来自EDUCAUSE的2016年10大IT问题:剥离、再投资、区分

http://er.educause.edu/articles/2016/1/top-10-it-issues-2016

Top 10 IT Issues, 2016: Divest, Reinvest, and Differentiate

原文很长,对每一问题做了论述,并给出建议,最后总结共性。

简单摘要如下:

  1. 信息安全: 开发一个全面、敏捷的方法来创建一个安全的网络信息安全,制定安全策略,减少机构接触信息安全威胁。
  2. 优化教育技术: Collaborating with faculty and academic leadership to understand and support innovations and changes in education and to optimize the use of technology in teaching and learning, including understanding the appropriate level of technology to use
  3. 学生成功技术: Improving student outcomes through an institutional approach that strategically leverages technology
  4. IT 员工招聘和留用: Ensuring adequate staffing capacity and staff retention as budgets shrink or remain flat and as external competition grows
  5. 机构数据管理: Improving the management of institutional data through data standards, integration, protection, and governance
  6. IT资金模型: Developing IT funding models that sustain core services, support innovation, and facilitate growth
  7. BI 商业智能和分析: Developing effective methods for business intelligence, reporting, and analytics to ensure they are relevant to institutional priorities and decision making and can be easily accessed and used by administrators, faculty, and students
  8. 企业应用整合: Integrating enterprise applications and services to deliver systems, services, processes, and analytics that are scalable and constituent centered
  9. IT 组织发展: Creating IT organizational structures, staff roles, and staff development strategies that are flexible enough to support innovation and accommodate ongoing changes in higher education, IT service delivery, technology, and analytics
  10. E-Learning 和在线教育: Providing scalable and well-resourced e-learning services, facilities, and staff to support increased access to and expansion of online education

 

使用外部邮件服务器的问题解决

这是个老生常谈的问题:为什么我收不到注册邮件?

可以从几个方面来排除:

主机服务商策略

服务器肯定是放在某个特定的托管商。一般的VPS服务商会封锁对外发送SMTP的端口,来防止垃圾邮件,需要给服务商联系确认这个策略,或者要求打开。

比如这是某服务商的回复:

如果是运营商机房,也可能在防火墙策略上有某种安全配置,可以和托管商具体技术人员沟通。

SMTP配置

SMTP涉及到几个参数:服务地址、用户名、密码、端口、TLS

不同邮件服务商的SMTP配置是不同的,差异比较大。

除了标准的25端口和465端口外,邮件服务商还提供一些特殊的端口。结合前面VPS服务商的策略,如果25和465都不被允许的话,可以走邮件服务商提供的特殊端口。

如果邮件服务商没有特殊的其他端口,则只能要求VPS服务商打开25或者465。

http://blog.mailgun.com/25-465-587-what-port-should-i-use/

在线教育、MOOC和联通主义

https://zh.wikipedia.org/wiki/%E5%A4%A7%E8%A7%84%E6%A8%A1%E5%BC%80%E6%94%BE%E5%9C%A8%E7%BA%BF%E8%AF%BE%E5%A0%82

Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning Andrew Ravenscroft International Review of Research in Open and Distance Learning Vol. 12.3 March – 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK

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

http://education-2020.wikispaces.com/Connectivism

http://halfanhour.blogspot.com/2014/04/connectivism-as-learning-theory.html

http://cck11.mooc.ca/

http://baike.baidu.com/view/5060218.htm

联通主义表述了一种适应当前社会结构变化的学习模式。学习不再是内化的个人活动。当新的学习工具被使用时,人们的学习方式与学习目的也发生了变化。联通主义建立在这样一种理解上: 即知识基础的迅速改变导致决策的改变、新的信息持续被获得、区分重要信息与非重要信息的能力至关重要。联通主义的起点是个人,个人的知识组成了一个网络,这种网络被编入各种组织与机构,反过来各组织与机构的知识又被回馈给个人网络,提供个人的继续学习。

西门思在《Connectivism: A Learning Theory for the Digital Age》一文中系统提出了联通主义的思想,指出学习不再是一个人的活动,学习是连接专门节点和信息源的过程。

这种知识发展的循环(个人对网络对组织)使得学习者通过他们所建立的连接在各自的领域保持不落伍。所以在西门思看来,在管道比管道中的内容物更重要。网络、情景和其他实体(许多是外部的)的相互影响导致了一种学习的新概念和方法。个体对明天所需知识的学习能力比对今天知识的掌握能力更重要。对所有学习理论的真正挑战是在应用知识的同时,促进已知的知识。不过,当知识为人所需,而又不为人知时,寻出出处而满足需要就成了十分关键的技能。由于知识不断增长进化,获得所需知识的途径比学习者当前掌握的知识更重要。知识发展越快,个体就越不可能占有所有的知识。
正如西门思所指出的,联通主义是一种经由混沌、网络、复杂性与自我组织等理论探索的原理的整体。学习是一个过程,这种过程发生在模糊不清的环境中,学习(被定义为动态的知识)可存在于我们自身之外(在一种组织或数据库的范围内)。我们可将学习集中在将专业知识系列的连接方面。这种连接能够使我们学到比现有的知识体系更多、更重要的东西。其实,联通主义表达了一种“关系中学(learning by relationships)”和“分布式认知(distributed cognition)”的观念。贝尔(Philip Bell) ,温(William Winn)认为: 新的、高度交互的、高度网络化的媒介,推动人们探讨一种对有意义的交互和远程协作反应灵敏的框架,比如分布式认知。这是支持分布式或者集体智力的更为一般的系统设计的具体形式。当人们听到虚拟社区、协作网络课程、分布式多媒体、虚拟协作、浸润式环境和泛在计算的时候,他们需要一种像分布式认知这样的整合性理论观点,用户构建他们对于如何利用这些新技术的理解。
从整个学习理论发展过程来看,联结主义(Thorndike)是基于行为主义的,在他们看来,学习发生在我们的刺激和反应的联结之中。而新联结主义(神经和认知科学)关注的是神经网络一关注我们的学习方式一类比于把学习看成一种基于神经元联结的信息加工过程。联通主义继承了认知科学的新联结主义的某些特性——把学习看作一个网络形成过程。但新联结主义仅仅关注学习是如何在我们的头脑中发生的,而联通主义关注形成过程和创建有意义的网络,其中也许包括技术中介的学习,承认当我们于别人对话的过程中学习发生。联通主义强烈地关注外部知识源的联结,而不仅仅设法去解释知识如何在我们的头脑中的形成。

EDM2016第九届教育数据挖掘

感谢@Aihua的分享

http://www.educationaldatamining.org/EDM2016/

The EDM conference is a leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning processes . These data sets may come from the traces that students leave when they interact with learning management systems, interactive learning environments, intelligent tutoring systems, educational games or when they participate in a data-rich learning context. The types of data therefore range from raw log files to eye-tracking devices and other sensor data.

Educational Data Mining is an emerging discipline, concerned with developing methods for exploring the unique and increasingly large-scale data that come from educational settings, and using those methods to better understand students, and the settings which they
learn in.

Whether educational data is taken from students’ use of interactive learning environments, computer-supported collaborative learning, or administrative data from schools and universities, it often has multiple levels of meaningful hierarchy, which often need to be determined by properties in the data itself, rather than in advance. Issues of time, sequence, and context also play important roles in the study of educational data.

The International Educational Data Mining Society’s aim is to support collaboration and scientific development in this new discipline, through the organization of the EDM conference series, the Journal of Educational Data Mining, and mailing lists, as well as the development of community resources to support the sharing of data and techniques.

另外一个和教育数据分析相关的领域为KDD http://www.kdd.org/,学习行为预测也是教育数据的一个热点。

Caliper Analytics介绍

http://www.imsglobal.org/activity/caliperram

越来越多的学习互动在线进行,允许获取学习活动相关的数据和信息。该数据有望提供新的见解,关于特定的学习互动如何与学习成果关联。利用这些数据,教育工作者可以:

  • 为更多学习活动测量和学习成果之间相关性提供答案。
  • 看看哪些行为和内容始终如一地生产所需的学习成果。
  • 比较不同的内容或交互类型的有效性。
  • 设置预警系统,建立预测措施。
  • 根据学生模式的实时个性化课程。

The potential of learning analytics to innovate and shape education are found in the widespread collection and display of the data by online learning environments and other learner activity data collected by many institutions. All efforts to date have been built around proprietary standards that reinforce the silos often found in education. This makes it nearly impossible for the educator, student or institution to see a truly holistic view what is happening in the teaching and learning environment. Not only does each organization need to reinventing the analytics wheel, but the current analytic conditions means the resulting analytics cannot be compared effectively. Each organization counts different things in different ways.

Since many curriculums ask students to work in multiple learning environments, there is a widespread need for data, that can be consolidated for a single view or cross-provider analysis.

The Caliper Framework will:

  • establish a means for consistently capturing and presenting measures of learning activity, which will enable more efficient development of learning analytics features in learning environments
  • define a common language for labeling learning data, which will set the stage for an ecosystem of higher-order applications of learning analytics
  • provide a standard way of measuring learning activities and effectiveness, which will enable designers and providers of curriculum to measure, compare and improve quality
  • leverage data science methods, standards and technologies
  • build upon existing IMS standards
  • provide best practice recommendations for transport mechanisms

Caliper Analytics Current Status

IMS has developed a standard which:

  • creates IMS Learning Metric Profiles to establish a basic, and extensible, common format for presenting learning activity data gathered from learner activity across multiple learning environments. Metric Profiles provide a common language for describing student activity. By establishing a set of common labels for learning activity data, the metric profiles greatly simplify exchange of this data across multiple platforms. While Metric Profiles provide a standard, they do not in and of themselves provide a product or specify how to provide a product. Many different products can be created using the same labels established by the standard.
  • creates the IMS Learning Sensor API™ to define basic learning events and to standardize and simplify the gathering of learning metrics across learning environments.
  • leverages and extends the IMS LTI™/LIS/QTI™ standards thus enhancing and integrating granular, standardized learning measurement with tools interoperability and the underlying learning information models, inclusive of course, learner, outcomes and other critical associated context.

 

Caliper Analytics Framework

年度回顾: 2015年主要的LMS发展

Year in Review: Top LMS Developments of 2015

作为一个 传统,Edutechnica团队编译出了2015年LMS中最新的进展和挑战。

关于LMS应该是什么的新发展

每年很多LMS和LMS类软件重塑我们对当今LMS的看法。今年我们看到一些有趣的概念。

ELMS Learning Network project 是一个开源的学习平台,它可以在创建课程过程中自动嵌套不同的学习工具来支持特定的用户体验或者在线教学方法。ELMLN今年得到发展,它的工作是关于将课程内容存储在github上,在LMS之外共享和更新版本。

CourseNetworking 是一个产品概念,尝试连接多个学校的课程、内容和用户来分享全局的学习特性。

Beyond LMS 提供了工具和框架来摆脱LMS,但保留了一些相同的功能来允许新的教学方法和教学实践。该项目的互联学习分析工具包收集和聚集学习分析来自各种使用体验API(XAPI)的非LMS系统。

The Flipped LMS 是一个教师的尝试,用来创建一个“由教师和学生控制的开放平台,做为学院LMS的替代前端”。作为一个例子,这里是Canvas的一个UI层。

EdCast 尝试桥接正式和非正式学习,通过把外部演讲者和微型课程引入。

Cornerstone OnDemand (一个企业培训 LMS) 宣布一个专业学习设置里的 新的产品特性 即 “允许点对点的知识获取和讨论来延长TED演讲的学习效果” 。

EDUCAUSE的下一代数字学习环境 (NGDLE) project,并不是一个特定的产品,而是试图建立未来的最佳在线学习环境的标志性特征。

OpenEdX 从MOOC平台开始,但是正在成为一个新的更现代的开源LMS 。 OpenEdX 对于我们很方便,因为它有一种新颖的插件框架,并包括一个健壮的课程创作工具作为其解决方案的一部分。

Kannu 把自己描述为一个使用身临其境的富媒体内容的专用LMS,如应用在艺术和人文学科的在线课程。

TEx 是“独一无二的移动学习平台,提供高度个性化的教育体验。这不仅使学生获得在iPad上访问所有课程内容的能力,也可以让教师和教练来实时跟踪学生的进度 。“目前得克萨斯州里奥格兰德河谷大学在使用这个平台。

New entrants and indirect competition

Schoology has set its sights on using a recent round of funding to expand into higher ed. While most dominant LMSs started in higher ed and expanded into K12, Schoology could become the first major player to get its start in K12 and then evolve to meet higher ed-specific needs.

LinkedIn acquired Lynda this year which, given its previous acquisition of SlideShare in 2012, raises speculation in our minds of their longer-term intentions. Could LinkedIn one day expand to add LMS capabilities and support lifelong learning and skills mastery (and tie these to verified credentials and a professional portfolio)?

Workday also launched a LMS this year. While many speculate that it will (initially) be focused on corporate learning, Workday has also been expanding more aggressively into higher ed for its administrative software products.

A growing realization that course design is more important than the LMS

While last year the conversation seemed to change from debating specific technology choices to how to use specific technology products more effectively, this year the conversation seemed to evolve from how to use technology more effectively to how toevolve pedagogy and practice to better support new online learning approaches. This is encouraging and shows continued maturation in the space. In our opinion, instructional and functional needs should inform and drive technology design, not the other way around.

At the same time as we realize that course design and pedagogy are more important than the LMS used, other schools are finding that home-grown LMSs do not offer as significant a competitive advantage as was once thought and are switching to commercial off the shelf solutions. Apollo Group, the large operator of several for-profit universities, abandoned its efforts to build the ultimate home-grown LMS this year. The University of Auckland is also moving from a home-grown LMS to Canvas. And when a more custom or tailored LMS solution is desired, similar to SNHU’s decision to spin off Motivis Learning last year as a separate company to build its LMS, other schools are actively exploring new models for collaborating with software companies to achieve this goal.

Moodle maneuver mania

With the acquisitions of Remote Learner UK, X-Ray Analytics, and Nivel Siete, Blackboard established itself as the largest single commercial Moodle powerhouse this year. Because Moodle development is funded through partner revenue streams, these acquisitions in combination with Blackboard’s previous ones of Moodlerooms and NetSpot have prompted growing concern over the risk related to this continued concentration.

Also in the commercial Moodle space Totara, a LMS built on top of Moodle, announced this year that is has decided to fork its product to give the organization more flexibility over future direction without the constraint of having to remain in lock-step with the Moodle organization.  Remote Learner US and Canada also decided to leave the Moodle Partner program this year.

In an attempt to diversify from its historical reliance on partners for revenue, theMoodle Users Association was founded this year to accept resources (ie: mainly financial contributions) from schools, departments, individuals, and non-partner organizations who want to influence and contribute to ongoing and future Moodle development efforts.

Instructure continues its positive momentum

In addition to significant sustained growth in new US clients , Instructure also went publicthis year on the NYSE.  The company continues to exhibit exemplary decision-makingabilities with how it manages its client relationships and product expectations.

A first institution publicly commits to Blackboard Learn SaaS/Ultra

While Blackboard has been talking about it’s SaaS/Ultra solution for a while, it wasn’t until very recently that we knew of even one institution that was openly committed to using it. We now know that University of Phoenix (of the for-profit Apollo Group) plans to move from a home-grown LMS to Blackboard’s newest solution.

From Blackboard’s perspective, this is a huge and significant win – both financially and psychologically. From Apollo’s perspective, they are moving from their risky strategy of building their own LMS to the risky strategy of choosing a new and unproven technology, but at least they will likely gain significant, early influence over the product roadmap.

Early productization of CBE LMSs

Institutions continue to struggle to define exactly how Competency Based Education will work, but it is clear that the impact of CBE is going to affect not only the LMS but many other systems, processes, and practices as well.

Ellucian acquired Helix, a CBE LMS, early in the year and then launched Brainstorm as its CBE-capable LMS later in the year. They are smart  to realize that the success of CBE programs will rely heavily on advancements not only to the LMS but also to SIS functions including financial/billing systems, registration, financial aid, and transcripts.

Cengage acquired Learning Objects this year. Learning Objects has received early traction with their Difference Engine CBE-capable learning platform.

Motivis Learning also continues to make progress with its CBE-capable learning platform as well. Built on top of Salesforce, the solution differentiates itself primarily with how it supports Learning Relationship Management, borrowing concepts from Customer Relationship Management (CRM) to improve student outcomes.

Keep in mind that there is still a lot of non-LMS-related modernization that needs to occur in higher education to make productization of CBE in the LMS a reality. Though many vendors are making claims that their products support CBE, LMS technology is only part of the solution.

Continued LMS consolidation

The spread of LMSs that institutions actively use in production continues to narrowsuggesting a consolidation in the marketplace. Most institutions are standardizing on 6 major LMS platforms: Blackboard Learn 9.1, D2L Brightspace, Instructure Canvas, Moodle, Pearson’s Learning Studio, and Sakai – and fewer large schools are using “other” or alternative LMSs. With a dominant design now generally agreed upon, we believe that 2016 will see even more new takes on what a LMS should be.

Analytics and the LMS

Though version 1.0 of the Experience API was released in 2013 and is in use by over 140 adopters, it continues to be most popular in the corporate learning space. In higher education, another learning analytics standard launched in 2015 – IMS Caliper.

D2L was the first to announce support for Caliper in its Insights product that complements its Brightspace LMS in June.  Two days later, Instructure mentions Caliper support in their announcement for the Canvas Data product. Blackboard, however, a month later claimed to be the first LMS to comply with the specification (but only in its new SaaS product, not its Learn 9.1 product). Strangely, neither Instructure nor D2L appear on the official IMS Caliper certification chart (as of Dec 6). And no one is known to be using Blackboard’s new Learn SaaS product in production.

In our opinion, the increasing adoption of learning analytics will spur the creation of specialized data warehouse-like products that capture data for further analysis outside of the LMS. With the Experience API, this solution is referred to as a Learning Record Store(LRS). Caliper, however, “does not formally include an open, standards based event store/LRS in its initial scope.”

Increasing pain of plugged-in learning tools and “courseware vs LMS”

While standards like LTI have enabled massive improvements to technical interoperability, many schools are beginning to struggle with the management and policy of implementing new learning tools both piecemeal and at scale. Most apparently, plugging multiple tools into a LMS impacts usability. Different learning tools when linked from the uniform UI of a LMS look visibly different. The student and faculty experience across courses and across tools can often appear disjointed using different colors, terminology, navigation structures, and menu options. Faculty are often left to support these integrations independently as they are assumed by external vendors and internal IT support to “just work.”

There is also continued debate as to which open standards LMSs should support and how they should do so. Says Jon Dron, “we just have to be really careful about what we standardize and where we celebrate diversity” while avoiding standardizing at the wrong level – or mandating “standards built for horses and carriages when we have already invented helicopters.”

The way in which learning tools plug into the LMS also opens up licensing questions about digital content and courseware such as – is the plugin a technology purchase or a content purchase (which often have very different academic freedom and procurement implications) and who pays (the individual student, faculty member, department, or institution)? The LMS may not be at fault for these items, but it is certainly easy to blame. 2016 will be the year to get ahead of these challenges.

While there will always be challenges, we look forward to the solutions and new opportunities that 2016 brings. Wishing everyone a happy and restful end of the year.

又一个开源LMS:Instructure Canvas

http://learning.sohu.com/20151116/n426616908.shtml

11月13日,Instructure在纽交所上市,以每股 16 美元公开发售,共发行 440 万股,集资约 7000 万美元。Instructure 也是继 2004年 Blackboard IPO 之后,第二家上市的 LMS (Learning management system,教学管理系统)公司。
成立于 2008年的 Instructure, 旗下最有名的产品是 Canvas,一款教学管理系统,最初 Canvas 是针对大学校园提供相应的服务,后来将用户逐步拓展到 K12市场。在 E 轮融资之后,Instructure 又推出了一个全新的产品 —— Bridge,一个在线互助学习的平台。目前, Canvas 的产品在全球 1200 所教育机构,服务 1800 万的学生和老师。

产品网站 https://www.canvaslms.com/

试用 https://canvas.instructure.com

MOOC制作和运营资源

MOOCs制作与运营
http://www.xuetangx.com/courses/TsinghuaX/MOOC101/MOOCs_/

MOOC101 e时代的大佬师——慕课教师的修炼心法(2015秋)
http://www.xuetangx.com/courses/course-v1:TsinghuaX+MOOC101_2015_2+2015_T2/

教育部在线教育研究中心: MOOC102 e时代的教与学——MOOC引发的混合式教学
http://www.xuetangx.com/courses/course-v1:TsinghuaX+MOOC102+2015_T2/

慕课问道
https://www.xuetangx.com/courses/course-v1:PekingX+Peking001x+_

edX: BlendedX 混合式学习
https://www.xuetangx.com/courses/edX/BlendedX/_/info

TsinghuaX: JWWCD001 教&学微辞典
https://www.xuetangx.com/courses/course-v1:TsinghuaX+JWWCD001+2015_T2/info

C4LPT发布的2015年100个学习工具

原文来自

http://c4lpt.co.uk/top100tools/

http://c4lpt.co.uk/top100tools/best-of-breed/

10 Trends for Workplace Learning (from the Top 100 Tools for Learning 2015)

 

C4LPT(Centre for Learning and Performance Technologies)是英国的一个学习工具资讯网站,由 Jane Hart 建立, 用来分享心新的学习趋势、技术和工具。网站已经成为世界上访问最多的学习网站之一,2014年有超过200万人访问了1000万个页面。

C4LPT提供了一个学习工具目录http://c4lpt.co.uk/directory-of-learning-performance-tools/。Jane Hart将学习工具定义为

“any software or online tool or service that can be used for your own personal learning or for teaching or training”

她编辑整理了以下2015年100个学习工具,并且提出了学习工具的10个趋势:

  • E-learning内容更加吸引人
  • 2015年是视频年
  • 从课程管理到课程网络的新兴转变
  • 教室互动工具正在发展
  • MOOC平台现在被用来作为企业培训产品的一部分
  • 专业网络仍然领先
  • 特设问题的解决仍然是至关重要的
  • 共享是新的节约方式
  • 连接和协作为王
  • iPad是年度设备

具体可见 http://www.c4lpt.co.uk/blog/2015/10/02/10-trends/

Best of Breed 2015

Here are the Top 100 Tools for Learning 2015 classified in 30 categories under 4 main headingsA – Instructional tools
B – Content tools
C – Social tools
D – Personal toolsThe (number) is the position of the tool on the list.(If you’d like to find out even more about these tools, then the2015 Guidebook will be available shortly


A – INSTRUCTIONAL TOOLS

1 – MOOC platforms

Khan Academy (33)  |  Coursera (44)  |  iTunesU (75)  |  Udemy (87)  |  edX (99)

2 – Course management/course networking platforms

Moodle (15)  |  Canvas (37)  |  Edmodo (39)  |  Schoology (61)  |  Blackboard Learn (95)

3 – Course authoring tools

Articulate Storyline (26)  |  Camtasia (31)  | Adobe Captivate (38)  |  iSpring Suite (41)  |  Office Mix (51)  |  Udutu (53)  |
Sway (70)  |  Easygenerator (90)  | Lectora Inspire (91)  |  SoftChalk (98)

4 – Quizzing, survey and data collection tools

Google Forms (4)  | SurveyMonkey (64)  |  Quizlet (69)


B – CONTENT TOOLS

5 – Presentation tools

Google Slides (4)  |  PowerPoint (5)  |  Prezi (11)  |  Slideshare (20)  |  Keynote (55)  |  Haiku Deck (92)

6 – Animation tools

PowToon (19)  |  Explain Everything (47)  |  Videoscribe (48)  |  Office Mix (51)  |  GoAnimate (63)

7 – Video hosting and editing tools

YouTube (2)  |  TED Talks & TED Ed (35)  |  Office Mix (51)  |  Vimeo (71)  |  iMovie (76)  |  MovieMaker (78)  |
EDpuzzle (85)

8 – Screencasting tools

Snagit (24)  |  Screencast-o-matic (27)  |   Camtasia (31)  |  Adobe Captivate (38)  |  Jing (57)

9 – Screencapture tools

Snagit (24)  |  Jing (57)

10 – Graphics/infographics tools

Canva (81)  | Piktochart (93)

11 – Photo/imaging tools

Adobe Photoshop (58)  | Instagram (73)  |  ThingLink (89)

12 – Audio tools

Audacity (25)

13 – Documentation tools

Google Docs (4) |  Word (30)  |  Adobe Acrobat DC (94)  |  Wordle (96)

14 – Spreadsheeting tools

Google Sheets (4)  |  Excel (56)


C – SOCIAL TOOLS

15 – Webinar/meeting tools

Skype (9)  |  Google Hangouts (23)  |  Adobe Connect (34)  |  WebEx (72)  |  Blackboard Collaborate (77)

16 – Live event interaction tools

Kahoot (17)  |  Socrative (32)  |  Nearpod (50)  |  Poll Everywhere (79)  |  TodaysMeet (88)  |  Mentimeter (97)

17 – Collaboration and team tools

Google Docs/Drive (4)  |  Padlet (29)  |  Trello (82)  |  Slack (83)

18 – File sharing platforms

Google Drive (4)  |  Dropbox (6)

19 – Blogging and website tools

WordPress (8)  |  Blogger (18)  |  Google Sites (68)

20 – Public social networks

Twitter (1)  |  Facebook (7)  |  LinkedIn (14)  |  Google+ (40)

21 – Enterprise social platforms

Yammer (28)  |  SharePoint (45)  |  Google Apps (59)


D – PERSONAL TOOLS

22 – Search and research tools

Google Search (3)  |  Wikipedia (12)  |  Google Scholar (43)

23 – Email clients

Gmail (52)  |  Outlook (62)

24 – Messaging tools

Skype (9)  |  WhatsApp (21)

25 – Social bookmarking and curation tools

Pinterest (13)  |  Diigo (42) |  Scoopit {60)  |  Flipboard (86)  |  Delicious (100)

26 – Note-taking tools

Evernote (10)  |  OneNote (46)  |  Notability (67)

27 – Web browsers

Google Chrome (22)  |  Firefox (74)

28 – Personal readers, players and dashboards

Feedly (36)  | Kindle & Reader App (65)  |iTunes (75)  |  Tweetdeck (80)

29 – Other personal productivity tools

Pocket (49)  |  Google Translate (54)  |  Google Maps (56)  |  IFTTT (84)

30 – Devices & Apps

iPad & Apps (18)  |  Kindle & Reader App (65)