for video editing. A lighter version of Adobe Premier Pro, so lots of good functionality on the go.

# data[].attributes.attachment_link.readable_text
Important news about Premiere Clip.

Starting 17 September 2019, Adobe Premiere Clip will no longer be available for download on Google Play and the Apple App Store. To meet the changing demands of content creators, we're shifting our efforts to Adobe Premiere Rush, our all-in one, cross-device video editing app. With Premiere Rush, you can edit and share directly to social channels across iOS, macOS, Windows and Android devices.

If you're an existing Clip user, you can continue to use and enjoy the app and we'll

continue to offer technical support until 17 March 2020.

# data[].attributes.attachment_link.description
Important news about Premiere Clip. Starting 17 September 2019, Adobe Premiere Clip will no longer be available for download on Google Play and the Apple App Store. To meet the changing demands of content creators, we're shifting our efforts to Adobe Premiere Rush, our all-in one, cross-device video editing app.

# data[].attributes.attachment_link.title
MIT OpenCourseWare | Free Online Course Materials

# data[].attributes.attachment_link.description
MIT OpenCourseWare is a web based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity

# data[].attributes.body
A free tool for recording screencasts. Our Canvas has Kaltura already embedded, which has some features that are superior to this free tool. But if using outside of a closed system like CAPA's, this is a nice option.

# data[].attributes.attachment_link.readable_text
Our screen capture tools help you easily create, edit and communicate with videos and images. Simple and intuitive tools to share your ideas.

Windows, Mac / iOS, Android, and Chromebook | No account required

Easy video communication for everyone

190 countries

Million of users in ourglobal community

Trusted

by Fortune 100 companies, school districts,
and 98 of the top 100 universities in the US

100,000,000+

Videos captured (and counting) since 2006

How can ScreenPal help you?

I need to capture videos and images.

Highly rated by our community

Overall rating: 4.6 out of 5 based on 4,516 reviews.

What our community is saying

With ScreenPal I've been able to extend my expertise and automate some of my more routine tasks by creating high-quality video content and feedback, which then frees up my time for more personalized mentorship.

Cal Poly University Professor and founder and CEO of Mentorship Academy

ScreenPal's user-friendly interface and seamless integration into our existing teaching methods made it an obvious choice. From day one, it was clear that ScreenPal was not just another tech tool; it was a catalyst for active learning and collaboration.

Technology Integration and Innovation Coordinator, Arlington ISD

We use ScreenPal internally to create and manage all of the videos we share with educators. ScreenPal makes it easy to create videos with a consistent, branded look and feel, and then to share all of those videos from a central repository.

Chief Program Officer, The Modern Classrooms Project

Join millions of people communicating through video.

# data[].attributes.attachment_link.description
At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

# data[].attributes.body
A good complement to the capabilities of Adobe Clip. Users can use stills, slides and graphics to compose video essays.

# data[].attributes.body
Another video application for student video essays. Easy to use, though limitations in capability.

# data[].attributes.attachment_link.readable_text
Create videos that engage and impress. Animoto's drag-and-drop editing tools and visual effects make it easy. No training or experience necessary.

Create and share videos for free. Upgrade anytime for more customization.

As you get started making videos, we're here to help along the way! Join other businesses just like yours in the Animoto Social Video Marketing Community on Facebook. Our team of video experts is ready to help you grow with tips, ideas, inspiration, and feedback on your videos. You can also reach our dedicated Customer team directly at help@animoto.com .

# data[].attributes.attachment_link.title
Free Video Maker | Create & Edit Your Videos Easily

# data[].attributes.attachment_link.description
Create, edit, and share videos with our free video maker. Combine your photos, video clips, and music to make quality videos in minutes. Get started free!

# data[].attributes.body
Video application, suitable to distance collaborations. Some good graphics and animation possibilities.

# data[].attributes.attachment_link.readable_text
In EDU6323 this week, my students explored social bookmarking. As one student noted in her weekly reflection - "Holy Moly - How Did I Not Know About This?" Her observation matched about 90% of my class...which is interesting given that social bookmarking has been around for nearly a decade. In my mind, this in some ways simply demonstrates that our past educational system was built on the individual, which resulted in people who do not naturally share or collaborate in digital ways. The changing landscape of the digital world in the past decade has resulted in processes that are open, social and participatory...but that does not mean that those educated in earlier days automatically adopt these practices. Within our class discussion forum, we had some interesting discussion around digital literacy and skill building. Many suggested that they were rethinking fundamentals - that skills such as social bookmarking were critical skills that should be integrated in K-12 education rather than waiting until higher education. Several stated that they were immediately discussing this practice with their students. Others likewise were sharing the practice with their co-workers.

To help demonstrate the power of social bookmarking, we used Diigo to collaboratively collect articles associated with three myths discussed by Michelle Miller in her third chapter of Minds Online. Michelle debunked three common myths involving digital technology - that use of technology is rewiring our brains, that kids are digital natives, and that the use of social media is destroying relationships. Student reflections noted that many of these myths resonated with them, and that they were frankly surprised to find that there was little research substantiating these beliefs. They collected a nice variety of articles that supported Miller's view, and in the process illustrated how collectively we can quickly amass an excellent resource.

In thinking deeper about digital literacy, they reflected on how they and their colleagues tended to reject change. In working with faculty over the past decade, I and others have seen this repeatedly. However, after initially rejecting change, we have also seen faculty come back, retry something, and ultimately embrace it - whether we are talking about technology or new teaching practices.

In reflecting and discussing the social side of social bookmarking, several students saw potential opportunities for collaboration, but they also worried about collaborative approaches in a world still focused on individuals. If a group collaboratively built something, how does one grade individual effort? Others worried that students might violate copyright if they were allowed to freely share content.

Regarding grades, I spent part of the 1980s involved with the quality movement, known then as Total Quality Management. One of the guiding lights of TQM was Edwards Deming, who passed away in 1993. Deming was chiefly responsible for the rebirth of Japan following World War II, in which the quality of products (Sony, Toyota, etc) far exceeded USA products - at least until American companies started listening to Deming.

One of Deming's beliefs was that you could pick the top 5% and bottom 5% of effort in any project, but that it was meaningless to spend time trying to quantify the middle 90%. As such, he felt that in education, individual grades tended to be meaningless.

That was 30 years ago! With the new affordances of digital technology - and the opportunities associated with collaborative learning, perhaps a new grading scheme is needed! Would teachers and faculty be ready for such a radical notion?

As to remixed copyright, I shared Larry Lessig's TED Talk. Another radical notion?

I really enjoy our journey through digital technology, which several students describe as "eye-opening"! Next week, we move into aggregating content. I hope more radical notions are uncovered!

{Graphics: Marc Campman, Educause}

# data[].attributes.attachment_link.description
In EDU6323 this week, my students explored social bookmarking. As one student noted in her weekly reflection - "Holy Moly - How Did I Not Know About This?" Her observation matched about 90% of my class...which is interesting given that social bookmarking has been around for nearly a decade.

# data[].attributes.attachment_link.readable_text
Key Takeaways

Social bookmarking websites enhance and improve the learning experience by encouraging group collaboration and making organizing and saving web resources faster and easier for students.

Social bookmarking services offer greater scope for research, integration, and collaboration compared to the more traditional bookmarking applications such as browsers, which offer limited functionality.

Among social bookmarking services, Diigo has features and functions that make it useful for the classroom, giving instructors tools for setting up groups of students, highlighting key information, and commenting.

Classroom collaboration is an area that benefits directly from today's Internet experience in that students can develop their potential for learning by becoming more actively involved. Indeed, they can learn to approach and solve problems by collaborating with other students and their teachers. Social bookmarking websites give them opportunities to discover and organize information.

While many social bookmarking sites offer some collaboration opportunities, I have found that Diigo (Digest of Internet Information, Groups and Other stuff) combines a user-friendly social platform with bookmarking features, making it an effective research, integration, and collaboration tool for use in the classroom. In this article, I compare the benefits of traditional and social bookmarking websites. Then, using Diigo as a focus, I explore the possible uses and benefits of social bookmarking for research and collaboration in the classroom.

Traditional Bookmarking

Teachers and students routinely use the Internet for archiving, organizing, and sharing information associated with their research and in collaboration with others on projects. Keeping track of and organizing the incalculable website options available is a daunting task. Most commonly, users save a web page's URL with their personal browser's bookmarking feature, like Favorites (in Explorer) or Bookmarks (in Firefox), to revisit it in the future.

However, these browser bookmarking systems have not kept up with the changes and growth of the Internet, saving clusters of websites arranged loosely around informational themes. While this method of saving web pages and websites can help a computer user remember and quickly access important sites, there are numerous disadvantages:

Building a list of important bookmarks not only is time-consuming, but the list is only available on the individual user's computer.

Large collections of bookmarks can quickly become unmanageable and disorganized.

Users may not remember why they created a bookmark or what part of the page they were trying to save.¹

Social Bookmarking

The proliferation of Web 2.0 tools has inspired the development of a number of applications designed to enhance collaborative work. Notable among these are social bookmarking systems. From a social network platform, they serve as an organizational tool to collect and organize a variety of web resources (hyperlinks, documents, podcasts, video files, graphics, etc.). 2 Social bookmarking has advantages over the traditional schemes, principally because it relies on a web-based system of classification known as folksonomy. Tags are collaboratively created and managed to annotate and categorize web content.

Social bookmarking sites first appeared about 10 years ago, but did not gain wide popularity until the launch of Del.icio.us in 2003. Among the many sites available today, Delicious and Diigo are the two most commonly used in education.

One key difference between Delicious and Diigo is annotation. The latter allows users to highlight any part of a web page and attach sticky notes to specific highlights or to a whole page. These annotations can be kept private, shared with a Diigo group, or forwarded as a special link to other individuals or groups for collaborative purposes. Table 1 compares the main features of Diigo, Delicious, and traditional browsers. ³
Table 1. Social Bookmarking Comparison Chart
As Table 1 shows, Diigo has more features than Delicious or browsers, enabling users to tag, organize, manage, and share information they discover online. ⁴ Diigo's Free and Education Basic plans are the most popular.

Research, collect, and organize bookmarks, highlights, notes, screenshots, pictures, etc.

Gain access anywhere and share with the most popular browsers

Get app applications for Android, iPhone, and iPad

Collaborate with students, teachers, and groups

For the classroom, Diigo's features make it easy to:

Research

If you find a key paragraph about the topic your students are researching, you can highlight it and then bookmark the page. As long as you're logged into Diigo, every time you visit that page, the paragraph will be highlighted. Various highlighting options are available.

Individual students can use Diigo to organize bookmarks on research topics, while groups can collaborate, share, and discuss information by annotating key websites. For instance, bookmarks that have been tagged as "science" or "current events" can be shared with other students involved in the same project. In fact, social bookmarking simplifies the distribution of reference lists, bibliographies, papers, and other resources.

Highlight text and pictures in a variety of colors and add sticky notes to a bookmarked page

Bookmark important websites and access them from school or home and share them with other students

Categorize websites with titles, notes, keyword tags, lists, and groups

Save a screenshot of a website or capture and save an image

View any annotations made by other students (of the same group) on another website

Save relevant websites to lists in their Diigo student accounts

Comment on other students' bookmarks

In doing research or other tasks using Diigo, students can:

Access and App Support

Diigo allows students and teachers to access saved web pages remotely from any computer that has access to the Internet, since the information isn't stored on a single computer. It also supports popular browsers, including Google Chrome, Firefox, and Internet Explorer, and apps for Android, iPhone, and iPad.

Collaboration

Used across the curriculum, Diigo can help students develop and improve skills in communication, organization, and classification. As a collaborative tool, it allows teachers and students to save websites into a public or private library, highlight information of a web page, and attach sticky notes to highlight as little or as much of a web page as needed.

For instance, it is simple for the teacher of a current issues class to identify and share news articles, video, blogs, podcasts, etc., from the Internet with students using Diigo. Students themselves can also identify themes and share them in a class group. In allowing teachers to create and manage student accounts, Diigo supports a full range of interactions between student, group, and teacher.

Allow teachers to highlight important information within text and images

Make it possible to write comments directly on web pages

Help organize thematically linked web pages and websites

Support collaboration and resource sharing

Facilitate online discussion

Additional educational features:

Diigo's student accounts can be kept either private (with no e-mail addresses) or grouped to make sharing resources simpler. Accounts make it easy to organize research and collaboration through the use of bookmarks and tags. Annotating tools include highlighting, floating sticky notes, and comment options. Moreover, teachers can keep individual student work organized and provide both individual and group feedback.

User groups also facilitate collaboration by allowing individuals and groups with common research interests to come together. By going to My Network, users can join groups or create groups linking them to other people with common interests and follow other groups' news feeds or e-mails.

Tutorials

Diigo has a number of help tutorials both on its website and elsewhere online. However, the following example tutorials highlight some of Diigo's main features.

Diigo Toolbar

The Diigo toolbar is a browser add-on extension that gives the user instant access to the social bookmarking service's features (Figure 1).

Diigo Functions

Bookmarking allows users to bookmark a web page by entering its URL, title, and tag (Figure 2). Some options include the privacy setting, public versus private; unchecked means public. Checking the Unread box marks the page for later reading. (The Read later feature also saves pages for later.)

Highlight enables the user to select and highlight text in different colors (yellow, blue, green, pink) on a web page. Click the "Highlight" button on the toolbar or right-click and hit "Highlight selected text" (Figure 3).

Highlight used with clipping enables aggregating snippets of information for sharing, editing, or easy search and reference later.

A sticky note can be tied to a highlight or freely positioned and resized as a floating note (Figure 4). To add a sticky note, highlight a block of text; mouse over the highlighted area; in the Highlight Menu that appears, select "Add sticky note"; add your comment, and press "OK."

The Quick access filter makes it easy to quickly visit all your favorite websites based on four different filter types (Figure 5).

Send an annotated version of a web page via e-mail or Diigo friends (Figure 6).

Toolbar Features

You can easily customize the toolbar to suit your most frequent uses and available screen space (Figure 7).

Bookmark settings and highlight styles can be customized (Figure 8), as can various keyboard shortcuts (Figure 9).

Premium Features

Premium features can be added to the features available with the free membership.

Capture lets you select a portion of a web page, annotate it graphically and textually, and save it as an image - along with its original URL - in your Diigo Images Library. These images can later be tagged or shared in a list or group (Figure 10).

Collect Images allows you to save images from a web page to the Diigo online library via Internet Explorer or from the Firefox toolbar (Figure 11).

Cached pages are archive pages. All cached pages are indexed and searchable (Figure 12).

Figure 12. Cached Pages

Creating a Group

First, click on "Create a group for my class," then provide a group name, give a description of the group, and make it either private (seen only by the group) or public. Finally, click "Create my group" at the bottom of the page (Figure 13).

1. Create student accounts and add them to groups

Enter the students' names (first name followed by initial of surname to protect student privacy) separated by commas, or import a list by uploading a comma-separated file (CSV)

Click "Create"

Confirm student accounts by selecting the appropriate privacy setting and clicking "OK, create account(s)"

2. Add extra student accounts to a specific group

Select the students you would like to add to the group

Click "Add to group: group name"

3. Invite

Enter email address

Add a welcome message

Click "Invite"

Students can be added to the group in one of three ways:

The invite option can be used to add students with existing Diigo accounts and also colleagues or collaborating teachers.

Once groups have been added, you can access and manage them from the Teacher Console homepage (Figure 14).

From the Teacher Console page, you have access to all of your created groups. You can add, invite, or delete members. In selecting the Manage Members option, you can see group member accounts, select group moderators, and monitor open and pending invitations. The console also provides the opportunity to create a Tag Dictionary that allows the group to predefine tags to ensure consistency (Figure 15).

Integration Strategies

Many applications show how students can integrate Diigo across the curriculum. One popular application is organizing bookmarks for resources and research, collaborative learning, and professional development.

Teachers and students can organize their bookmarks by themes or topics and access this data from any Internet-connected computer. For example, a science teacher can use Diigo to create astronomy links as web resources for discussions or research (Figure 16). An information search associated with a topic of study can also be assigned in advance of the lesson.

Teachers can use the Highlight feature to flag important information on a web page (Figure 17).

Comments and sticky notes also draw attention to and help with organizing important information (Figure 18).

Collaborative Learning

The benefits of collaborative learning include a deeper understanding of content and more motivation to remain on task. Diigo can help students share, organize, and annotate websites for specific content related to a research project through highlighting or by using sticky notes, allowing them to summarize a website's important concepts and main points. For example, the Diigo groups' feature allows students to invite others to join a specific group in order to save, view, and even comment on bookmarked websites.

Teachers can create one or many groups for classes. Students in a specific Diigo group can see the websites and comments that a teacher has bookmarked for that group; they can also add their own websites and comments to the group for other group members to see (Figure 19).

Professional Development

Diigo can also be used as a form of professional development. It has several educator groups that actively share and collaborate on bookmarks relevant to education. The Diigo in Education Group has nearly 11,000 members, and there are more than 200 K-12 education groups (Figure 20).

Summary

1. Vivian Cockrell, Christian Howd, Jeffrey Murry, Rebekah Price, LindseyTinney, and Jenny Valasek, "Student Learning with Diigo," Diigo 101 (n.d.).

2. Enrique Estellés, Ester Del Moral, and Fernando González, "Social Bookmarking Tools as Facilitators of Learning and Research Collaborative Processes: The Diigo Case," Interdisciplinary Journal of E-Learning and Learning Objects, vol. 6 (2010).

3. Based on an update of Diigo's comparison table by Jason Schmidt, "Diigo and Delicious," Interactive Inquiry (July 30, 2010).

4. William M. Ferriter, "Good Teaching Trumps Good Tools," Educational Leadership, vol. 68, no. 5 (2001).

Browsers provide fewer bookmarking features than found on social bookmarking sites. Although many social bookmarking services are good, Diigo can foster research-sharing and collaboration in new ways. Not only can students bookmark, organize, and collaborate on various projects and research, but this service gives them - and teachers - the opportunity to organize and manage web resources and documents. Diigo has useful educational applications, as well, such as organizing bookmarks for resources and research, collaborative learning, and professional development. Based on my experience so far, I encourage educators to explore Diigo for classroom use.

Further Reading

Patrick Garmoe, " 17 Reasons Delicious.com Users Should Head to Diigo," For bloggers by bloggers (December 17, 2010).

Lorrie Jackson, " Sites to See: Social Bookmarking," Education World (June 5, 2009).

"Social Bookmarking," Teaching Today, The McGraw-Hill Companies.

Paul Heymann, Georgia Koutrika, and Hector Molina, " Can Social Bookmarking Improve Web Search?" First ACM International Conference on Web Search and Web Data Mining (WSDM '08), Stanford, CA (February 11-12, 2008).

Cyprien P. Lomas, " 7 Things You Should Know About Social Bookmarking," EDUCAUSE Learning Initiative (2005).

Laura Gordon-Murnane, " Social Bookmarking, Folksonomies, and Web 2.0 Tools," Searcher: The Magazine for Database Professionals, vol. 14, no. 6 (2006).

Steve Yuen, " Using Diigo in the Classroom," Learning Technologies (February 20, 2011).

# data[].attributes.attachment_link.keywords[]
classroom collaboration using social bookmarking service diigo

# data[].attributes.attachment_link.title
Classroom Collaboration Using Social Bookmarking Service Diigo

# data[].attributes.attachment_link.description
Social bookmarking websites enhance and improve the learning experience by encouraging group collaboration and making organizing and saving web resources faster and easier for students. Social bookmarking services offer greater scope for research, integration, and collaboration compared to the more traditional bookmarking applications such as browsers, which offer limited functionality.

# data[].attributes.headline
Students' Perceptions and Experiences of Social Media in Higher Education

# data[].attributes.subject
Students' Perceptions and Experiences of Social Media in Higher Education

# data[].attributes.headline
7 things you should know about social bookmarking

# data[].attributes.subject
7 things you should know about social bookmarking

# data[].attributes.body
Educause

# data[].attributes.attachment_link.readable_text
Abstract

"7 Things You Should Know About... Social Bookmarking" addresses a communityâ€"or socialâ€"approach to identifying and organizing information on the Web. Social bookmarking involves saving bookmarks one would normally make in a Web browser to a public Web site and "tagging" them with keywords. The community-driven, keyword-based classifications, known as "folksonomies," may change how we store and find information online.

The EDUCAUSE Learning Initiative's (ELI's) "7 Things You Should Know About..." Series provides concise information on emerging learning practices and technologies. Each brief focuses on a single practice or technology and describes what it is, how it works, where it is going, and why it matters to teaching and learning. Use ELI's "7 Things You Should Know About..." briefs for a no-jargon, quick overview, either for yourself or for colleagues who are pressed for time.

In addition to the "7 Things You Should Know Aboutâ€¦" briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.

# data[].attributes.attachment_link.keywords[]
7 things you should know about social bookmarking

# data[].attributes.attachment_link.title
7 Things You Should Know About Social Bookmarking

# data[].attributes.attachment_link.description
"7 Things You Should Know About... Social Bookmarking" addresses a communityâ€"or socialâ€"approach to identifying and organizing information on the Web. Social bookmarking involves saving bookmarks one would normally make in a Web browser to a public Web site and "tagging" them with keywords.

# data[].attributes.headline
Social bookmarking systems to enhance students' learning process

# data[].attributes.subject
Social bookmarking systems to enhance students' learning process

# data[].attributes.attachment_link.title
Social bookmarking systems to enhance students' learning process - IEEE Conference Publication

# data[].attributes.attachment_link.description
Social Bookmarking System (SBS) is a Web 2.0 application that can be used to improve the learning process and to induce collaborative learning. SBS is used

# data[].attributes.body
Instructional Design Library

# data[].attributes.attachment_link.description
Instructional design has been undergoing significant changes resulting from developments in areas including pedagogy, learning science, and technology

# data[].attributes.attachment_link.readable_text
Open Author helps you build and publish Open Educational Resources for you and for the benefit of educators and learners everywhere.

Learn more about creating OER

Groups provides a flexible environment to organize, create, share, and discuss resources with others in your network. Collaborate with group members, tag and add resources to shared folders, create your own collections, all within a public or private group.

Groups

Search through collections curated by our digital librarians

Collections

Common Core resources organized for your needs

Common Core

Hubs

A Custom Resource Center

Projects, districts, states, and initiatives make use of Hubs to bring groups of educators together to create, organize, and share OER collections that meet their common goals. Explore Hubs

Microsites

Custom Digital Libraries

Microsites are custom, flexible sites that include all the features available on OER Commons. Microsites allow your users to search resource collections using a custom taxonomy at a unique URL. Contact Us

Our award-winning OER Professional Learning programs support instructors and curriculum specialists to gain the necessary skills required to find, adapt, and evaluate high quality open materials.

In-person and virtual OER workshops help focus instructors to develop a "commons" mindset, to experience the benefits of open processes using the platform's tools, collaborative features, and workflows. This can include using Open Author for creating, remixing, and publishing shared curriculum.

Learn More

How to Search OER Commons

View all How-to videos

# data[].attributes.attachment_link.description
OER Commons is a dynamic digital library and network. Explore open education resources and join our network of educators dedicated to curriculum improvement.

# data[].attributes.body
Online Teaching Resources

# data[].attributes.body
Online teaching resources

# data[].attributes.attachment_link.readable_text
Arizona State University is committed to supporting faculty and students in the transition to online teaching and learning in response to the coronavirus crisis.The ASU instructional design community has created this set of vetted resources as an essential toolkit for quality online course development and delivery.The goal is to provide curated resources, actionable steps and an overall strategy to the rapid development of online course materials, activities and assessments.

# data[].attributes.attachment_link.title
Design for Online Learning Toolkit - Teach Online

# data[].attributes.attachment_link.description
Design for online learning toolkit Arizona State University is committed to supporting faculty and students in the transition to online teaching and learning in response to the coronavirus crisis.The ASU instructional design community has created this set of vetted resources as an essential toolkit for quality online course development and delivery.The goal is to provide curated resources, actionable steps and an overall strategy to the rapid development of online course materials, activities and assessments.

# data[].attributes.body
Teaching Resources

# data[].attributes.attachment_link.title
Teaching Resources | Center for Academic Development | Liberty University

# data[].attributes.attachment_link.description
Get a world-class education with the solid Christian foundation you're looking for at Liberty University. Here, you'll gain the values, knowledge, and skills you'll need for success in every aspect of life.

# data[].attributes.attachment_link.readable_text
Our teams consist of 80 plus motivated developers, creators, and dreamers dedicated to exploring new technology to enhance teaching and learning at UCF. Need to reach us? Our staff are available by phone or email! Browse our department staff directory.

Discover the Center for Distributed Learning and see what we are all about.

Explore the various teams that make up the Center for Distributed Learning. Our teams consist of motivated developers, creators, and dreamers dedicated to exploring new technology to enhance teaching and learning at UCF.

CDL offers a great environment for professional and personal growth. View our available positions!

# data[].attributes.attachment_link.title
About the Center for Distributed Learning at UCF

# data[].attributes.attachment_link.description
Our teams consist of 80 plus motivated developers, creators, and dreamers dedicated to exploring new technology to enhance teaching and learning at UCF. Need to reach us? Our staff are available by phone or email! Browse our department staff directory. Discover the Center for Distributed Learning and see what we are all about.

# data[].attributes.attachment_link.description
Since technology is not going anywhere and does more good than harm, adapting is the best course of action. That is where The Tech Edvocate comes in. We plan to cover the P-20 EdTech sector and provide our readers with the latest news and opinion on the subject.