My note: excellent Australian article, which presents a very strong point on digital literacies (metaliteracies, see URL below) from educators (versus library) perspective. Connected with game-based learning, it clearly renders the traditional perspective of information literacy as miniscules and the notion of digital literacy being “information literacy on steroids” as obsolete. It clearly shows that the “xxx-literacies” are clearly not a domain of the librarians and if the librarians do not wised up and allow other faculty who are “not librarians” to equally participate, they might well count with those faculty going on their own (as it is transparent from this article).
connections will be made between digital game-based learning and digital literacies to show that digital game-based learning is a powerful pedagogy that incorporates the elements of digital literacies. Through the adoption of game-based learning, digital literacies can be taught in context. Digital literacies are the skills that connect the learning content (curriculum) and digital games are the platform that these digital literacies can be practised within a meaningful context.
Digital literacies is an umbrella term that includes a combination of literacies – visual literacy, media literacy, collaborative literacy, ICT literacy, information literacy – that are needed to take an active, participatory role in life, now and in the future (Hague & Payton, 2010, p. 2).
Bawden (2008), cites Gilster (1997), who defines digital literacy as “an ability to understand and use information from a variety of digital sources and regard it as literacy in the digital age” (p.18).
Jisc, identify in their Digital Literacy Guidethat it is a concept that is contextual and it is not static. Change is imminent as new technologies develop “at breakneck speeds” (Becker, 2011, p. 76), therefore, it can be inferred the digital literacies required to use these new technologies need to be adaptable and flexible to these changes (Haste, 2009).
Cooper, Lockyer & Brown (2013), highlight this plurality by using the term “multiliteracies” which can be understood as synonymous with digital literacies. Cooper et al. (2013), explain multiliteracies is required as a “broader view of literacy” (p. 94), is needed as a result of the diverse range of communications tools, therefore, context is implied. Ng (2012) also highlights this idea that digital literacy is “the multiplicity of literacies associated with the use of digital technologies” (p. 1066). The combination of multiliteracies and technologies would also suggest that multimodality is an important element of digital literacy (McLoughlin, 2011) .
digital games (Pivec & Pivec, 2011), which can also be called computer games (Whitton, 2011), video games (Turkay, Hoffman, Kinzer, Chantes & Vicari, 2014) or serious games (Arnab et al., 2012) rather than gamification.
Digital game-based learning then is using digital games in the learning environment with the purpose of achieving learning aligned with learning theory.
Cognitive constructivism is a learning theory that game-based learning could be aligned (Orr & McGuinness, 2014; St-Pierre, 2011). This learning theory builds upon the theories of Piaget and Bruner, therefore, an important consideration in the digital game-based classroom would be that choosing games needs to fit the age and level of intellectual development the students are at (St-Pierre, 2011).
A major focus of the socio-constructivist learning theory is that of Vygotsky’s Zone of Proximal Development (St-Pierre, 2011). The learning is designed “just beyond what the learner can do” (Orr & McGuinness, 2014, p. 223) and takes them beyond where their knowledge already exists.
More on digital literacy (metaliteracy) and DGBL in this IMS blog:
SCSU faculty asked for help with Kahoot.it Great tool. Especially the reward system, which most likely might engage students in the learning process. However, Kahoot is very “synchronous.” It assumes that the faculty is in a synchronous environment (F2F or online). At least the free version.
1- Kwiqpoll (my note: seems out of business)
This is a simple poll making tool. It does not require any registration. Just visit the homepage and start creating you poll right away. You have the choice to provide multiple choice answers. You will also be provided with a generated URL to use when sharing your polls.
This is another great simple poll tool. It is very easy to use and resembles Kwiqpoll in that it does not call for any sign up. Just head over to its main page and start working on your poll. You can add as many answers as you want to your poll. Again , you can embed your polls in your blog, wiki or website
3- Urtak (my note: dead – server not found message)
This tool allows users to create polls using yes or no multiple questions.
4- Vorbeo (my note: seems out of business)
This is another free and simple to use poll tool. Teachers can use it to create their own polls and customize them the way they want by adding colours, adjusting width and many more before sharing them on their blogs or websites.
This is another popular polling service that allows users to create free polls and surveys containing up to ten questions.
Micropoll allows users to instantly create a poll using a set of questions and answers then one email address. It also provides embed codes to share polls online.
This is a simple free service for creating instant polls. It lets users specify an expiry date for their polls and also opt for email notification to be notified each time there is an answer to the poll.
This is another easy and simple poll creating tool. It basically allows users to create their own surveys or online invitations. It does not require any registration.
Kvenild, C., & Calkins, K. (2011). Embedded Librarians: Moving Beyond One-Shot Instruction – Books / Professional Development – Books for Academic Librarians – ALA Store. ACRL. Retrieved from http://www.alastore.ala.org/detail.aspx?ID=3413
xi. the authors are convinced that LMS embedded librarianship is becoming he primary and most productive method for connecting with college and university students, who are increasingly mobile.
xii. reference librarians engage the individual, listen, discover what is wanted and seek to point the stakeholder in profitable directions.
Instruction librarians, in contrast, step into the classroom and attempt to lead a group of students in new ways of searching wanted information.
Sometimes that instruction librarian even designs curriculum and teaches their own credit course to guide information seekers in the ways of finding, evaluating, and using information published in various formats.
Librarians also work in systems, emerging technologies, and digital initiatives in order to provide infrastructure or improve access to collections and services for tend users through the library website, discovery layers, etc. Although these arenas seemingly differ, librarians work as one.
xiii. working as an LMS embedded librarian is both a proactive approach to library instruction using available technologies and enabling a 24/7 presence.
1. Embeddedness involves more that just gaining perspective. It also allows the outsider to become part of the group through shared learning experiences and goals. 3. Embedded librarianship in the LMS is all about being as close as possible to where students are receiving their assignments and gaining instruction and advice from faculty members. p. 6 When embedded librarians provide ready access to scholarly electronic collections, research databases, and Web 2.0 tools and tutorials, the research experience becomes less frustrating and more focused for students. Undergraduate associate this familiar online environment with the academic world.
p. 7 describes embedding a reference librarian, which LRS reference librarians do, “partnership with the professor.” However, there is room for “Research Consultations” (p. 8). While “One-Shot Library Instruction Sessions” and “Information Literacy Credit Courses” are addressed (p. 809), the content of these sessions remains in the old-fashioned lecturing type of delivering the information.
p. 10-11. The manuscript points out clearly the weaknesses of using a Library Web site. The authors fail to see that the efforts of the academic librarians must go beyond Web page and seek how to easy the information access by integrating the power of social media with the static information residing on the library web page.
p. 12 what becomes disturbingly clear is that faculty focus on the mechanics of the research paper over the research process. Although students are using libraries, 70 % avoid librarians. Urging academic librarians to “take an active role and initiate the dialogue with faculty to close a divide that may be growing between them and faculty and between them and students.”
Four research context with which undergraduates struggle: big picture, language, situational context and information gathering.
p. 15 ACRL standards One and Three: librarians might engage students who rely on their smartphones, while keeping in mind that “[s]tudents who retrieve information on their smartphones may also have trouble understanding or evaluating how the information on their phone is ‘produced, organized, and disseminated’ (Standard One). Standard One by its definition seems obsolete. If information is formatted for desktops, it will be confusing when on smart phones, And by that, it is not mean to adjust the screen size, but change the information delivery from old fashioned lecturing to more constructivist forms. e.g. http://web.stcloudstate.edu/pmiltenoff/bi/
p. 15 As for Standard Two, which deals with effective search strategies, the LMS embedded librarian must go beyond Boolean operators and controlled vocabulary, since emerging technologies incorporate new means of searching. As unsuccessfully explained to me for about two years now at LRS: hashtag search, LinkedIn groups etc, QR codes, voice recognition etc.
p. 16. Standard Five. ethical and legal use of information.
p. 23 Person announced in 2011 OpenClass compete with BB, Moodle, Angel, D2L, WebCT, Sakai and other
p. 24 Common Features: content, email, discussion board, , synchronous chat and conferencing tools (Wimba and Elluminate for BB)
p. 31 information and resources which librarians could share via LMS
– post links to dbases and other resources within the course. LIB web site, LibGuides or other subject-related course guidelines
– information on research concepts can be placed in a similar fashion. brief explanation of key information literacy topics (e.g difference between scholarly and popular periodical articles, choosing or narrowing research topics, avoiding plagiarism, citing sources properly whining required citations style, understanding the merits of different types of sources (Articles book’s website etc)
– Pertinent advice the students on approaching the assignment and got to rheank needed information
– Tutorials on using databases or planning searches step-by-step screencast navigating in search and Candida bass video search of the library did you a tour of the library
p. 33 embedded librarian being copied on the blanked emails from instructor to students.
librarian monitors the discussion board
p. 35 examples: students place specific questions on the discussion board and are assured librarian to reply by a certain time
instead of F2F instruction, created a D2L module, which can be placed in any course. videos, docls, links to dbases, links to citation tools etc. Quiz, which faculty can use to asses the the students
p. 36 discussion forum just for the embedded librarian. for the students, but faculty are encouraged to monitor it and provide content- or assignment-specific input
video tutorials and searching tips
Contact information email phone active IM chat information on the library’s open hours
p. 37 questions to consider
what is the status of the embedded librarian: T2, grad assistant
p. 41 pilot program. small scale trial which is run to discover and correct potential problems before
One or two faculty members, with faculty from a single department
Pilot at Valdosta State U = a drop-in informatil session with the hope of serving the information literacy needs of distance and online students, whereas at George Washington U, librarian contacted a distance education faculty member to request embedding in his upcoming online Mater’s course
p. 43 when librarians sense that current public services are not being fully utilized, it may signal that a new approach is needed.
pilots permit tinkering. they are all about risk-taking to enhance delivery
p. 57 markeing LMS ebedded Librarianship
library collections, services and facilities because faculty may be uncertain how the service benefits their classroom teaching and learning outcomes. my note per
“it is incumbent upon librarians to promote this new mode of information literacy instruction.” it is so passe. in the times when digital humanities is discussed and faculty across campus delves into digital humanities, which de facto absorbs digital literacy, it is shortsighted for academic librarians to still limit themselves into “information literacy,” considering that lip service is paid for for librarians being the leaders in the digital humanities movement. If academic librarians want to market themselves, they have to think broad and start with topics, which ARE of interest for the campus faculty (digital humanities included) and then “push” their agenda (information literacy). One of the reasons why academic libraries are sinking into oblivion is because they are sunk already in 1990-ish practices (information literacy) and miss the “hip” trends, which are of interest for faculty and students. The authors (also paying lip services to the 21st century necessities), remain imprisoned to archaic content. In the times, when multi (meta) literacies are discussed as the goal for library instruction, they push for more arduous marketing of limited content. Indeed, marketing is needed, but the best marketing is by delivering modern and user-sought content.
the stigma of “academic librarians keep doing what they know well, just do it better.” Lip-services to change, and life-long learning. But the truth is that the commitment to “information literacy” versus the necessity to provide multi (meta) literacites instruction (Reframing Information Literacy as a metaliteracy) is minimizing the entire idea of academic librarians reninventing themselves in the 21st century.
Here is more: NRNT-New Roles for New Times
p. 58 According to the Burke and Tumbleson national LMS embedded librarianship survey, 280 participants yielded the following data regarding embedded librarianship:
traditional F2F LMS courses – 69%
online courses – 70%
hybrid courses – 54%
undergraduate LMS courses 61%
graduate LMS courses 42%
of those respondents in 2011, 18% had the imitative started for four or more years, which place the program in 2007. Thus, SCSU is almost a decade behind.
library blog was offered numerous times to the LRS librarians and, consequently to the LRS dean, but it was brushed away, as were brushed away the proposals for modern institutional social media approach (social media at LRS does not favor proficiency in social media but rather sees social media as learning ground for novices, as per 11:45 AM visit to LRS social media meeting of May 6, 2015). The idea of the blog advantages to static HTML page was explained in length, but it was visible that the advantages are not understood, as it is not understood the difference of Web 2.0 tools (such as social media) and Web 1.0 tools (such as static web page). The consensus among LRS staff and faculty is to keep projecting Web 1.0 ideas on Web 2.0 tools (e.g. using Facebook as a replacement of Adobe Dreamweaver: instead of learning how to create static HTML pages to broadcast static information, use Facebook for fast and dirty announcement of static information). It is flabbergasting to be rejected offering a blog to replace Web 1.0 in times when the corporate world promotes live-streaming (http://www.socialmediaexaminer.com/live-streaming-video-for-business/) as a way to promote services (academic librarians can deliver live their content)
p. 59 Marketing 2.0 in the information age is consumer-oriented. Marketing 3.0 in the values-driven era, which touches the human spirit (Kotler, Katajaya, and Setiawan 2010, 6).
The four Ps: products and services, place, price and promotion. Libraries should consider two more P’s: positioning and politics.
Mathews (2009) “library advertising should focus on the lifestyle of students. the academic library advertising to students today needs to be: “tangible, experiential, relatebale, measurable, sharable and surprising.” Leboff (2011, p. 400 agrees with Mathews: the battle in the marketplace is not longer for transaction, it is for attention. Formerly: billboards, magazines, newspapers, radio, tv, direct calls. Today: emphasize conversation, authenticity, values, establishing credibility and demonstrating expertise and knowledge by supplying good content, to enhance reputation (Leboff, 2011, 134). translated for the embedded librarians: Google goes that far; students want answers to their personal research dillemas and questions. Being a credentialed information specialist with years of experience is no longer enough to win over an admiring following. the embedded librarian must be seen as open and honest in his interaction with students.
p. 60 becoming attractive to end-users is the essential message in advertising LMS embedded librarianship. That attractivness relies upon two elements: being noticed and imparting values (Leboff, 2011, 99)
p. 61 connecting with faculty
p. 62 reaching students
attending a synchronous chat sessions
watching a digital tutorial
posting a question in a discussion board
using an instant messaging widget
be careful not to overload students with too much information. don’t make contact too frequently and be perceived as an annoyance and intruder.
p. 65. contemporary publicity and advertising is incorporating storytelling. testimonials differ from stories
p. 66 no-cost marketing. social media
low-cost marketing – print materials, fliers, bookmarks, posters, floor plans, newsletters, giveaways (pens, magnets, USB drives), events (orientations, workshops, contests, film viewings), campus media, digital media (lib web page, blogs, podcasts, social networking cites
p. 69 Instructional Content and Instructional Design
p. 70 ADDIE Model
Analysis: the requirements for the given course, assignments.
Ask instructors expectations from students vis-a-vis research or information literacy activities
students knowledge about the library already related to their assignments
which are the essential resources for this course
is this a hybrid or online course and what are the options for the librarian to interact with the students.
due date for the research assignment. what is the timeline for completing the assignment
when research tips or any other librarian help can be inserted
copy of the syllabus or any other assignment document
p. 72 discuss the course with faculty member. Analyze the instructional needs of a course. Analyze students needs. Create list of goals. E.g.: how to find navigate and use the PschInfo dbase; how to create citations in APA format; be able to identify scholarly sources and differentiate them from popular sources; know other subject-related dbases to search; be able to create a bibliography and use in-text citations in APA format
p. 74 Design (Addie)
the embedded component is a course within a course. Add pre-developed IL components to the broader content of the course. multiple means of contact information for the librarians and /or other library staff. link to dbases. link to citation guidance and or tutorial on APA citations. information on how to distinguish scholarly and popular sources. links to other dbases. information and guidance on bibliographic and in-text citations n APA either through link, content written within the course a tutorial or combination. forum or a discussion board topic to take questions. f2f lib instruction session with students
p. 76 decide which resources to focus on and which skills to teach and reinforce. focus on key resources
p. 77 development (Addie).
-building content;the “landing” page at LRS is the subject guides page. resources integrated into the assignment pages. video tutorials and screencasts
-finding existing content; google search of e.g.: “library handout narrowing topic” or “library quiz evaluating sources,” “avoiding plagiarism,” scholarly vs popular periodicals etc
-writing narrative content. p. 85
p. 87 Evaluation (Addie)
formative: to change what the embedded librarian offers to improve h/er services to students for the reminder of the course
summative at the end of the course:
p. 89 Online, F2F and Hybrid Courses
p. 97 assessment impact of embedded librarian.
what is the purpose of the assessment; who is the audience; what will focus on; what resources are available
p. 98 surveys of faculty; of students; analysis of student research assignments; focus groups of students and faculty
Faculty request to lay voice over a presentation with pictures. Solutions:
Windows / PC
ppt voice over
voice over PPT on Apple
– unfortunately, faculty are way too familiar with PPT. Familiar to the point that they don’t want to try something better.
– FERPA complient
– too old. PPT is pre-Internet. It does not matter how much Microsoft is trying to adapt it, the concept is old. There is a myriad of cloud-based solutions, which do better job: http://blog.stcloudstate.edu/ims/2013/09/30/the-5-best-free-slideshow-presentation-and-creation-tools-for-teachers/
– too many files, too many variations
– PPT posted in D2L displays in the D2L Viewer. The visuals are there, but the voice is not. In order to hear the voice, students must download the presentation. Faculty must reflect this in the syllabus.
– faculty need to know how to upload on their web space and figure out URL, if PPT is not place in LMS (D2L)- if faculty places PPT in LMS (D2L), then it is behind password; nearly impossible to share (can share only with SCSU and/or MnSCU members.
– faculty must remember to indicate in the syllabus and/or D2L / Content that “in order to hear the voice over, user must download presentation.”
– it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests.
– excellent for sharing: conferences, MOOCs etc.
– it has discussion group in LinkedIn.
– voice over presentation: way to cumbersome compared to PPT. Watch their presentation
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare
– it is a “social” app, like LinkedIn and Twitter. Tagged correctly, the presentation is a platform for “same-minded” people to discuss mutual interests.
– excellent for sharing: conferences, MOOCs etc.
– like PPT, very easy upload of pix and voice over. Better the PPT, since it is online and easy to distribute.
– easy to upload PPT and easy to voice over each slide
– does not embed in D2L (it is D2L issue, not the app), but works perfectly as a link
– faculty must remember to indicate in the syllabus and/or D2L / Content that when clicking on the URL to the PPT, user must simultaneously press “Ctrl” key to open PPT in a separate browser window or tab
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on SlideShare
– consistently voted through last 5 years by K12 educators as great interactive tool.
– video, images, audio and text.
– “constructivist” premiss: teacher and students can exchange asynchronously ideas by using images, video, text and audio.
– free option has limited features.
– by FERPA regulations, if the presentation contains personal data about students, it cannot be shared on on this site.
– voice over too complex (very much the same as with SlideShare)
– FERPA compliant; endorsed by MnSCU
I have not included TechSmit’s Jing https://www.techsmith.com/jing.html, because their video output (Flash file) is obsolete and impossible to convert for free. While it still can be played, shall faculty want to upload the video file on Youtube or similar social media, it will be impossible.
Come to our informal discussion on what LinkedIn is and what LinkedIn does to share knowledge and experience about LinkedIn and similar social media (e.g. Coffee, Twitter), which can help you with your college studies and future profession.Further information available on the IMS blog: http://blog.stcloudstate.edu/ims/?s=linkedin
Since the emergence of easily accessible dynamic online mapping tools, there has been a drastic increase in geographic interest and awareness. Whether for personal, social, professional or academic uses, people are using Geographic Information System (GIS) technology to communicate information in a map format. Whether it’s using Google Earth to study urban change, or creating Google Map Mashups to deliver library resources, more and more members of society are turning to mapping programs for their visualization needs. With so many using GIS technology in their daily lives, library staff are now more than ever assisting library clients with their mapping queries.
This course will introduce students to a variety of mapping tools and GIS technologies such Google Earth and the creation of dynamic KML files; ArcGIS Online and webmap publishing; Google Fusion Tables and geocoding; and GIS fundamentals with geospatial data creation. Students will be able to apply their GIS skills in their reference work, in digitization projects, in webpages, in library instruction, and more. Through hands-on exercises, pre-recorded demonstrations and lectures, students will receive a thorough overview of mapping resources that will enhance and expose their library’s resources.
Discover some citizen mapping projects that you are interested inOR
Contribute your local knowledge to Google Map MakerANDShare with the class online
2. Google Earth Map
Please complete the tutorial and then create a map in Google Earth with the following components:
A written introduction to your project
At least five placemarks, embedded with html tags, and images, if possible.
Imported KML file(s) file format by GEarth, but other apps is using it. using notepad or MS Word, one can create KML file.
screen overlay, can be text, image, anything. legend. HTML code.
A screen overlay (i.e. a legend)
images from the library, Google is willing to buy them. citizen mapping. scanning and uploading.
geographical and societal awareness.
google street view – historical views
Google Earth Mapping
Submit online as a KML/KMZ file
I had the opportunity to experience a gizmo that can be used to display a variety of mapping projects, including citizen mapping:Science on a Sphere. It is a sphere on which you can project static maps or animations. The one I saw, in the National Oceanic and Atmospheric Administration’s facility on Ford Island in Honolulu, displayed animations showing the 2004 Indian Ocean tsunami and the 2011 tsunami in Japan, as well as airline flight paths, ocean currents, polar ice cap change over time, and many other types of geospatial data.
The Great Backyard Bird Count actually starts today and runs through Monday, February 16th. At a minimum, it only requires 15 minutes of observation on any or all the days: http://gbbc.birdcount.org/
Happy Cow is a site well-known to many vegetarians/vegans for finding restaurants which I’ve used when travelling. Users can submit reviews and/or restaurants that they’d like profiled (although the site reserves the right to approve or not the listing).http://www.happycow.net/search.html
One of the impediments to citizen mapping is the line-of-sight cell tower limitations of mobile phones, or the wifi requirements for other mobile devices. Citizen mapping in urban and suburban environments is well-served by mobile devices, but what about natural areas, dense leaf cover, or extreme topography? Even if obtaining absolute mapping coordinates isn’t the issue, much crowdsourcing assumes an ability to connect back to a central data repository (e.g., a web database, ‘the cloud’). Equipment that can interact with GPS satellites and support data capture is typically expensive and generally requires proprietary software.
wq(https://wq.io/) is a framework that is ‘device first’ and ‘offline-enabled’. It attempts to leverage several open source technologies to build an entire mobile solution that can support citizen science data collection work, and then synchronize with a central repository once the device (and operator) return to an area served by cellular or wifi networks.
I’m stretching here, so if I get stuff wrong, please don’t yell. Still, I’ll take a pass at generally describing the framework and its related technology stack.
Finally, wq extends several other open source technologies to enable synchronizing between a central data repository and multiple mobile devices in the hands of citizen mappers. Lastly, wq employs a set of tools to more easily build and distribute customized mapping apps that can be served from Apple’s app store, Google Play, etc.
What wq intends is to allow highly specialized citizen science/citizen mapping apps to be more easily and quickly built, based upon a solid collection of aligned F/OSS tools. Ideally, an app can spin up quickly to respond to a particular need (e.g., a pipeline spill), or a specialized audience (the run up to a public comment period for a development project), or even something like a high school field trip or higher ed service learning project.
Some examples of citizen mapping projects already built upon wq are here:
Georeferencing (geocoding – data, geo referencing – image)
historical air maps or photos are much more useful when they are georeferenced.
Photos from different year is difficult to lay over one another without referencing. the only reference might be the river. usually reference the four corners, but sometimes river. Using GIS program to determine the longitute/latitude for each corner. sometimes only farmland and it is impossible
TechSmith Snagit is a screen capture tool from the producers of the popular screencasting tools Jing and Camtasia. TechSmith Snagit is a Chrome app and extensions that allows you to capture all or part of screen then draw and write on your screen capture. The Snagit Chrome extension is what allows you to capture your screen. The Snagit Chrome app allows you to save your screen captures in your Google Drive account. You do have to install both the extension and the app for Snagit to work correctly
Vessenger, producers of a group messaging system, offers a free program for capturing and annotating images on your computer screen. The free program, called Snaplr, is available for Windows and Mac. With Snaplr installed you can capture all or part of your screen. Snaplr’s annotation tools include text boxes, highlighting, and free-hand drawing tools. When you’ve finished creating your annotated screen capture you can save it as a PNG file or attach it to an email message in Outlook.
Using the print screen key on your PC or “command+shift+4” on your Mac are easy ways to create a screen capture. But if you want do more and draw or annotate on that screen capture, give Snaggy a try. Snaggy is a web-based tool for drawing on, annotating, and sharing screen captures. To draw or write on your screen capture just paste your screen capture image into Snaggy. Snaggy offers tools for highlighting a section of your screen capture, typing on it, and drawing free-hand on your image. You can also use Snaggy to crop your image. When you’re ready to share your screen capture, Snaggy assigns is a custom url that you can Tweet, email, or post anywhere you like. Snaggy lets you save your edited screen captures to your computer too.
Monosnap is a free screen capture tool for Mac and Windows. Monosnap is advertising that they will soon offer it for Android and iOS too. To get started download Monosnap. Once installed you can use Monosnap to capture a portion or all of your screen. One neat option is to capture your screen after a ten second delay. After capturing your screen you can draw on your image, type on it, or highlight portions of the screen capture image. You can save your screen captures on your computer or upload them to a free Monosnap account.
Szoter is a free online tool for annotating images that are stored on your computer. You can also use Szoter to capture and annotate screenshots. You can use Szoter on the web or download the Adobe Air version of it to run on your desktop. Either way you can upload images, draw on those images, and type on those images. When you’re done annotating and drawing on your images you can save them to your local computer or share them online through your favorite social networks. Szoter can also be used to capture your screen and create annotated screen captures.
Explain and Send is a free Chrome extension that I have just installed in my browser. The extension allows me to quickly select all or a portion of my screen, draw on it, type on it, and share it. The extension installs in seconds and if you have synchronization enabled (click here to learn how) it will be available to you on all of the computers that you use. After you have created your screen capture you can share it via email, Twitter, or Facebook.
Pixlr offers a large set of image creation and editing tools. One of the tools that can be quite handy is Pixlr Grabber. Pixlr Grabber is Pixlr’s screen capture tool. Pixlr Grabber is available as an extension for Chrome or Firefox. Using Pixlr Grabber you can capture your screen, crop the screen image, and print what you like. You can also send the image to Pixlr Editor for further editing options.
Screenr is a very simple, easy-to-use tool for creating screencast videos. You do not need to register in order to use Screenr, but if you want to save your recordings you do need a Twitter account. Screenr uses your Twitter ID to save your recording and publish it to Twitter (you can opt not to publish to Twitter). The recordings you make using Screenr can also be published to YouTube or you can download your recordings.
Screencast-O-Matic is a web-based screencast creation tool similar to Screen Castle. Screencast-O-Matic allows you to specify how much of your screen that you want to record. Screencast-O-Matic gives you up to fifteen minutes of recording time per video. If you want to include a webcam view of yourself talking you can do that too. To do that enable your webcam and then when you record a small video of you will appear in the corner of your finished video.
Quick Screen Share is a free screen sharing service from the makers of Screencast-o-matic. To use Quick Screen Cast just go to their website, select share your screen, and enter your name. Quick Screen Share will then provide you with a URL to share with the person with whom you are screen sharing. When that person opens the link you he or she will be able to see your screen. Quick Screen Share doesn’t require you to install anything (assuming you have Java installed) or require you to register for the service.
The tool that I use most often of creating annotated screen capture images is Jing. Jing enables you to take a picture of part of your screen or all of your screen. Once you’ve captured the area you want in your picture, you can type on it, draw arrows on it, and highlight sections of text within it. To use Jing you must download and install the free software for your Mac or PC. Once it’s installed, launch it and it runs in the background until you need it. You’ll know that Jing is ready for you to use because you will notice an orange ball in one of the top corners of your screen. It takes up very little screen real estate and is ready to use whenever you need it. You can also use Jing to record a video of your screen. Simply select the area of your screen that you would like to show, click the record button and begin talking. Jing will capture everything you say and do for up to five minutes.
Awesome Screenshot is a great Chrome, Firefox, and Safari browser extension for capturing, annotating, and sharing screenshots. Once you’ve installed Awesome Screenshot you can simply activate it from your browser to capture a page or region on a page, draw boxes, draw lines, blur out information, and add text to your screenshot. When you’re satisfied with your screenshot you can save it locally or share it via the url provided by Awesome Screenshot.
Bounce is a neat application that not only allows you to make annotated screen captures of websites but also allows you to instantly share those screen captures with others. To use Bounce go to their website then type in the url of any website you like and click “Bounce.” Bounce will then create an image of that website on which you can draw boxes and annotate those boxes. You can create as many boxes and notes as you like. When you’re done creating notes, Bounce will provide you with a unique url for your screen captures that you can share with others. If you create a Bounce account (optional) you and other Bounce users can annotate the same screen capture.
Capturing and Annotating Your iPad’s Screen
To capture whatever you’re currently viewing on your iPad’s screen simultaneously press the on/off switch and the center “home” button. Your screen capture will be saved to your iPad’s camera roll. After creating my screen capture I like to use Skitch for iPad to draw and type on the image. Using the latest version of Skitch for iPad you can register for an Evernote account and then your images will automatically be saved in Evernote. You can download Skitch for iPad here.
Capturing and Annotating Your Android Device’s Screen
If you want to capture your screen on an Android device that is running Android 4.0 or higher you can do so by holding the “volume down” and “power” button at the same time. Then you can share those images to another service to mark them up. Just like on my iPad, on my Android tablets I like to use Skitch to draw on images. Click here to download Skitch for Android.
HootSuite is the most popular social media management tool for people and businesses to collaboratively execute campaigns across multiple social networks like Facebook and Twitter from one web-based dashboard. Hootsuite has become an essential tool for managing social media, tracking conversations and measuring campaign results via the web or mobile devices. Hootsuite offers a free, pro and enterprise solution for managing unlimited social profiles, enhanced analytics, advanced message scheduling, Google Analytics and Facebook insights integration. My note: HS is worth considering because of the add-ons for Firefox and Chrome and the Hootlet
Notes from a phone conversation with Robert Fougner
Enterprise Development Representative | HootSuite
778-300-1850 Ex 4545 firstname.lastname@example.org
Jeff Woods with SCSU Communications does NOT use HS, neither Tom Nelson with SCSU Athletics. Two options: HS Pro and HS Enterprise. HS Pro: $10/m. Allows two users and once per month statistical output. Up to 50 social media accounts (list under App Directory). 50 SM accounts can be used not only for dissemination of information or streamlining the reception and digestion of information, but also for analytics from other services (can include in itself even Google Analytics), as well as repository (e.g., articles, images etc.) on other cloud services (e.g. Dropbox, Evernote etc.). Adding any other user account costs additional $10/m and can keep going up, until the HS Enterprise option becomes more preferable.
HS has integration with most of the prominent SM tools
HS has social media coaches, who can help not only with the technicalities of using HS but with brainstorming ideas for creative application of HS
HS has HS University, which deals with classroom instructors.
Buffer is a smart and easy way to schedule content across social media. Think of Buffer like a virtual queue you can use to fill with content and then stagger posting times throughout the day. This lets you keep to a consistent social media schedule all week long without worrying about micro-managing the delivery times. The Bufferapp also provides analytics about the engagement and reach of your posts. My notes: power user -$10/m, business – $50/m. Like HS, it can manage several accounts of Twitter, FB, and LinkedIn, Does NOT support G+
What’s the difference between Hootsuite and Bufferapp?
Hootsuite provides a more complete solution that allows you to schedule updates and monitor conversations, whereas Buffer isn’t a dashboard that shows you other people’s content. However, Bufferapp has superior scheduling flexibility over Hootsuite because you can designate very specific scheduling times and change patterns throughout the week. Hootsuite recently introduced an autoschedule feature that automatically designates a scheduling time based on a projected best time to post. This can be effective to use, but doesn’t have the same flexibility as Buffer since you don’t really know when a post will be scheduled till after doing so. What’s the right solution for you? Many people use both Hootsuite (to listen) and Bufferapp (to schedule), including me, and it really depends on your posting needs. In my opinion though, if Hootsuite we’re to introduce more scheduling options this could spell trouble for Buffer! But then again, Buffer could be working on some cool new dashboard that would rival Hootsuite’s offering, time will only tell.
SocialOomph is a neat web tool that provides a host of free and paid productivity enhancements for social media. You can do a lot with the site which includes functions for Facebook, Twitter, LinkedIn, Plurk and your blog. There are a ton of useful Twitter features like scheduling tweets, tracking keyword, viewing mentions and retweets, DM inbox cleanup, auto-follow and auto-DM features for new followers. Social Oomph will auto-follow any new follower of yours on Twitter if you like, which could save you a ton of time if you normally like to reciprocate follows. Social Oomph is so effective at increasing social media productivity that I use the site every day but haven’t had any reason to actually log in there since last year! My notes: Canadian company. started with Twitter, expanded to FB and LIn and keeps expanding (blogs). Here are the Pro/Free/ features: http://www.bloggingwizard.com/social-oomph-review/
for the paid option only-submit social updates via email, blog posts. TweetCockPIT for managing several accounts, unlimited Twitter accounts. FB, LinkedIn
$27.26 Monthly http://blinklist.com/reviews/socialoomph
Hootsuite Vs SocialOomph http://bluenotetechnologies.com/2013/04/25/hootsuite-vs-socialoomph/ – FOR SO
Hootsuite Vs SocialOomph http://sazbean.com/2009/12/10/review-hootsuite-vs-socialoomph/ – FOR HS
More + reviews and features for SO – http://www.itqlick.com/Products/6643: As a start-up organisation, if you want to keep your cost low and manage social media, SocialOomph can be your best choice as you can use it for free for a stipulated time – see also the pros and cons
Tweetdeck is a web and desktop solution to monitor and manage your Twitter feeds with powerful filters to focus on what matters. You can also schedule tweets and stay up to date with notification alerts for new tweets. Tweetdeck, who was purchased by Twitter, is available for Chrome browsers, as well as Windows and Mac desktops. Recently they closed down their mobile apps to re-shift focus on the web and desktop platforms. My notes: I abandonded TD for HS about an year ago, because of the same problem: no mobile app. Also, TweetDeck deals only with Twitter accounts, not other social media
Tweepi is a unique management tool for Twitter that lets you flush unfollowers, cleanup inactives, reciprocate following and follow interesting new tweeps! The pro version allows you to do bulk follow/unfollow actions of up to 200 users at a time making it a pretty powerful tool for Twitter management. My notes: $7.99 for up to 100 followers and 14.99 for up to 200. Twitter only, but unique features, which the other SMT don’t have
Social Flow is an interesting business solution to watch real-time conversation on social media in order to predict the best times for publishing content to capture peak attention from target audiences. Some major publishers use Social Flow which includes National Geographic, Mashable, The Economist and The Washington Post to name a few. Social Flow offers a full suite of services that looks to expand audience engagement and increase revenue per customer. In addition to its Cadence and Crescendo precision products, SocialFlow conducts an analysis of social signals to help identify where marketers should spend money on Promoted Tweets, Promoted Posts and Sponsored Stories, extending the reach and engagement for Twitter and Facebook paid strategies. My notes: This tool is too advanced and commercial for entry level social media group such as LRS
Sproutsocial is a powerful management and engagement platform for social business. Sprout Social offers a single stream inbox designed to help you never miss a message, and tools to seamlessly post, colloborate and schedule messages to Twitter, Facebook and LinkedIn. The platform also has monitoring tools and rich analytics to help you visualize important metrics. My notes: shareware app (one month), $59/m for the cheapest (up to 20 profiles)
By far the most expensive, but also the most promising-looking
SocialBro helps businesses learn how to better target and engage with their audience on Twitter. It provides tools to browse your community and identify key influencers, determine when the best time to tweet is, track engagement and analyze your competitors. Socialbro analyzes the timelines of your followers to generate a report showing you when the optimal time to tweet is that would reach the maximum amount of followers for more retweets and replies.
Cowdbooster offers a set of no-nonsense social media analytics with suggestions and resources to boost your online engagement. The platform provides at-a-glance analytics, recommendations for engagement and timing, audience insights and content scheduling to optimize delivery.
Free version only allows for one Twitter account and one Facebook account : –
Upgrades allow for more accounts, but still only Twitter and Facebook (no other social media types) : —
No social media feed : —
Provides suggestions on when to post content based on when followers and friends are most active : +
Ricky here from Crowdbooster. I am a big fan of your entrepreneurial career. We are positioned a little bit differently from Hootsuite, and as far as doing the required daily management, you may still need to use Hootsuite. What we do well is making sense of the analytics, and giving you real-time feedback about how you can improve your content, timing, and engagement. We also do some of the listening for you so you don’t have to always stare at the firehose that Hootsuite brings to you, that way we can help give you some slack as far as knowing when influencers decide to follow you, etc. We work with bit.ly, not ow.ly just yet, but using bit.ly can help us look into your click data to suggest, for example, best places to curate your content. https://plus.google.com/+PaulAllen/posts/idKkZRdA5gX
Identify and engage with more prospects, qualify and quantify better leads, and build and maintain stronger relationships by linking social media actions to the marketing platforms you’re already using.
Not sure which social media tool you should choose? If you want an advanced platform with advanced features that can handle most of your accounts, you might want to opt for a paid membership to HootSuite or Crowdbooster. If you’d be fine with more basic features (which might be better for beginners with only a couple accounts to manage) GrabinBox might be a better fit for you.
14. Google Reader
My notes: App.Net and Plurk
Also, looking a the SMMTools, one can acquire a clear picture what is trending as social media tools (just by seeing what is allowed to be handled): Twitter, FB, LinkedIn.