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Easily is free online software, which allows creating info-graphics and expressing ideas in a vivid, creative, easy to understand way. The variety of templates and diversity of designs make it easy and fun to use. Both educators and learners can use it in order to present the information in an easy-to-follow visual form.

Powtoon is free online software allowing creating animated videos & presentations. It can be used for work, educational and personal purposes. It's easy to use, and can be customized in accordance with needs and preferences of the user. Diverse templates, voice support, and dynamic presentation enable grabbing the attention of the viewers.

Prezi is free online software enabling to create the alternative power point, which allows creating non-linear presentations. It's dynamic, easy to create and visually appealing. Functions of zooming create another dimension of presenting information.

Wisemapping is a free online editor for mind maps and brainstorming.  Mind maps aid to generate, visualize, structure, and classify ideas. Presenting ideas in a radial, graphical, non-linear manner promotes brainstorming approach to planning and organizing tasks. It gives a way to create a more diverse, intuitive connections between the concepts, which in its turn allow enhancing thinking and reasoning.

Audacity is a free powerful source for multi-track recording and editing. It allows creating podcasts of high quality for free.

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Merlot is a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community. One of the biggest repositories and exceptional place to find and share educational resources. A good place to fund assistance in dealing with teaching issues.

Coursera is a large library of MOOCs, some of which have material freely licensed for re-use. The variety of courses in a different field are offered with possibilities of certification and specialization.

EdX is a library of college-level courses from a variety of high-profile universities. Some course materials are freely licensed for reuse.

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Youtube is a video hosting company that provides users with storage, delivery, and display of video. One of the current trends is creating of the Youtube channels with different instructional, informative and educational content on different topics. In spite of the content marketing approach of some video-bloggers, most of the videos are free and open to public use. This may become a useful source for gaining new information and creating e-learning content.

TED (Technology, Entertainment, and Design) is a nonprofit global community for spreading powerful ideas by the inspirational individuals. The topics and approaches to the presentation are diverse.

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WEEK 1: INTRODUCTION TO ONLINE ADULT TEACHING AND LEARNING

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WEEK 1: INTRODUCTION TO ONLINE ADULT TEACHING AND LEARNING

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On ageism in my community.
Speaking of my Kazakhstan and looking at the example of my parents (63+) I can say that there is the tendency for older people to struggle with technologies, countless devices, and applications. But it may be seen as the struggle from the perspective of younger people. Looking at the older people I know, I can tell that they don't need that many technologies as we do. Very often their lives are organized in another way. In my opinion, it is just the matter of habit and necessities. My parents, for instance, still prefer radio over podcasts, newspapers over digital-subscription, and hard copies instead of e-books, etc. However they use messengers, GPS, have their own profiles in social networks and ask Google or YouTube for the recipes and know-how issues. That is where I agree with what Jodie is mentioning. Older people just have another paradigm of values, interests and another routine and pace of life. Moreover, I think that older people are usually established specialists with years of experience in their field. So they don't have that urgent need as the young specialist does in concern to online-learning. And it can be seen as the means of self-development.
If we go back to the question of ageism in online learning, I think it is quite true to agree that it exists. I think it has something to do with the common trend of defining older people as those, who have already lived their lives and should give the wall to the younger generation. I totally disagree with this idea and I think that learning should not be connected to age, gender or class. For me, it is the matter of motivation and interest, and it has the positive impact on society in general.

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Connectivism: A Learning Theory for the Digital Age.

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Connectivism: A Learning Theory for the Digital Age.

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This paper focuses on the application, overlapping and appropriateness of traditional learning theories (behaviorism, cognitivism, and constructivism) and new theories (connectivism, chaos, network, complexity and self-organization theories) emerging due to the changing nature of knowledge, social environment and increasing impact of technologies. The author declares the escalation of the knowledge lifetime, fast development of information and appearance of the new learning settings (communities of practice, personal networks, learning by doing).

Following on from the limitations of traditional theories, the author emphasizes the immediacy and ability to re-evaluate the worthiness of learning, its synthesis, and recognition of connections and patterns.  Connection making becomes one of the vital and crucial skills in the digital age. Connectivism states that the meaning-making tasks and forming connections between specialized communities can foster understanding.  The article emphasizes the role of the networks, small worlds and weak ties as the way of creating an integrated whole. According to connectivism, knowledge resides outside of the individual (within the organization or a database) and connects special information sets. Moreover, the ability to acquire new information is more important than the current state of knowing.

Connectivism is summed up in the statement “the pipe is more important than the content within the pipe”.  The pipe is the metaphor for the network of created nods, and the content is new knowledge, which needs to be actuated at the point of applying it to the real life.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

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Interdependence of roles, role rotation, and senseof community in an online course 

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Interdependence of roles, role rotation, and senseof community in an online course 

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This research explores how do interdependent roles and role rotation create and nurture the sense of community and online learning outcomes. The author argues that in spite of the convenience of asynchronous learning and communication, lack of direct contact may lead to the feeling of isolation and distance between the online learner, instructor, and peers. The results of the qualitative research (through observations, analyzing archives, conducting surveys and interviews) show that regulated interdependence of roles and role rotation act as the means of overcoming the lack of face-to-face interaction and sense of isolation. The starter-wrapper technique together with the role rotation praxis is seen as the recipe for achieving a diverse learning experience and maintaining the sense of community among the online learners. The starter provides the outline and summary of the task for the week and wrapper summarizes what has been discussed within a week. The rest of the online class participates in discussion, whereas the instructor facilitates the healthy productive discussion.  This scenario is suggested to be flourishing and effective. Assigning the roles of facilitating and participation in discussion activities is suggested to be the regulator of peer interaction and catalyst of learners’ online behaviour and success. It encourages student’s engagement and makes learners take more responsibilities for their learning.

Jiang, W. (2017). Interdependence of roles, role rotation, and sense of community in an online course. Distance Education, 38(1), 84-105.

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Social presence in the 21st century: An adjustment to the Community of Inquiry framework 

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Social presence in the 21st century: An adjustment to the Community of Inquiry framework 

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The paper focuses on social presence within the online learning space. It starts from describing the basic elements of the previous CoI framework suggested by Garrison. The results of the present work are made on the basis of the research conducted in Uruguay (November 2007- November 2010) defining the role of cognitive, social and teaching “presences” in the professional development of English language teachers on continuous professional development (CPD) programs delivered online.

It suggests that suggested that social presence is core to the teaching and cognitive presence discourse.

The research posits that participants’ online exchanges differ from the previously suggested by Garrison et al (2000) patterns of correlation between cognitive, social and teaching presences. The social presence became bigger and more permeant than the original CoI framework suggests. Three new patterns are identified as the result of analysis:

·      Pattern 1: the teaching becomes social (TP encompassed a clear social component which did not fit the original CoI framework).   Contribution of the purely social nature should be accounted for within the teaching presence dimension. Thus an explicit social dimension within the construct should be included in the teaching presence discourse. The social elements within the teaching discourse are prevalent and significant.

·      Pattern 2: the cognitive becomes social: The division between social and cognitive discourse were diffused, the social element overlap most layers of cognitive presence.  The social and cognitive dimensions are not easy to separate from one another.

·      Pattern 3: the social remains social:  Social presence does not initiate the upheaval of the cognitive presence on its own.  There is no direct correlation between the opportunity to express one’s social presence and amplification of online participation. It also doesn’t generate enhanced cognition among participants per se.

In conclusion, social presence becomes the central momentum of the online learning experience. An overlap of three initial constructs (social, cognitive, teaching presence) brings in the novelty to the suggested CoI framework by Garrison (2000).  The new approach emphasizes the process of teaching and cognitive presence becoming social and indicates the engagement of 3 aforementioned constructs with each other.

Armellini, A., & De Stefani, M. (2016). Social presence in the 21st century: An adjustment to the Community of Inquiry framework. British Journal of Educational Technology, 47(6), 1202-1216.

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WEEK 2: ESTABLISHED AND EMERGING TRENDS IN ONLINE LEARNING 

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WEEK 2: ESTABLISHED AND EMERGING TRENDS IN ONLINE LEARNING 

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On Ubiquitous and Seamless Learning
Living in the era of technological progress, we as a highly-intelligent humankind have managed to create and embed mobile technologies into every area of our lives. The fact that you can access the world with a small device kept in your pocket fancy me a lot.  I don’t have any experience with ubiquitous or seamless learning, but I eager to try.

Coming from the belief that learning should be consistent, coherent and multi-dimensional I understand how important it is to continue learning even if you are out of the class. This allows implying and reinforcing all the knowledge into one’s life, and that’s essential.

What I have noticed about myself is that I like learning process and tools to be sustainable and diverse. And I like to control and self-regulate my learning.

As an example, I use various apps, web and printed sources to enhance my French.

Using Anki (application for memorizing via flashcards) while being in my bed in the morning, I listen to the podcast on the relevant topic in French while having my breakfast or walking to the university, I sue Memrise and Lingvista apps on the bus, read the French magazines during my spare time and indulge myself with a French movie with sub-titles from time to time. This all is accompanied with by taking classes from online language school (Lingoda). At first side, it might seem to be not serious, not academic and more of the hobby thing. But in reality, it is a complex learning, packed, tailored and embedded into my daily life. That means this new knowledge and information I get is immediate, relevant and reinforced. Moreover, it is elaborated by myself and is indicative of the self-motivation and self-regulation skills. That is my perception and realization of the seamless learning.

But if we come back to the concept of “Ubiquitous and Seamless learning” I have mixed feelings when it comes the thought about some program, software or mechanism, which could observe, analyze me and pop in the learning materials and tasks for me. I still strongly believe that all the technologies should be controlled by the humans but not vice versa. And I would like to know who is responsible for my learning. Technologies lack the emotional component, and they may even detach and reduce the connection and presence between the humans.

Another concern arises when I think of the development of the deep-learning skills and critical thinking. In my opinion mosaic thinking, skimming and skipping from one subject to another became another side of modern reality Overall I do not have the negative feeling about the usage of scientific achievement to upgrade and enhance one’s existence. Moreover, I would really like to experience ubiquitous and seamless learning, but I am sure that it should be mindful, realized and reflected on.

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‘Not the same person anymore’: groupwork, identity and social learning online  

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‘Not the same person anymore’: groupwork, identity and social learning online  

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This paper investigates the impact of the learning identity on the social presence, which is necessary for successful learning experiences. The research aims to answer the question how and why do specific elements of communication create social presence in online group work context and how is social presence connected to the ability to learn online on a deeper metacognitive level. The paper discusses which specific elements of online communication foster the process of online identity formation. The analytical framework is used to explore the shifting experience of identity in online context and the (social) factors influencing it. After conducting semi-structured and group interviews with 4 tutotrs and 10 students, the authors conclude that identity plays one of the key roles in understanding the importance of social presence for the successful online learning process. Furthermore, group work is crucial when it comes to achieving deeper learning outcomes in online learning environment. It is suggested that social interaction not only prompts learning process, but increases the social support as well. That is why it’s necessary to work on expanding it. Less controllable behaviours and unintentional trustworthy communication work for building of social presence as a way to support the social production of identity.

Jaber, R., & Kennedy, E. (2017). ‘Not the same person anymore’: groupwork, identity and social learning online. Distance Education, 1-14.

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Butcher, N. (2015). A basic guide to open educational resources (OER). Commonwealth of Learning and UNESCO. 

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Butcher, N. (2015). A basic guide to open educational resources (OER). Commonwealth of Learning and UNESCO. 

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The presentation elaborating on the main elements of the Open Educational resources was created using prezi.com

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Incentives and Barriers to OER Adoption: A Qualitative Analysis of Faculty Perceptions 

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Incentives and Barriers to OER Adoption: A Qualitative Analysis of Faculty Perceptions 

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The study researches the knowledgeability and stance of the faculty and students to the usage of open educational resources (OER).

The nuanced qualitative analysis of the faculty members’ responses allowed generalizing 10 categories signalling about the barriers towards implementation of OER and stimuli to hurdle those barriers. Additionally, the interdependence of the OER future with individual perception of faculty members is emphasized.

It has been revealed that the majority of faculty and students found the OER be satisfactory and favourably rated. Nonetheless, the necessity of central repositories, need for further clarifying information, time-consuming process of reviewing new resources, lack of discoverability, insufficiency to some modules and subjects, misconception about the nature of OER (confusing it with digital resources), and perception of OER as inferior to traditional sources are reported to be amidst the main arguments against adaptation of OER.  At the same time, the study yields several generally positive perceptions advocating for OER. Namely, the student cost benefits pedagogical benefits and benefits on the institutional level. It is believed that OER entrenchment aids of course load reduction, assists to the curricular research and meets the support from the library members, as monetary compensation for revision and adaptation may be seen as a positive incentive. Cost and pedagogical benefits are believed to be the main motivators for the faculty to reconsider OER.

Belikov, O.Μ and Bodily, R. (2016). Incentives and Barriers to OER Adoption: A Qualitative Analysis of Faculty Perceptions. Open Praxis, 8(3), 235-246.

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Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology  

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Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology  

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The study analysis and criticize the connectivist conception of learning used as the leading conception for MOOCs and forming the basis of pedagogy in Web 2.0 environment. This learning concept is argued to be irrelevant and troublesome within the online setting, as xMOOCS are adopting old behavioral pedagogies.   Cultural psychology is proposed to be more suitable due to the compliance with explanatory issues provoked by the online learning environment. It is believed to ensure more appropriate and unproblematic pedagogy.  Two initial and general pedagogical principles of visualization of objects and the enabling of dialogic and sustained joint activity based on Vygotskian cultural psychology are proposed in order to elaborate on the new pedagogy for MOOCs.

Clarà, M., & Barberà, E. (2013). Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136.

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Marshall, S. (2014). Exploring the ethical implications of MOOCs. Distance Education, 35(2), 250-262. 

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Marshall, S. (2014). Exploring the ethical implications of MOOCs. Distance Education, 35(2), 250-262. 

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The mind-map depicting the main arquments of the article was created.

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Ethical concerns about Massive open online courses (MOOCs)

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I really enjoyed the process of making this short piece as it helped me to reveal and retrieve my understanding of Connestivism theory approach together with paralleling it to other approaches used by educators. I find it to be very relevant to the ecosystem we have managed to create. I consider connectivism and constructionism to be 2 helpful approaches for adult educators. The example of our cohort has shown me how powerful and influential one community can be. The diversity of sources, opinions, connections, and perspectives do nothing but enhance and expand our knowledge and understanding of matters.

I attach my concise presentation on Connectivism. I have really enjoyed the process of making it and happy to add another skill to my toolkit.

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ConnectivismThe story of how learning became external and collective We all are the network of nodes. Imagine living in the digital age where the world is networkedLet's get connected"Node" is anything that can be connected to another nodeCan I browse your databases?!?Learning is the process of creating connections and expanding the network complexityWow!

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WEEK 4: THE MULTIPLICITY OF ROLES OF ADULT EDUCATORS AND LEARNERS 

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WEEK 4: THE MULTIPLICITY OF ROLES OF ADULT EDUCATORS AND LEARNERS 

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In spite of the fact that I don't have a lot of teaching experience I do believe that I was engaged with education for all my life in different roles. Moreover, I believe, that living and being active and self-motivated, we form and join tonnes of the learning situations and ecosystems. As there are various types of learning (formal, informal, non-formal) we all become the educators for each other to some extent  (to our family, partner, friends).
Nevertheless, this Master Program enabled me to read a lot about the concepts, theories, and approaches to the adult education. This allows me to reinforce my philosophy and perception of what kind of adult educator I may become. I have created this short animated video to elaborate and present my ideas on the topic.

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TatyanaLearning is a journeyWhat kind of online educator you would like to be?Encouraging & inclusiveConsistent but open to changesGuiding & supportingEasy and comfortableExpanding my own knowledge of the world Self-motivatedREspectfulInteractiveCurious non-stop* What kind of online students would I like to have?Wedid it!* How could I change their lives through teaching?If you learn how to accomplish one project, you know how to realize any project.

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WEEK 5: COGNITIVE, SOCIAL, AFFECTIVE PRESENCE AND CULTURAL PRESENCE 

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WEEK 5: COGNITIVE, SOCIAL, AFFECTIVE PRESENCE AND CULTURAL PRESENCE 

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These three types of presence are crucial, overlapping and interdependent components of the online learning.  Frequently the degree of that distribution of those predetermines if online setting will be effective, successful and engaging. The community of inquiry is the integrated entity, with certain patterns, behaviors, and tendencies. Those should be observed, distinguished an adjusted by the educator if they degrade the quality of learning.The following mind-mad presents ideas about the components and roles within the community of inquiry.

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On othering in Adult Education.

“No two learners are alike”. This mantra should be repeated by the educator until it becomes a core belief. We as learners differ in so many ways: preferable learning styles, learning needs, previous experiences, cultural, social and economic backgrounds, personal and communicational skills. The list goes on.

Reflecting my personal experience within the last 1.5 of this Master Program I am doing, I have experienced myself as the other learner so many times. And I can assure that it had a negative effect on my learning and emotional well-being. The language proficiency was my main concern not only in the class but also in the other life situations. Sticking to the belief that I am not able to operate and communicate at the same high level as I can do it in my mother- tongue (Russian), I preferred to stay silent and lacking initiative in the class. I was postponing the task performance in fear of making a mistake or seem incompetent.  But in reality, none of my peers or professors have ever noticed or emphasized this aspect, based on which I was negatively othering myself. It took some time, observation and reflection to overcome this misperception. I have decided my language proficiency is a fringe concern, and it may not be ideal but it doesn’t determine my personality, my skills, and abilities. Change of the perception and attitudes allowed me to become more engaged with the content of the program, enhance my personal relations with my fears and actually enhancing my English day after day. This was my small personal struggle.

Speaking of adult education, I think that indifferent educator should be aware of the diversity existing in every group and cohort. This diversity may not be very prominent; it cannot be instant, but most probably it’s there every time.

Differences may lead to the marginalization of some individuals, passive-learning behaviors within the group, lack of motivation, psychological problems of low self-efficacy and self-esteem.

But not all the differences are negative though, and sometimes the diversity of the class should be used as the blessing, rather than a breaking element. It should be addressed and embraced properly.

Those steps may be taken in order to make the learning process inclusive and equal for everyone.

1) The fact of the group diversity should be noticed, analyzed and not ignored by the educator.

2) The methods and instructions used by educator should be diverse, creative, engaging and giving different opportunities to reach every unique learner.

3) The learning process should be inclusive and engaging, taking into consideration every participant.

4) Collaboration, pairing and a group work is a perfect way to boost interaction, share perspective and experiences.

5) Some learners should be provided with more time and space, in order to show that everyone matters.

6) Variety of options to perform and engage should be offered by the educator, educator should be open.

7) Constant monitoring and reflection is a helpful technique to adjust and enhance the learning environment.

“No two learners are alike”.

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WEEK 8: OPEN EDUCATION: LESSONS LEARNED FROM MASSIVE OPEN ONLINE COURSES (MOOCs)

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WEEK 8: OPEN EDUCATION: LESSONS LEARNED FROM MASSIVE OPEN ONLINE COURSES (MOOCs)

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The fact that technologies increasingly enter and influence different aspects of human lives is doubtless. They should be implemented and used wisely for the purposes of living improvement, alleviation and enhancement. Nevertheless the role of education and Academe should be emphasized. The initial premise of MOOCs is noble and promising.  They give people the choice. It will not be wrong to say that everything has its value and flipside. Collaboration and openness of Academe, social media and informed public may provide the balanced and fare benefit for every participant of MOOCs.

Bearing in mind the financial aspect of MOOCs, it is important to evaluate the potential impact of MOOCs for higher education institutions and learners. Furthermore, it is crucial to understand how to elaborate strategies enabling adaptation and integration of new technologies into existing practices. It should be noted that the role of those technologies is meant to be supplemental rather than dominant and disruptive.

Despite the fact that MOOCs are relatively new and optional, they should not be ignored and underestimated. Researches on the structure and course design could help to change the attitude and strategies concerning MOOCs. This could help to improve the ways for learners to deal with courses, increase faculty engagement and blend distance learning into the traditional practice of the higher institutions. Those actions may allow diminishing the threat of academic devaluation and knowledge quality decrease, preserving the promise of global accessibility and democratization of education.

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Those are the elements I have emphasized while reflecting on this 2 month on the course:

1)   Structure of the course.

·      Student-oriented constructivist approach.

·      Problem-posing approach

·      Embracing the diversity and previous experiences of our group

·      Learning portfolio – as a way to reflect and present the content

2)    Diversity

·      Various sources,

·      Media,

·      Assignments

·      Tools

·      Creativity and different options for presenting the ideas

3)   Reinforcement of the theoretical knowledge with praxis

·      Drawing the parallels between the theory and real status quo of this online course

·      Implementation and elaboration of traditional learning theories in the online scenario

4)   Group engagement and interchange of opinions and expertise.

·   Great forum discussions

5) Safe and supportive online learning environment, openness and flexibility of the educator

·      no geographical gap

·      no feeling of detachments

·      educator was present

·      educator provided clear guidance

·      educator facilitated the learning process

·      educator aided the elaboration of ideas

·      educator gave time and space to each learner to articulate their ideas

6) Novelty, digital literacy, and exposure to new web tools

·      learning by doing

·      creativity, customized presentation

7) the feeling of being backstage of the online course production

·      good example of the role of educator in the online setting

·      good example of building group engagement

·      trigger of thoughts about my possible personal way of teaching online

·      a way to comply with needs and opportunities of the present day, finding a niche in the adult education online

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This is the self-reflection on 2 months of my experience with "Teaching adults online" course delivered online by the Open University of Cyprus, as a part of International Masters of Adult Education for Social Change Program

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As a part of the second assignment, we were asked to create an online mini-course in collaboration with 3 other peers from the class.
I, personally fancy the concept of group work, as I like the idea of shared responsibility, shared workload, the plurality of perspectives and creativity.
The process of developing your own online course was a unique, empowering and inspiring experience. It allowed switching the roles and shifting the focus from being a learner to being an educator. Not only I was able to apply my knowledge to reality, but also had a chance to see the reverse side of the online courses: developing the curriculum, setting up and customizing the platform, sorting the material to cover the topic, tailoring activities and putting all the elements together into the coherent learner-friendly piece of work. I was constantly thinking of all those essential elements and theories behind the online class we were reading about and tried to apply that knowledge. As an example, I was constantly aware of the necessity to create a space for teaching, social and cognitive presence, as I strongly believe that they lead to the strong community of Inquiry. I am glad that there was a space for me to act in accordance with the social-constructivist approach to learning, as I emphasize it among other approaches, and consider it to be the most suitable for learning.
Together with my group, we were aiming to create informative, still easy to follow and useful mini-course. Sharing the responsibilities and a workload was a nice condition for developing the very first online course, as it gave extra support and confidence. It is said that two heads are better than one, and I think that this group assignment was the perfect illustration of that. The courses ended up being multi-faceted, recognizing and building on the personal styles and expertise of every member.
At the same time, there is another aspect of the group work as negotiating and coming to the consensus.  It seems to me that despite having the common goal and objectives, it was hard to negotiate, adapt and deal with personal preferences of some group members. It was hard to find the consensus on some questions when group members put their own perspectives or preferences in priority over the common project.  It was slightly challenging for the group to synchronize and create one coherent and flowing piece of work.  This reluctance to compromise, be flexible and evaluate the general picture was the main drawback of working in the assigned group. Being the antagonist of the conflicts, I had to step back and let everyone do what they want instead of persuading and insisting. I realize how it influenced the outcome of the work, but I was aware of those risks.
Another point I would like to emphasize is that I really enjoyed using Moodle and being encouraged to “play with it”. I got to know various options and technique this platform is providing for creating online learning space. This experience has stipulated a lot of prospects and projects in my mind. I can conclude. I consider online teaching being one of the options for the future professional development.
This project might not seem perfect, but there is a lesson in itself. And i can compare it to the other group work I have done, which was more collaborative and cohesive. But I as till feel that it was a useful learning experience after all and I gained a lot from it.

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Software and platforms for content sharing 

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Software and platforms for content sharing 

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Wix is a cloud-based web development platform allowing its users to create HTML5 and mobile websites in a very simple way. The platforms make the process of blogging affordable and fun. The diversity of templates is offered to users in order to comply with the interests and needs of different users.

Padlet is easy, convenient and intuitive software for maintaining and sharing information. It is very inclusive, collaborative and flexible. It gives a lot of opportunities of customizing but very simple at the same time. It’s simple, but yet efficient.

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At the present moment there are loads of IT tools and web-resources that can be used to make the process of online learning efficient, diverse and interactive. They boost the engagement, draw attention to the content and reshape learning. They are inclusive and accessible for people from all the different groups. In spite of the fact that most of them are free, intuitive and easy-to use, option of the premium upgrade can become the ambiguous characteristic. Below are a number of resources for elaborating the instructions, presenting the content and delivering information. Due to the overlapping of roles into online setting these all can be used by both educators and learners