Category Archives: Tech Tool

Struggling to engage participants in virtual sessions? 7 strategies for creating more effective online gatherings

By Keeley Sorokti and Alyssa Dyar (guest blogger)

As a facilitator of a webinar, virtual team meeting or virtual class session, have you ever imagined what the attendees are doing while you attempt to engage them? Perhaps they have multiple windows up and are checking Facebook, sending an e-mail or running to the kitchen to grab a snack. Have you ever asked, “Does anyone have any questions?”, followed by deafening silence? In a world of constant distractions, how do we design and facilitate meaningful virtual sessions that connect and engage people to learn together?

In a blended or online learning environment, it is common to use web conferencing technology to facilitate synchronous class sessions. In our roles at Northwestern University’s MS in Learning and Organizational Change and School of Education and Social Policy, we help faculty design and facilitate virtual and hybrid class sessions using Adobe Connect, a web conferencing tool similar to WebEx or GoToMeeting. We work hard to make the sessions meaningful and engaging. Sometimes we succeed and other times sessions fall flat. Engaging sessions that create a learning community are usually a result of thoughtful design and facilitation.

We are often asked for tips on ways to create engaging sessions that avoid the dreaded talking head or voice plus slides that is so common. We decided to team up to share some of what we have learned about how to design and facilitate virtual sessions. Some of the tips may be specific to Adobe Connect, but most can be applied to any web conferencing tool. While our context is higher education, many of the tips shared here could be applied to virtual team meetings in a corporate setting or any virtual gathering.

1) Make the session seem effortless by creating a script with layouts that match.

Adobe Connect LayoutsMany instructors have found that teaching online requires more planning than in a face-to-face environment. It is important to have the entire class scripted out so that you can seamlessly direct students through the session and prepare back-up plans for issues that might arise. Use “Layouts” in Adobe Connect to plan out your entire class and keep them in order on the right hand-side so that you can easily move through the various layouts during the session. This will allow the facilitator to focus on the content, rather than the technology, while also helping to maintain participant engagement by varying the content and activities on screen.

Ideas & Application:

  • Upload any slides, videos, or other media in advance to avoid waiting for them to load during the session. Ask guest or student presenters to share their content with you ahead of time.
  • While you may vary the types of pods presented on screen (slides, polls, Q&A’s, etc.), we recommend keeping the attendee and chat pods visible as often as possible, and in the same location on screen, so that participants can easily refer back to them.

2) Take time at the beginning to review technology features and set session norms.

Adobe Connect raise handMake your students comfortable with the interface so that the sessions run more smoothly. Ideally, students participating in an online or blended course will have gone through an orientation process to become familiar with the basics, but if not, be sure to demonstrate how they can share their webcam, mute their audio, and use the chat. You may find students also need a tutorial on using the Share pod if they will be presenting. It is helpful to explain to participants how they can maximize pods for better viewing, and which actions affect all users (i.e. flipping through slides) versus only their own screen.

Determine which features will be most important for helping to manage your session – will students share their webcams? Will they use the status notifications? Be sure to set expectations for how you expect your students to participate, including where, how, and when they can communicate or ask questions (chat, hand raise icon, share webcam, etc.). For longer sessions, let participants know when breaks are scheduled so that they can get water, use the restroom, etc. and encourage them to use the Step Away status to indicate if they are not available.

Ideas & Application:

  • Set norms about how the chat pod will be used. Specify whether students should use the chat pod for social banter. This can help establish comfort and ease in a virtual environment, but some instructors (and participants) may find it distracting. Providing a separate chat window when you want students to answer a question or share their thoughts on a topic can help to focus on a particular topic while still allowing for important social interaction and connection.
  • As the instructor, keep your attendee pod in “Status View” so that you can keep an eye out for raised hands.
  • Make sure participants know how to message the host directly if they need to send a private message.
  • Send a reminder email ahead of each session with a direct link to the meeting room, objectives/topics that will be covered, and what they should have prepared ahead of time. Include troubleshooting tips and reminders of the session expectations that have been previously discussed.

3) Use webcams to make your sessions more personal.

In the online environment, it can be difficult to instill a sense of personal connection. Utilizing webcams can help make the session feel more like a face-to-face conversation. Not only will it help to put a face to the voice, but it makes it much easier for you (and your students) to use humor, sarcasm, etc. when users can see facial cues to help decipher tone. It is also more difficult for students to multitask if they are on camera. While it may be overwhelming to have every participant’s video on screen while content is being shared, be sure to display the presenter’s webcam to maintain engagement. With small classes, you may want everyone to share their cameras during class discussions and breakout sessions.

Keep in mind that some students and facilitators may be uncomfortable sharing their webcam. Demonstrate how they can share their webcam and pause the video so that other users only see their picture, rather than a live stream. While less dynamic, being able to see a photo at least helps classmates (and you) put a face to the name/voice. Similarly, explain to students that they can pause other users’ video streams if they find it distracting or if it is using up too much bandwidth (this will only pause the others’ video on their own screen, not for everyone).

Ideas & Application:

  • Utilize the “Filmstrip” view to allow multiple (or all) users to share their webcam, while only highlighting one camera at a time, presumably the speaker’s.
  • Have everyone share their webcam at the beginning and end of each class session (Hollywood Squares-style). Then begin the session with a quick icebreaker. This could be a quick reflection question (such as, What did you learn this week?) or fun personal topic to get to know each other. For icebreaker ideas, see the Tone/Climate section of ADDING SOME TEC-VARIETY 100+ Activities for Motivating and Retaining Learners Online.
  • End the session by sharing webcams again and asking participants to respond to a prompting question (such as, Share one thing you will do this week differently as a result of what you learned tonight.) Ending this way can feel less abrupt, while fostering personal connections. It promotes the creation of a learning community.

4) Make the session interactive.

In order to maintain engagement, try to involve the participants as often as possible. If you have been talking to your slides for more than five minutes, it is probably time to engage the attendees in some way before you lose them. Use polls and discussion questions to break up the content. Polls can be multiple choice or open-ended, and you can share the results with the class. This can be a great way to check understanding, survey opinions, and more. To switch-up the class dynamic and help participants better digest the material, sort them into smaller groups using Adobe Connect’s “Breakout Rooms”. Participants can be randomly or selectively put into groups, and hosts have the ability to move from room to room to check-in and facilitate discussion.

Ideas & Application:

From Erica Kalata, MSLOC 421 Advancing Learning & Performance Solutions Instructor

From Erica Kalata, MSLOC 421 Advancing Learning & Performance Solutions Instructor

  • Have something for attendees to do when they join the room. They can draw something on a whiteboard as an icebreaker, answer a poll or answer a question in a chat pod about what they learned that week. Pull them in immediately as opposed to having them go look at Facebook while they are waiting for everyone to arrive.
  • Encourage the use of webcams in breakout rooms to make the conversations more personal. Provide a “Notes” pod for each breakout room to jot down their thoughts – these can be shared back into the main room after breakouts have ended.
  • Use the messaging feature to send out warnings when breakout rooms will end, as it can be jarring to be in a small group discussion and then suddenly back in the main room. Give a warning a few minutes ahead of time, and then 30 seconds (and maybe even 5 seconds) before you bring everyone back.

5) Reflect back what you are seeing in chat.

In using the chat (and polling) features of Adobe Connect, it is important to pay attention to what students are saying and respond to students’ comments. Not only will this validate the use of the function and encourage participation, it can provide jumping points for deeper conversation. Specifically, in watching the chat, pay attention to trends, contrasting arguments, and comments from less-vocal students. Do not feel obligated to acknowledge every comment; give students the opportunity to respond to each other and create a dialogue between themselves.

Ideas & Application:

  • You can put multiple chat pods in a single layout and ask several different questions that students can respond to. After some silence start commenting on a few of the comments so that people feel acknowledged and it spurs more conversation.
  • With larger classes, it may help to have a facilitator, in addition to the instructor, to monitor the chat function. The facilitator can help answer questions, draw attention to interesting comments, and provide tech support as needed.

6) Be comfortable with silence.

quietMany people are more uncomfortable with silence in the virtual classroom than they would be in a traditional classroom. This has been eased slightly by sharing webcams more often so that facilitators are talking to people they can actually see — webcams seem to help the facilitators relax.

Instead of plowing through material, try relaxing into the space and allowing the participants to do the same. We often coach faculty to stay silent after asking a question or opening up discussion until they feel uncomfortable with the silence. And then stay silent for another 30 seconds after that. This not only allows the participants who may still be processing to think before the class moves on but also breaks up the rhythm of the session and makes people take notice. Remember, in a virtual environment it is difficult to notice if someone is thinking and about to speak. Participants are often more reluctant to interrupt in a virtual environment because they are unclear about how to get the facilitators attention.

Ideas & Application:

  • Use a timer for yourself to make sure you are giving participants time to process. Often an “uncomfortable” silence is perceived as much longer than it actually is.
  • Design some activities where students are writing something down on their own notepad at home in silence for a few minutes.
  • Remind your students to use the status icons to notify you when they want to speak. Be conscious of these icons and be sure to acknowledge them in a timely manner.

7) Create artifacts as a group for later digestion.

You can easily create and share artifacts that allow for real-time reflection and also open up possibilities for post-session learning and asynchronous discussion. While you have the option of recording an Adobe Connect session, smaller, more tangible artifacts (slides, notes, or chat transcripts) may prove more useful for your students to reflect back on the content. If using a learning management system or online community, provide a space for students to keep the discussion going – this is especially important in connecting the topic with the course overall.

Ideas & Application:

  • The host of the Adobe Connect session can e-mail the chat transcripts and then post them in the online class space or in a Google Document.
  • Create a Google Doc during the virtual session for silent brainstorming and individual reflection. The content in the document can be used to generate online discussion questions or can be revisited at a later time.
  • During (or after) the session, make note of interesting comments or topics that arise. Use these quotes to spur a deeper discussion in your learning management system or online community.

Share your ideas and experiences.

What have you found to be helpful in creating engaging and meaningful learning experiences during virtual sessions?

We are especially interested in hearing from attendees of virtual sessions. What works for you as an attendee of webinars or virtual class sessions? What doesn’t work?

We are always looking for new ideas so that our class sessions don’t all follow the same script. Continuing to find new ways to engage can be difficult so please share your experiences and questions by making a comment on this post.


Great Webinars: How to create interactive learning that is captivating, informative and fun by Cynthia Clay

ADDING SOME TEC-VARIETY 100+ Activities for Motivating and Retaining Learners Online (free e-book PDF) by Curtis J. Bonk and Elaine Khoo (The Ten Online Activities in Principle #1: Tone/Climate section has great ideas for icebreakers.)

What are some other resources you have found helpful?

Photo Credits

img_0005 via photopin (license)

Shhhh via photopin (license)


Drinking from the Online Firehose — Preparing for the #FutureEd Coursera #MOOC

A few weeks ago, my colleague Jeff Merrell and I decided to participate in two different MOOCs (Massive Online Open Courses) related to education that are running at the same time. We have regular morning chats over coffee to catch up on what we are learning about the content in each course as well as the learning ecosystems being created. We tried this divide and conquer strategy last year in order to learn from each other and it worked quite well; in 2013 Jeff participated in #etmooc (Educational Technology and Media) and I participated in #edcmooc (E-Learning and Digital Cultures). I found it fascinating to watch the interaction between two MOOCs that cover related topics and take place at the same time.

This winter Jeff is participating in Dave Cormier‘s #rhizo14 Rhizomatic Learning – The community is the curriculum MOOC and I’m in the #FutureEd History and Future (Mostly) of Higher Education Coursera MOOC being facilitated by Cathy Davidson.

Screen Shot 2014-01-30 at 10.39.37 AM

Participating in #edcmooc last year was intense to say the least. I learned some things along the way about how to filter out some of the online noise so I could focus on content that supported my own learning goals and helped me develop my personal learning network. As I started exploring the #FutureEd Coursera discussion forums this week I came across a forum about Twitter that reminded me of how overwhelmed I was last year. One of the participants posted the following comment about Twitter:

Don’t you find the word limit a bit of a struggle?  And how quickly does your tweet disappear in the flood of other tweets?  It is a challenge to even read all the posts coming in.

In the hopes that some fellow MOOCers might more easily join in on the Twitter conversation, I share below how I have set myself up to wade through the flood of #FutureEd, #rhizo14 and #moocmooc tweets to find the treasures that can be uncovered.

How do you drink from the social media firehose? Share your practices in the comments.

Find Your Fellow Learners

My brain cannot wrap itself around the massive part of MOOCs so I almost immediately attempt to connect with a few people online who are in the class and are active in the spaces that I use on a regular basis. I can’t be everywhere so why not find people who I am likely to bump into more easily with my existing online practices? Before the class began, I started following the #FutureEd hashtag on Twitter in order to create a public Twitter list of people who are using the #FutureEd hashtag.

Screen Shot 2014-01-30 at 11.42.35 AMCreating a public Twitter list does two things:

  1. Starts to create a community of learners who can more easily connect with each other during and after the course
  2. Allows me to follow the tweets from people on the list in a social media management tool called Hootsuite (see below)

When I add people to this #FutureEd Twitter List they get notified that they have been added and they can subscribe to the list and decide whether they want to follow other #FutureEd participants on the list. I have found that focusing on the human element while participating in a MOOC is what motivates me to stay involved — see My Human Element in the EDCMOOC.

In addition to finding fellow learners on Twitter, I also found them in Google+ and created a #FutureEd Google+ Circle for myself. Check out what is being shared on Google+ about #FutureEd. There are some people who prefer Google+ and I don’t want to miss out on what they are sharing.

The Power of Hootsuite: Create Filters to Slow Twitter Down

Screen Shot 2014-01-30 at 10.39.02 AM

HootSuite is a social media management tool that allows you to sift through the the onslaught of information that bombards you when you try to learn via social media. What follows is an explanation of how and why I will be using this tool to follow the #rhizo14, #FutureEd and #moocmooc tweets. I’m sure there are other similar tools out there as well – share in the comments!

I find that setting up Search streams in HootSuite helps me quickly scan through tweets that might be of interest based on particular hashtags. Note that you can use OR searching to have one stream bring back tweets from different hashtags that you want to group together in some way. I can’t imagine using Twitter without a tool like HootSuite. I do not monitor Twitter on a regular basis so want to be able to see older tweets that I would miss if I only look at my real-time stream. Screen Shot 2014-01-30 at 12.51.59 PM

Screen Shot 2014-01-30 at 12.51.32 PM

Screen Shot 2014-01-30 at 12.51.50 PMAnother great feature of HootSuite (and I swear they aren’t paying me to say this) is that you can create a stream that follows a particular Twitter list. So, for example, I have a HootSuite stream that is showing me all of the tweets from people on the #FutureEd Twitter list I created.

Q: Why would I want to do this in addition to following the #FutureEd hashtag in a stream?

A: Because I can learn so much more and further develop my PLN (personal learning network).

When I follow a list in HootSuite, I see all of the tweets from everyone who has been included in that list, not just the tweets that include the #FutureEd hashtag. I’m going to make an assumption that people who have signed up to participate in #FutureEd are a pretty interesting bunch (and this has proven true so far!) so I’d like to see what else they are sharing on Twitter, not just their #FutureEd tweets. And this is one of the benefits of building a personal learning network. I will likely learn something new from one of these tweets. I will be able to get a sense of who amongst this group of seminar participants I might want to connect with in other ways outside of the context of this particular online seminar.

Screen Shot 2014-01-30 at 12.30.12 PMNOTE: This is a remix of a previous blog post I wrote while participating in an open online seminar called Exploring Personal Learning Networks.

It is also an attempt to #showyourwork, an idea put forth by Jane Bozarth.

firehose photo credit:  donnaidh_sidhe via photopin

My Human Element in the EDCMOOC

Authentic conversation is our human way of thinking together” (Brown, 2005, p. 204).

A few years ago I realized that a common theme in my life is the formation of community. After I had my first child I started a play group that met weekly for several years. I have been part of a women’s spirituality group for over eight years. When my son started a new school for first grade I quickly went about compiling a class roster and helped create a Facebook group so that the parents could connect and support each other. The part of my job that I enjoy the most is fostering community and knowledge sharing within MSLOC’s private online social learning community. Not surprisingly, I quickly found a community within this massive, global E-learning and Digital Cultures MOOC course. It was not planned nor do I know where it is headed. But I do know that it has increased my level of engagement and connection. I feel supported and validated. What was initially a bit scary, sharing my learning journey publicly, now feels energizing.

As I work my way through the videos and readings for the Reasserting the human topic (week 3) in the EDCMOOC, I have been reflecting on community and how to support learning with authentic conversation and human connection. Specifically, I’ve been thinking about how community forms and is sustained within a complex adaptive system, such as a MOOC. Complex adaptive systems are unpredictable, nonlinear, adaptive, emergent and self-organizing (Pascale, 2000; Tsoukas, 2005; Uhl-Bien et al., 2007). I’d say this #EDCMOOC qualifies! The self-organizing piece is what I find fascinating.

The Kolowich (2010) reading called The Human Element resonated with me on several levels, as a higher education learning professional, as a former graduate student who took classes in various formats and as an EDCMOOC student.

The Human Element in the Blended Learning Environment

Over the past several years, my colleagues and I in the MSLOC program  at Northwestern University have identified that making emotional connections has been a key factor in supporting a healthy, collaborative blended learning community. Some ways that we do this is by sharing webcams in virtual class sessions, by taking time to end virtual sessions with intention and reflection instead of just abruptly hanging up, and by creating instructor welcome videos for our alternative schedule classes that include sharing some personal information. (See more info here.)

make emotional connections Similar to Douglas Hersh, Dean of the School of Media Arts at Santa Barbara City College, who is referenced in the Kolowich article, we have found that incorporating more video and audio into our courses has helped our students feel more connected to their instructors before they ever meet them in person. We coach our faculty to share their authentic selves on camera as much as possible. Our videos are not heavily produced – the focus is on the authentic human connection, not on creating slick videos. You can see an example of one of our instructor videos here: Managing Transitions (notice how Dorie Blesoff shares her personal stories in the video).

Just like Hersh, we have also moved mostly off of Blackboard in favor of a private social learning community powered by Jive Software. In this nonlinear, organic online platform, members of our community are able to make connections, collaborate and share knowledge across and above class instances while still allowing for private class groups. Members of the learning community are able to have social presence in various ways, such as micro-blogging via status updates.

My Human Element Within EDCMOOC

The description of Hersch’s Human Presence Learning Environment  where students can post audio responses to discussion threads sounds like what I’m calling My Human Element within the EDCMOOC course, a Voice Thread discussion started by Felicia Sullivan on February 6, 2013. Basically, we each upload a picture to a Voice Thread profile and then we can make audio or text comments when we are able. The comments get put into one long recording and it is easy to move to a particular location – I typically find the last comment I heard and then start listening there. Visual cues are given to show who is talking.

I drew the image below to represent my EDCMOOC group which has slowly grown each day as new people join in.

voicethread-EDCMOOC Felicia Sullivan (@feliciasullivan) kicked off the Voice Thread by asking fellow MOOCers the following questions:

What is really most present in your mind right now related to EDCMOOC? What is the burning thing you are seeking out or researching or questioning? What really is top of mind?

She has adeptly continued to facilitate the conversation by responding regularly and making us feel that we all own this conversation/convergence. We have been discussing various topics such as e-learning and social media tools, the interesting position of studying something that you are also doing at the same time (going meta on MOOCs), the priviledge afforded to English speakers in this EDCMOOC, the possible inequities of MOOCs (see a recent post about this by Jen Ross – @jar) as well as the Voice Thread tool itself.

banksy - bird singing in a tree - 2

banksy – bird singing in a tree – 2

By sharing our voices, we hear each others accents, share a bit of personal information and make an emotional connection. Simply from hearing the background noises in the audio tracks and picking up on visual images in the pictures students have chosen to share, I have learned the following: Beth D. has a Dachshund (listen), Virginia has birds chirping nearby (listen), Rick seems to like the outdoors, Beth and Virginia both like to drink tea or coffee from mugs. Rick from Fresno, CA reflected on the power of sound in one of his Voice Thread remarks, “Hearing the birds chirping and dogs barking helps to personalize some of these interactions we’ve been having, largely via text.”

So I’d like to thank the students who have shared their voices on this Voice Thread: Felicia (Boston, MA), Rick (Fresno, CA), Miguel, Beth S. (Yorkshire, UK), Beth D. (Wisconsin), Virginia (USA), Sherene (USA), Fran (Australia), Luis Rafael (Venezuela), Marianne (Gainesville, FL). You have inserted a bit of predictability and safety into an otherwise nonlinear, sometimes overwhelming experience. This Voice Thread is the place I go before starting my EDCMOOC reading/viewing or checking my various streams. It is what I’ve been listening to as I start and end my day. I look forward to hearing more voices as the course continues! I have a feeling others have been listening and wonder what will compel (or prevent) people to join in.

What have been your experiences with self-organization in this MOOC or other similar environments?

What is the story of your own small group if you have one?

What does community mean to you within this context?

Related Content

EDCMOOC Voice Thread by Felicia Sullivan

Blog Posts

Online Content from members of the Voice Thread

Felicia’s Blog:
Rick’s Blog:
Beth D.’s Blog:
Fran’s Blog:

Reasserting the Human – Week 3 Readings / Viewing

Humanity 2.0: defining humanity – Steve Fuller’s TEDx Warwick talk (24:08)

Badmington, Neil (2000) Introduction: approaching posthumanism. Posthumanism. Houndmills; New York: Palgrave

Kolowich, S (2010) The Human Element. Inside Higher Ed

Monke, L (2004) The Human Touch, EducationNext


Photo Credits

Photo Credit: Make Emotional Connnections by sorokti cc
Photo Credit: My Human Element by sorokti cc
Photo Credit for bansky bird: Eva Blue via Compfight cc


Brown, J. (2005). The World Café: Shaping our futures through conversations that matter. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Kolowich, S (2010) The Human Element. Inside Higher Ed

Pascale, R. (2000). Surfing the edge of chaos : The laws of nature and the new laws of business (1st ed.). New York: Crown Publishers.

Tsoukas, H. (2005). Chaos, complexity, and organization theory. In Complex knowledge: Studies in organizational epistemology (pp. 210-229). Oxford: Oxford University Press.

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298-318.

Digital Artifact Tools

The final assignment for the E-learning & Digital Cultures MOOC is to create a digital artifact. I’ve discovered so many new tools and just found this long list of tools that was shared in the course. I’ve put a ** by the tools that I’ve used. I would also add HaikuDeck to this list (

To see examples of digital artifacts see my Google Site: E-learning & Digital Cultures: Digital Artifacts

  1. Facebook Interaction Tracker-
  2. Timeline-
  3. Scoopit- (Laurie Niestrath)
  4. Tiki-Toki Timeline – (HB Hessler)
  5. Diigo – (Rick Bartlett) (Laaurie Niestrath) **
  6. Pinterest – (Ary Aranguiz) **
  7. Glogster –
  8. Youtube-
  9. Ustream –
  11. Mixbook –
  12. Storify- **
  13. New Hive –
  14. Slideshare- **
  15. WebDoc-
  16. BlogTalkRadio-
  17. Knovio –
  18. Google Hangouts – record your hangouts **
  19. Prezi - (Laurie Niestrath)
  20. Voicethread- (Ary Aranguiz) **
  21. Photostory- (Laurie Niestrath)
  22. Thinglink – (Kay Oddone) **
  23. Animoto –
  24. Piktochart –
  25. Wix – (Jono Purdy)
  26. Popplet – (Jono Purdy)
  27. Animaps – (Jono Purdy)
  28. Museum Box – (Jono Purdy)
  29. Sqworl – (Jono Purdy)
  30. Popcorn Maker – (Jono Purdy)
  31. Ipiccy – (Anne Robertson)
  32. Sketchguru – free android app (Anne Robertson)
  33. Picmonkey – (Marina Shemesh)
  34. Wordle – (create word clouds) (Marina Shemesh) **
  35. Adobe Captivate – (authoring tool) (Madhura Pradhan)
  36. Articulate Suite – (authoring tool) (Madhura Pradhan)
  37. Storybird – (Cristina Silva)
  38. ImageChef – (Cristina Silva)
  39. Dipity – (Cristina Silva)
  40. Livebinders (Eileen Lawlor)
  41. Videoscribe: (Angela Towndrow)
  42. PearlTrees: (Cathleen Nardi
  43. SlideRocket- (Annie Oosterwyk)
  44. Meograph- / (Annie Oosterwyk)
  45. Wallwisher: (Ora Baumgarten)
  46. Organize anything, together ! ( gianni buspo)
  47. Mahara (Linda Pospisilova)
  48. Jing (Kay Oddone) – Screen capture and screen casting tool – great for creating tutorials! **

Update on February 13, 2013

I just came across a great resource called: Creating Copyright-Safe Media

photo credit: karramarro via photopin cc