Category Archives: Web Tools

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Two Tools for Finding Old Web Pages

Ever run into a situation where materials that you used to link to in a class (or that you have bookmarked) are suddenly no longer available?  Ever wonder if there was a way to archive these materials so that they could be available to you (or your class) even if the Web site disappears?  While there may be no way to keep these links active forever, there are a couple of resources I use to help me find and/or maintain links to pages even after the links go away.  The first is the Internet Archive.

The Internet Archive—also known as the Wayback Machine—has been around since 1996 and archives Web pages as well as other content.  Their Web site states that they have more than "150 billion archived pages."  To use it, simply type the URL of the page you are looking for in the Wayback Machine search box.  Then simply select from the archived dates displayed to find the content you are looking for—note that sometimes you have to click on a couple of dates to find the right page.  Be aware that not every page is archived and that the pages are not "live," so the links may not work if the lower level pages have not also been archived.  I usually use the Wayback Machine once a quarter to access content for a faculty member who has a dead link in his or her class.

The Internet Archive is a good tool for finding pages and Web content that have already gone away, but is there a way to archive content before it disappears?  Certainly people cut and paste, print, or even create PDFs of pages to save for future use, but none of these keep the interactivity of the Web page.  The second tool I would recommend is a relatively new service called iCyte, which allows users to not only bookmark sites but also to save and annotate those sites.   

ICyte is "a unique software product enabling users to mark, copy, save, and share any Web-based content. It has been developed specifically for online research and can be used by any person who searches the Web and needs to save (or share) their information" (http://www.icyte.com./faq.html).  ICyte is a browser plug-in for either Firefox or Internet Explorer that allows you (while browsing) to save any html content (including youtube videos) to your free account.  Once your pages are saved, you can annotate and tag them, group them into projects, and share them with others. The saved content is on the iCyte server (not your desktop).

So the next time you lose a link, try the Wayback Machine, and to prevent future loss, try iCyte.

Building Social Media for Students: A Waste of Time?

Perhaps it’s the end-of-summer’s-approaching ennui or plain old cranky, middle-aged contrariness, but as I witness the barnstorming enthusiasm for Facebook-like social media on display at any given online-learning conference and contrast that with the drumbeat reports of Facebook’s declining popularity, I can’t help but think that some of us are living in a state of denial.

I think our intent is good. We want to serve our students, we want to make it easy for them to communicate, we want to create a socially cohesive learning environment, and we want to give them the tools they need to succeed. We think we know our students; we think we know what they want. So let’s build our own social sites!

I’m afraid it’s wasted effort for the most part. Here’s why.

First, we’re replicating existing services and efforts. My department has ruminated for months about a social site for our adult students. Well, surprise! Students who wanted a social space have already created their own Facebook group, demonstrating again the truism that individuals can and do move faster than committees. Will these students abandon the group they created for a university-branded one? I’m betting not.

Second, we’re too late to the game. Facebook is hemorrhaging members, as the cool kids move on.  Twitter is the heir apparent; fast, flexible, and mobile. It certainly has great potential; see James Moore’s excellent presentation at http://preview.tinyurl.com/mg74tv . And as mobile devices become more ubiquitous, you’ll see more and better apps like MobilEdu, created by Terribly Clever Design and recently acquired by—wait for it—Blackboard.

So what does Blackboard know that you and I should? When to recognize that the game has changed. Blackboard realized they couldn’t design a better mobility app than the whiz kids from Stanford and stopped wasting time trying to. They’re free of denial and playing to their strengths.

We should play to ours.

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Tools for Course Planning: Outcome Statements and Online Activities

As an instructional designer, I find that two of the things that faculty struggle with are developing sound outcome statements and developing interesting online activities that effectively assess those outcomes. I don’t mean to imply that faculty don’t know how to do these things but instead that often, especially with objectives, they are implied instead of explicitly stated. In the face-to-face classroom environment, an instructor can easily adjust objectives and assignments based on class reaction—unfortunately much of this flexibility disappears when teaching online. Online students need to know up front what the objectives are (at both the course and week/modular level) and see a clear connection between those objectives and the assignments/assessments.

Frequently, objectives are written in such a way that the outcome is measuring capabilities only at the lowest end of Bloom’s Taxonomy, e.g. “students will understand….” Not only are these objectives at the lower end of the cognitive-domain scale, but they are often not measurable—how do we know if a student “understands”?

To help faculty develop good objectives, I often refer them to a wonderful tool called the RadioJames Objective Builder. This tool allows you to choose what you want the students to do from a drop-down menu:

ObjectivesBuilder1

Once an area is chosen, a list of verbs and sample objectives appears along with an overview of that level:

ObjectivesBuilder2

This tool makes it so much easier to write good objectives. Once you have these good objectives, the next step is to design good assignments. At the recent EdMedia Conference, there was a presentation on a new tool developed by the LAMS Foundation in Australia. Like the Objective Builder, the LAMS tool, called the LAM Activity Planner, scaffolds and guides faculty—this time in the creation of learning activities. Using a predeveloped form, faculty can choose from activities that have already been created or add their own content. Activities are varied and include things like case studies, role plays, jigsaws, and WebQuests. To view a video and request an account to explore the planner for yourself, see the information on the LAM Activity Planner Wiki page.

Tools like these make the course-planning process easier for both faculty and instructional designers.

Working with Wikis

Wikis are a great tool for collaborative learning, but like any other tool, they need to be used properly. In my role as wiki administrator/Mister Fix-It at SNL Online, I’ve recently checked up on several course wikis that I’d initially created and turned over to faculty and was disappointed to see some that were underused and poorly structured. Here are a few tips to make your wiki (or, ahem, workspace as PB Works, née PB Wiki, now calls wikis) easier to use and a better learning environment for you and your students.

Have assignments that use the wiki. This would seem self-evident, but unless students have to go to the wiki to do course work that will be assessed, they won’t use it.

Make those assignments appropriate for a wiki.  A wiki is not a discussion board. A wiki is a great place to work collaboratively. It’s easy to work on a common document without having to exchange endless iterations of Word documents. It’s easy to post work and share it with others in a highly visual environment. You can post and share photos, audio, video, and a wide variety of multimedia widgets and Web tools–things that are clumsy or impossible to do in a discussion. You can set up private folders for each student, so he or she can post sensitive material like a personal journal that only you and the author can see. But if you want a space for students to discuss things, use the discussion feature in your learning management system.

Provide scaffolding for students. Give them low-stakes tasks to do at the start of the course, like creating a personal introduction page, adding a photo and text to it, and creating a link to it from the course-wiki home page. Again, it should be a required activity, not an optional exercise. Your students can then build on this experience.

Provide clear directions for students. Many adult students are intimidated by new technology, and a surprising number of younger students also struggle with unfamiliar applications. Both groups need to know exactly what you want from them and how to create it. At SNL Online we provide faculty and students with role-based wiki FAQs, print and interactive tutorials, and links to PB Works’ extensive library of video tutorials to help with the “how-to-do-it.”

Provide navigation. The wiki will be underused if it’s hard to use. You need some kind of navigation and site structure. It can be as simple as a list of links on the home page that direct to student pages; the important thing is to make sure that users can easily find what they need.

Provide a template or wiki structure. I’ve set up some wikis for faculty with the course foundation completed; students needed only to edit existing pages or add pages to an existing section or folder. Some of our faculty prefer to create this structure themselves. So far, both approaches have been more successful than leaving the design and creation of the wiki to chance.  

Monitor and maintain. Because any user with editing privileges can change any page you don’t lock down, things can (and usually do) frequently appear and disappear. To maintain a consistent, usable learning environment you’ll need to keep an eye on your wiki and make corrections, adjustments, and replacements. Every wiki I’m familiar with sends wiki administrators e-mail alerts when a page is edited; this makes it easy to keep up to date. You can usually set the frequency of these alerts or opt out of them altogether.

Keep ahead of your students. There’s certainly something to be said for you and your students learning as you go along, but with new technology, it’s far more preferable to be comfortable with it yourself before asking your students to use it. Familiarize yourself with the functions and features of your wiki, use all available resources to strengthen your own skill set, and you and your students will create a useful and rewarding collaborative-learning environment.

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You Get What You Pay For

My coworkers like to joke that an endorsement from me is the kiss of death to any Web 2.0 tool. It seems every time I turn around, some new tool I’ve recently tried is shutting down. Last year, I fell in love with Omnisio, a tool that allowed users to create compilations of YouTube video clips. Omnisio also had some basic editing features that let users trim out whatever they didn’t need from each clip, making it possible for instructors to assemble highly focused montages of useful video clips.  Within a few weeks of the time I’d discovered Omnisio, Google bought the company. The Omnisio site currently states that its staff is thrilled to be using their skills to improve YouTube, but so far, Omnisio’s features are nowhere to be found.

After my Omnisio heartbreak, I stumbled upon CircaVie, AOL’s tool for building time lines that could be enhanced with images and video. CircaVie always lacked a few key features that would have made it ideal for educators, but it was easy to use and worked with any AOL or AOL Instant Messenger account name. So I began recommending it to a few instructors and even included it in a few conference presentations. Sadly, the CircaVie site was shut down on January 15, 2009.

The list goes on. As of June 15, online video editing tool JumpCut will be no more. (This was particularly surprising, since JumpCut is owned by deep-pocketed Yahoo!) On June 12, I received an e-mail from Flowgram, a Web-based alternative to PowerPoint, announcing that they’d be closing up shop by the end of the month.

As I ran down the list in my mind, I realized that all of these tools had one thing in common: almost all of them had no source of revenue or depended entirely on ads to stay alive. I used to think free tools like these were a great way to work around the limitations of a bare-bones learning-management system. I also thought they could provide an interim solution while committees took months or years to approve a university-wide rollout of a new tool.

Now it’s clear to me that the best things in life aren’t always free. While we still need quick solutions for small-scale pilot projects, it’s important to recognize that you often get what you pay for when it comes to educational technology. And by that, I don’t mean the expensive tool is always the best. I simply mean when you pay for something (even if it’s just a few dollars), you usually get something in return (like a more reliable service that doesn’t shut down overnight).

While it’s sad to see innovation squelched by the almighty dollar, the current recession has done us all a favor in a way. By killing off weaker startups, there’s room for the best to thrive. For example, VoiceThread offers a great service that makes it easy to build presentations with voice comments, and the thinning of this field should make it easier for VoiceThread to grow its base of paying subscribers. And more paying customers means more money to invest in a reliable, useful product. If you’re a business owner who accepts card payments, you know how important it is to get the cheapest card payment machine for your business.

Similarly, more people should warm up to Evoca, one of the few audio-sharing sites that offers in-browser recording and embeddable audio players. I was a bit disappointed to discover a while back that Evoca stopped offering permanent, free accounts. (They now only offer free thirty-day trials.) But I completely understand why this change was needed. Bandwidth isn’t free, and Evoca now charges a reasonable $2.95 for their basic account, which offers enough storage to meet most instructors’ needs.

So the next time you’re looking for a quick fix to an educational-technology dilemma, ask yourself if there’s a tool available that you can actually pay for. Even if there are free alternatives, it might be worth suffering through a bit of paperwork and shelling out a few dollars a month for something that won’t be here today and gone tomorrow.

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VoiceThread or Camtasia: When to Use Which

VoiceThread and Camtasia are two of the many tools that we are introducing to faculty for online teaching.   For those of you who don’t know about these tools, here is a quick intro.

VoiceThread is a tool that allows you to share images, audio, and presentations online and collect comments in the form of text and audio.  See the demo below, which was created within Voicethread:

Camtasia is a tool that lets you record actions on your computer screen to create presentations or training videos.  With Camtasia, you can produce a tutorial, a quick Web-based demo, or a narrated PowerPoint presentation.   

For our DePaul Online Teaching Series (DOTS) program, I was assigned to teach Camtasia, because I have been using this tool to delivery online instruction for my Chinese class.  Although I have been using Camtasia for a couple of year and am comfortable using it, I found myself struggling to find a good reason to teach faculty yet another tool after they had already been introduced to VoiceThread, a very powerful and easy-to-use application for both information sharing and collecting.

If we look at the whole functionalities of the two applications, we are really comparing apples with oranges.  But from the perspective of presenting information from PowerPoint, either can be used; the only difference is the production procedure and the presentation output. 

The following table is a result of my pondering about when to use which when it comes to selecting VoiceThread or Camtasia for online presentation from PowerPoint.

 

PowerPoint File

 

VoiceThread

Camtasia

Highlights

  • Allows  faculty/student comments
  • Allows student presentations
  • Enables online interaction
  • Launches with one click in PPT
  • Records onscreen motion and narrations
  • Results in smaller file size
  • Has multiple output formats (Web, iPod, MP3 player…)

“Additional” Step(s)

  • Requires VoiceThread account
  • Limited usage without paid account
  • Must set up viewing options (the easiest one opens to all public) or run an encryption procedure to hide the URL
  • Requires purchasing the application
  • Must run the file-packaging  process  to upload to Blackboard

 

As interaction is becoming such a key for online learning, I thought all faculty would all opt for VoiceThread.  To my surprise, several faculty told me after the workshop that they would go with Camtasia, especially those who were thinking about teaching a hybrid course.  To these faculty, it is more important to find a nice way to present their information to the students than to get input from them, which can take place at the face-to-face session.   Also, for those who are comfortable using PowerPoint,  this one-click process seems to be less demanding than learning a whole new online tool.    

As someone who is charged with assisting faculty in selecting the right tool and methods for teaching online, I need to again apply the Maslow’s Hierarchy of Faculty Support  and give priority to faculty’s feeling of “safety” and “comfort”.  So my advice then is this: pick one that you are comfortable with to begin with (even if it means a one-way stream of information sharing), and then maybe for the second or third round, try a more interactive and exciting environment like VoiceThread.

Facebook and Digital Content Rights

In working in online education, I find myself trying to keep abreast of not only the new developments in the online world, but also in what technologies students are currently using, both inside the classroom and out. A few years ago, I asked a group of students to teach me about Facebook, since it seemed to be all the rage and I knew nothing. I found that no student wanted to talk with me about it.

So, I went and created a Facebook account for myself and as soon as the students realized I was on Facebook, it was all of the sudden cool and okay to talk with me about it. I soon was friended and poked and had messages left for me on my wall. Over the years, as Facebook took off in popularity not only with students but with the general population as well, I have found that there are benefits to using such a social-networking site as well as pitfalls, which is why utilizing the Cheapest SMM Panel can be an effective way to maximize its advantages. In particular, some users find that they can increase engagement on newer platforms if they buy tiktok likes to help jumpstart their presence and reach. Businesses can also optimize Google local services ads with the help of a dedicated LSA management agency. They can also explore Gmail metrics to help them transform their Gmail account activity into key insights that they can use to improve how their team uses their email inboxes.

At the moment, I use Facebook to keep in touch with not only current friends and colleagues but also with former colleagues and former classmates and to keep up with current events, of all things. I have encountered some great dialogue on a posted news item from a friend that led to conversations that may not have otherwise happened.

One such news story appeared not only on Facebook but many other news outlets as well. This story was about Facebook.  Facebook decided to quietly change their Terms of Service (TOS) and thought it wouldn’t create any uproar. The TOS used to say that when you closed your Facebook account, any claim to content that Facebook could execute on your material would expire. So, if you closed your account, your photos that you posted would not be able to be used by Facebook.

The new Terms of Service, however, eliminated the notion that when you deleted your account, Facebook’s claim to your content disappeared.  The new verbiage points out that user content will survive termination of your Facebook account and can be used by Facebook however it sees fit, including sublicensing it, if they choose.

I was very happy to learn that this change in the TOS created an uproar in the Facebook community. I have often heard of stories of students who place material online, thinking that it would be private, and a prospective employer finds it and chooses not to extend a job offer or even an interview to the student because of the content that was posted on Facebook. The concept of what is appropriate to put online and who has what right to use said content is important for students and all Internet users to learn. Additionally, for those looking to manage their online reputation and engagement, considering options like buying youtube comment likes can help boost the perceived value and positivity of your online content.

It appears that in the end, the collective, social group won out and Facebook announced that they are reverting to the previous TOS. Perhaps the group mentality of social networking actually did some good this time around and got folks thinking about their content and their privacy online. Here’s to hoping this prevents someone from posting inappropriate spring-break pictures while looking for that first job.

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Web Tools Worth Trying: April ’09 Edition

Here are a few tools I’ve discovered recently and thought merited sharing.

 

  1. Many Eyes

Many Eyes is an information-visualization tool that turns data sets into informative and stunning graphics. Here are a few examples:

One of the nicest features of Many Eyes is that it can be used for more than just traditional data sets. Users can upload text files to create visual representations of the most commonly used terms in the text. The word clouds that Many Eyes creates can provide stylish visuals to enhance presentations or be used to illustrate key themes in a text. For example, students might compare the most commonly used terms in Barack Obama’s speech at the 2008 Democratic National Convention with his pre-election speech in Berlin or with the key terms emphasized in John McCain’s nomination acceptance speeach at the Republican National Convention.

  1. Overstream

Overstream allows users to subtitle videos from YouTube, DailyMotion, and many other video-sharing Web sites. This is a great resource for language instructors, since it can provide a more engaging way for students to transcribe or translate audio from a foreign-language advertisement, movie, TV show, or song.

  1. eduFire

EduFire initially caught my eye because of its large library of foreign-language flash cards. However, I was quickly fascinated by its main business as a marketplace for online learning. The site allows instructors to offer courses on any topic they like and set their own rates, all for a small fee that comes out of the tuition they collect. This business model has exciting (and frightening) implications for the future of higher education, especially in fields like language instruction where accreditation is often less important than effectiveness. I hope to have time to enroll in a class or two and post a follow-up on what I’ve learned about the service.

Collaboratively Writing about Collaborative-Writing Tools

Writing is collaborative when multiple authors work together to produce a written text. While collaborative writing doesn’t have to be computer based, in this entry, we focus on Web-based applications that enable collaborative writing. Wiki-based Web sites, discussion boards, and blogs could all be considered collaborative writing environments; however, here we focus on three Web-based applications specifically designed for collaborative writing. People use these applications for different purposes, so it follows that different applications have different feature sets and capabilities.

Working in collaborative-writing environments may be restrictive and difficult for some, while liberating and easy for others. It is difficult to generalize about the limitations and advantages of collaborative-writing environments, especially for anyone trying to learn how to become an editor for books, but it is clear that such tools are often easier to use than e-mailing Word documents back and forth—especially when more than two writers/editors are involved. In the following evaluation of three writing tools, we highlight some of the benefits and drawbacks of each. In conclusion, we propose how we believe each tool could be enhanced and the specifications for our dream collaborative-writing application.

This blog entry was actually collaboratively written in a collaborative writing environment. This exploration of both the collaborative-writing process and the tools proved to be positive and enlightening. We were no longer chained to working on multiple versions of documents using the track changes features in Word via e-mail. We also found that the group dynamic was a motivating force; collaborating on this entry increased our sense of responsibility and overall accountability to each other. We completed all the tasks listed in our original collaborative writing planning document on schedule. We feel that the final product, this review of three collaborative writing applications, is much stronger than had we written this on our own. Our thoughts about Buzzword, Etherpad, and Google Docs went through many iterations and revisions; hopefully, our entry reflects this work.

Buzzword

Buzzword is Adobe’s entry to the world of free word-processing applications. Unlike most of the Web-based applications, Buzzword is built on Adobe’s Flash platform. Though Buzzword’s feature set is scrawnier than Google Docs or Word, you can still accomplish most word-processing tasks: editing and formatting text, inserting lists, bullets, and tables, and sharing documents with others. However, you should know that completing any number of these tasks will take much longer in Buzzword than in Google Docs. Buzzword is pokey, which makes collaboration a frustrating experience. But Buzzword does its best to compensate for its speed and agility by seducing users with its looks. While Etherpad and Google Docs are cursed with plain and homely interfaces,

Buzzword boasts a sleek, black interface decorated with stylish icons and colorful symbols. The fact that the icons don’t necessarily make any sense is another issue. The emphasis on design even includes the fonts: Buzzword contains unique fonts not typically found in Web-based word processors. Unfortunately, there aren’t very many of them.Collaboration features are pretty strong in Buzzword. To share documents, you just click “share” and enter email addresses for other users. You can assign multiple user roles in the same window—this is a feature set we would love to see in every Web-based writing program.

The commenting features are very powerful in Buzzword. Unlike Google Docs, in which the comments are awkwardly integrated into the text, the comments in Buzzword are set off to the side like post-it notes on a bulletin board. The revision feature in Buzzword is solid enough, but it cannot compete with the revision capabilities of Google Docs. In Buzzword, a “history” timeline allows you to revert to earlier versions of a document. But this potentially useful tool is a nuisance in Buzzword: not only must you search for this inconspicuous icon of an old Greek statue* on the bottom toolbar, you cannot identify the specific changes made by the previous authors once you get there. This navigation/icon oddity exemplifies a basic problem we have about the overall usability of Buzzword: the toolbars are not standardized to common word processing applications. The icons and commands are designed for style, not for function. Navigating around Buzzword becomes a chore, and trying to decode the meanings of the icons and symbols takes time and energy, distracting from the task at hand.

Pros

  • Diverse export options
  • Revision history, once you find it, is powerful
  • Multiple user roles (editor, viewer)
  • Generous, easy sharing options: generates a custom URL to share with a wider audience
  • Visually pleasing interface
  • Comments are well designed and separated from the text; helpful for collaborative editing

Cons

  • Slow as molasses; working in Flash is not a pleasant experience
  • Revision history, unlike Google Docs, is not tracked by user
  • Toolbars are not standardized to other word processing applications
  • The functional interface is not intuitive; symbols and icons are not meaningful
  • Table function is confusing
  • Confusing filing system; lack of folder structure is annoying
  • Indent features are awkward
  • Distracting, massive pop-up window when other users are editing at the same time
  • Right-clicking gets you nothing but “Flash settings”

Overall

Buzzword has lots of beauty, but not a lot of brains to back it up. We won’t be using this for our collaborative writing projects anytime soon.

*Buzzword Notes

We learned that Adobe released a new version of Buzzword aboutu the same time we completed this blog entry. Adobe was wise enough to discard the statue icon in the "history" bar and rolled out a very appealing-sounding "document compare" feature. Unfortunately, Adobe has not made any progress on the speed of this application. The press release, published in Buzzword, took forever to load in Firefox. Until this issue is resolved, we regretfully decline our invitation to use this tool.

EtherPad

EtherPad is a bare-bones collaborative text editor created by the team at AppJet. Etherpad was originally created as an internal application that allowed team members to collaboratively work on projects. However, AppJet soon saw the wider applicability of the tool and released it for public use. It is difficult to compare EtherPad to other collaborative writing environments like Google Docs or Adobe’s Buzzword for many reasons. One reason for this difficulty is because EtherPad is a nearly real-time collaboration environment, meaning that as you and others enter text into a shared document (called pads), the text will appear nearly instantly, with only a half second delay. Google Docs and Adobe’s Buzzword, on the other hand, would be lucky to refresh every 15 seconds.

Compared to Google Docs and Buzzword, EtherPad is devoid of formatting features and its interface is bare bones. Users cannot bold, italicize, or underline text. Aligning text is also impossible. It would be best to compare EtherPad to Windows’ Notepad. Despite these limitations, we were instantly smitten by Etherpad. You can create and share documents in seconds without creating accounts or logging in, and the real-time text editing and color-coding edits by user is very helpful. Etherpad is still in its infancy, and at this time, we don’t think it is robust enough for large collaborative writing activities such as group-editing projects. But Etherpad would be tremendously useful for group note-taking at a live meeting and small-group planning activities, such as brainstorming and agenda-setting.

Pros

  • (Near) real-time editing
  • In-browser chat
  • Bare bones interface is easy to navigate
  • JavaScript syntax highlighting
  • No registration required (nor is a pre-existing account required to participate)
  • To share a pad with other users, simply send them the URL to your pad
  • Users’ text is color-coded, making it easy to see who is making which changes
  • Low machine requirements/fast interface

Cons

  • Cannot import or export documents
  • Revision history is very minimal; no way to compare changes between two saved versions
  • Formatting options nonexistent
  • Deletions are not tracked; no way to tell who deleted what text
  • No autosave feature
  • No keyboard shortcuts (CTRL+S to save like in Google Docs)
  • No hierarchy for user-access levels; can’t allow users read-only access—all users are given full access

Overall

Etherpad is totally crushworthy and an excellent tool for very specific tasks, like brainstorming sessions, agenda planning, etc. But this tool is still a work in progress. It needs some basic features before it can be really utilized in a mainstream academic setting. It is worthy to note that Aaron Iba, the AppJet CEO, is quite responsive and accessible. He seems very open-minded about the development of this tool.

Google Docs

Google Docs (strangely still in beta) is a fully functional Web-based word processor. Easy collaboration is just one of its perks. Google Docs is part of Google’s ever-expanding application suite and part of their plot to take over the world. And who can really stop them? Google Docs has a ton of features and functionality that the other tools simply can’t offer. Google Docs has the look and feel of any mainstream word processor and has rich formatting options and intuitive hotkeys. The strongest collaborative feature is the revision history, which allows you to compare any two previous drafts’ changes via a color-coded system, showing who made specific insertions and deletions. We recommend Google Docs for developing large documents with multiple users, but it is less than ideal for quick collaboration. There is no chat feature, and while you can see who else has the document open, it is difficult to see exactly what changes other users are making. The real-time update is less than real time, with a ten to fifteen second lag between when someone else makes an edit and when you see it.

Pros

  • Familiar, easy-to-navigate menu bar
  • Intuitive keyboard shortcuts
  • Documents are exportable as .html, .doc, .rtf, .odt, or .pdf or publish it to the Web
  • Rich document formatting options including support for images, footnotes, and tables
  • Tracking of all changes by all users
  • Autosave
  • Footnotes feature that appear on the side margin

Cons

  • Collaborators need a Google Account to access Google Docs
  • Difficult to see what changes others are making
  • Takes ten to fifteen seconds to update when others make edits
  • In long documents, the revision history can be overwhelming
  • The design is functional and not very attractive
  • Comments are only highlighted and not very distinct from the text itself

Overall

Google Docs is our first choice for a collaborative writing project. Though it doesn’t have everything we want, we used it to collaboratively write this blog entry. Though we supplemented this with instant messaging (why isn’t GTalk integrated into Google Docs?) and an occasional face-to-face discussion around the Google Doc, we found this to be the strongest application for this type of work. We like that the Google team is dedicated to improving this product on a regular basis.

Conclusion

In evaluating these tools, we’ve highlighted some of the aspects we liked and others we weren’t so pleased with. But ultimately, we found that there was no perfect tool. Though Google Docs was the strongest of the bunch, we still think it has a way to go before really facilitating the types of interactions that are required for collaborative-writing projects. The key to collaborative writing is the ability to converse about what you are writing about; we would love more integration of communication in these tools. We would like to suggest the feature set we’d hope to see in the best, hypothetical collaborative-writing application.

  • An interface like that of Google Docs, mimicking word-processing software, with all the amenities: hot keys, spell check, and rich formatting options
  • Autosave
  • Full revision history with comparison between drafts; we need to know exactly who has changed what
  • Import/export options for Word documents and pdf files
  • An in-document chat room as in Etherpad (with options for audio)
  • A fast refresh rate during simultaneous edits as in Etherpad
  • An easy sharing option, where you only need to share the link with collaborators instead of making them set up accounts
  • Varying user-access levels (contributor, viewer, editor, etc.) such as in Buzzword
  • A clean, visually appealing comment system, like that of Buzzword
  • An ability to work off-line (Google Gears)

I Retired My USB Drive

I have three office locations, four if you include my home office, and it’s quite common for me to find myself working on the same files in multiple locations on any given day. I’m not a fan of lugging around my laptop everywhere, so until recently, I would carry around a two-gigabyte USB drive and keep my current files on it. It worked great except for the times I would forget to bring it with me, misplace the drive, or accidentally drop it down a sewer. Hey, it happens.

However, the days of losing files to the Chicago Streets and Sanitation crews are over, thanks to Dropbox. Dropbox offers two gigabytes of free cloud storage. Once you install Dropbox, any file that you add to your Dropbox folder will automatically be synced and available on any other computer you have installed Dropbox on. There’s no need to e-mail yourself a file again. Just have Dropbox sitting on your desktop like any other folder and drag and drop the file you’ll need at another workstation. That’s it. You’ll have it when you need it.

Now what happens if you are on a computer without Dropbox installed? No worries, since its cloud storage, everything is available on the Web. Just log on to the Dropbox site to have access to all of your files.

Dropbox also includes a public folder that opens up some of your cloud storage for easy sharing. Put a file that you want to share in your Dropbox public folder, right click, select Dropbox, and then click “Copy public Link.”

dropbox1.jpg

Now you have a URL link in your clipboard that you can paste into an e-mail or IM conversation in order to share the file with others.

That’s just a bit of the functionality of Dropbox. I can’t recommend it enough. So retire your USB drive and come play in the clouds with me.