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Tools like MindMeister can be used to create a mindmap together with other people, it is especially good to clarify notions by making group assignments in which students have to connect related components to define something.

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MindMeister Tutorial: Getting Started With the Online Mind Mapping App

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Wiki is a technology which can be useful when a course is managed by several teachers and they need to create a web page together by adding or modifying contents independently. It is also possible to let the student add or modify contents to the website. Wikipedia is based on it!

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Make your next creative project remarkable using our library of 3,388 original, matching visuals.

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Collaboration on the internet is often difficult. Wikis are a kind of website that helps solve the problem by creating a single place for a group to collaborate and share information. This video explains the big idea behind wikis.

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This very assignment has been done using this kind of tools, apart from padlet another example is Glogster.

http://glogsteredu.edu.glogster.com/glog-edu/

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Diigo: Web resources bookmarking, annotation and sharing

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Diigo: Web resources bookmarking, annotation and sharing

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An example is Diigo, which lets you bookmark and annotate web pages while you are surfing on internet, then you can save all your notes, bookmarks and annotations and you can share them with the students.

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Click the link below for simple instructions on using Diigo that can be printed. http://goo.gl/rpjiC7

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A blog can be an useful tool where the teachers can lead the discussion by putting posts containing lectures, documents, videos, etc. and the students can interact by posting comments and asking questions which can be answered by the teacher.

Compared to a forum, a blog is easer to lead by a teacher and it acts as a diary.
Example: http://edublogs.org/

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Digital shared witheboards and online collaboration tools

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Digital shared witheboards and online collaboration tools

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Digital shared whiteboards can enhance learning and collaboration better than normal whiteboards. It is possible to draw on them remotely, or several students can draw on them in a classroom by just sitting on their desk instead of standing all together in front of the whiteboard. More generally, all the online collaboration tools offer such advantages.
Example: https://awwapp.com/

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Remote learning, especially for 1-to-1 or 1-to-group teaching (e.g. personal tutoring or tutoring for little groups of students, educational supervision) can be enhanced by sharing an interface with the student(s). This would give the student and the teacher a chance to interact remotely with the same tools. This can be done using tools like TeamViewer.

https://meeting.teamviewer.com/en/index.aspx

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Global Team Collaboration

Feel connected across remote offices and international borders-Blizz enables your remote teams to work together faster. Beat deadlines and polish your projects in the context of instant chats and video sessions, while cutting costs along the way.

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Blizz by TeamViewer - Global Team Collaboration | Video Meetings | VoIP

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Collaborate with co-workers and clients, connect with friends and family, with 1-click video conferencing, screen sharing, VoIP, and team chat messaging. Secure data encryption keeps web meetings, calls, and chats private. Try Blizz free, the affordable online meeting solution for entrepreneurs, SMBs, and enterprises.

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Advanced document annotation for assessment and feedback

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Advanced document annotation for assessment and feedback

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I think document annotation using advanced tools, which can also provide links and multimedia elements, would be better than simple annotation (especially better then just handwriting) to make the student better understand how to improve.
An example of an advanced tool is Grademark
https://guides.turnitin.com/01_Manuals_and_Guides/Instructor_Guides/Turnitin_Classic_for_Instructors/25_GradeMark

Andrea

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I think that having the opportunity of receiving a video containing an assessment or feedback of his/her work, the student may get more benefits in terms of learning. A video is more expressive than a written annotation, and, compared to a face-to-face feedback, the student can watch the video more than once or can focus on specific parts to understand the feedback better and to have better chances to improve. For example, video-feedbacks can be provided by sending a video via e-mail, or via shared folders on Panopto.

https://www.panopto.com/

Andrea

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In addition to open platforms where students and teachers can ask questions, Panopto can also support learning. Indeed, for difficult lectures, students have the opportunity to watch them again at home, at their own speed, they can go directly to the technical points and listen to our explanation again. It complements the lecture notes that the students have access to.

https://www.panopto.com/

Patrick

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I have just thought of another example of technology that one of our Teaching Scholar uses in our Department. The software (that she designed specifically for the purpose of teaching) is called ArgTeach and helps the students to understand the mechanisms of Abstract Argumentation. This is part of a Master's course on Argumentation theory and Multi-agent Systems. Here is the link to the corresponding paper.

http://ieeexplore.ieee.org/document/6984556/

This is quite effective, and really helpful for the students to check that they master the concepts.

Patrick

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This is an addition from me, an example of how social media tool could be put to a good educational use. Pinterest is a content curation tool - allows you store things you find online in one place (just like the TEL board I created below). Could be useful for doing research for a topic.

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Technology Enhanced Learning in STEM subjects

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Here you will find a collection of examples and case studies on how Higher Education institutions utilize technology for teaching (and learning) STEM subjects 

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another technology example from Ali - explain everything software that can be useful for creating videos

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Making Flipped Class Videos With Explain Everything

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I'm just moving things across from the discussions on other walls. This was posted by Ali and it fits here.

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How To Make Your 1st YouTube Video With Powerpoint

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http://www.videowithpowerpoint.com/ - Free Powerpoint Video Maker's Toolbar https://gumroad.com/videowithpowerpoint/ytoffer - NEW Powerpoint Cource 2017 - 20% Youtube special https://compelling.tv/onehourvideosystem - RAPID POWERPOINT VIDEO CREATION! https://compelling.tv - FREE RESOURCES FOR THIS TUTORIAL! If you've never created a video before, this is a straight forward tutorial on how to create a simple but effective video on YouTube, and convert viewers of that video to your website.

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When we present a subject to the students from the theoretical point of view, they sometimes find it difficult to understand the concepts in depth. But we don't always have physical evidence that could help us to illustrate our explanations. Online applications can sometimes be a good alternative for the students to visualise the ideas that we put forward.

Some of them can simulate some some real life applications that we don't necessary have an easy access to. For example, during one lesson on the Enigma machine (mainly used during the WW2 by the German to encrypt their military messages), I encouraged my students to try the online simulator of an Enigma machine (link below).

http://enigmaco.de/enigma/enigma.html

Based on the material that I provided them with, this application was an additional support that helped them to understand and visualise the mechanisms of the machine.

This is also a fun way for them to assess their understanding and they can check that they have indeed understood how it works by playing with it. Such applications can also be a motivation for the students to learn.

Patrick

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This one might seem obvious, but I think that offering the opportunity to the students to ask questions, and providing them with detailed and constructive answers is a critical part of teaching.

The first and most obvious way for us to clarify their doubts is to let them ask questions during lectures, tutorials, labs or any other face to face sessions. However, we also have other supports that help us in this task.

Emails are an alternative for the students to ask questions. It might seem very obvious but this piece of technology was not as developed as it is if we go back to when we started our education.
I think this technology has a non negligible impact on the students learning process.
Indeed, it gives them the opportunity to ask questions after the lecture, or tutorial, maybe a few days later, once they have actually processed the information and come up with questions on more specific details.
It is also a way for us to give them a written explanation to their questions, which is completely different (I think) from an oral explanation. Some people understand things better when they are written. It is also beneficial in that an email can be read many times without being embarrassing for the students (I feel like some students don't dare repeating a question twice sometimes in face-to-face sessions).
It is also helpful for us in that students often take quite some time before writing an email in order to give enough details on what they are stuck on, which enables us sometimes, to better understand their concern and to give a more appropriate feedback.

Their are many other reasons why I quite like the use of emails to complement my teaching and I think that some of those advantages would not be possible without this technology.

On the other side, we also have online forums like Piazza (link below) which enables students to ask, even anonymously, anything they don't understand. Any other student or teacher can see their questions and potentially answer. This has similar advantages that emails have, but this can also help since other students may have (in some cases) an explanation that is more suitable for his colleague than the answer that we would have given.

https://piazza.com/

Patrick

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I had a quick chat with Andrea and he suggested it would be useful to give you some deadlines. Please build the padlet wall until 26th January. Decide on 26th January which (3-4) technologies you think will be most useful to talk about to the rest of the group.

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Enhancing teaching and learning through embedded free source videos

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Enhancing teaching and learning through embedded free source videos

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The move from Education 1.0 towards Education 3.0 (Keats and Schmidt, 2007) emcompasses sseveral aspects of teaching practice, including that of moving from copyrighted resources to open source information used across multiple institutes. Educational you tube videos are one such example.

Luke Moore

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Technion Prof. Roy Kishony Demonstrates Antibiotic Resistance Video

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Centers for Disease Control and Prevention

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Evolution of antibiotic resistance in real time in a 2'x4' petri dish

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Kishony Lab, Harvard Medical School / Technion -- Israel Institute of Technology Bacteria (white) grow up to the boundary where they can no longer survive. Mutants, capable of surviving the higher concentration of antibiotic appear and invade the new band. Subsequent steps require further mutations.

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Enhancing teaching and learning through interactive question platforms

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Enhancing teaching and learning through interactive question platforms

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In a move towards ever increasing interactivity in teaching and learning opportunities, technological platforms that offer learners the ability to answer posed questions electronically provide clear advantages over established mechanisms/hand waving/volunteering.

http://lmgtfy.com/?q=mentimeter

One of the more commonly used is mentimeter, allowing students who may be too withdrawn to answer questions and interact openly, to instead engage and put forward their ideas.

Luke Moore