Lino is a web-based “sticky note” service that offers bulletin boards, called “canvases,” on which people can post stickies. You can customize your canvas, choosing colors and backgrounds; pick and choose your sticky notes colors; even upload files and pictures on your canvas. You can create as many canvases as you want, and have your students interact within the canvases, even start discussions using the stickies.
Price | Free (basic); Premium $29.99/year |
---|---|
Learning | Connectivism |
Ease of Use | ★★★★★ |
Privacy | ★★★☆☆ |
Accessibility | ★★★☆☆ |
Class Size | Unlimited |
ISTE*S | Empowered Learner, Digital Citizen, Knowledge Constructor, Creative Communicator, Global Collaborator |
COPPA/ FERPA |
No COPPA/FERPA policy found. Check with your school IT administrator. |
One can either be a registered user or a guest (i.e., a non-registered user). Both kinds of users can post comments on the canvas. Canvases have three levels of privacy: “Public” (publicly accessible), “Friends” (limitedly accessible), and “Private” (non-accessible except by its creator). You can use Lino on your computer and on your Android and iOS devices as well. You create your account using an OpenID, from either your Yahoo, Facebook or Twitter credentials for instance.
Lino is great for displaying and constructing knowledge, brainstorming and mind mapping activities. Students can submit comments and respond to each other. For instance, the teacher posts the following question on the canvas: “What classroom rules do we need to create a positive classroom atmosphere?” Students can have a sticky each and respond on each other’s canvases. You could have study guide questions or create vocabulary, math, flashcards.
***Lino Review Video Transcript***
Lino is a great tool for interactive brainstorming activities and for backchanneling for any subject. Here are a few examples:
Tsumura, H., & De Gagne, J. C. (2022). The Virtual Bulletin Board: A Strategy for Creating an Inclusive Learning Environment. The Journal of Continuing Education in Nursing, 53(4), 155-156.
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