Posted by & filed under Uncategorized.

This post links to the following element of CMALT:

Wider Context
a) Understanding and engaging with legislation, policies and standards

[Statements here should show how relevant legislation, has influenced your work. You are not expected to have expert knowledge of all of these areas, but are expected to be aware of how they relate to your current practice. These issues will vary depending upon the country and Government policy.]

New Zealand legal context

Earlier I explored the Education Act and its specific section on universities being the ‘critic and conscience’ of society. In that post, I explored how I had been able to utilise technologies in my teaching to enable me to be that critic and to empower my students to take the critic and conscious role with them into their professional practice and everyday lives.

My second piece of legislation also utilises technology and is an example of how I can implement that critic and conscious stance with and for my students.

My second piece of legislation is a bill currently before parliament: The End of Life Choice Bill.

Screenshot 2018-10-15 13.02.24.png
(Retrieved 15/10/18)

Several countries are now enacting laws to allow the terminally ill to choose to end their lives. Countries like Switzerland and Belgium are leading the way with ‘right to die’ legislation, and in a rights-driven global community many others are following suit, or beginning serious debate about end of life decision-making. Currently in New Zealand, euthanasia is illegal but there is a member’s bill before parliament which is currently at the Select Committee stage. If it progresses through subsequent judicial phases it then has the potential to become a piece of law in NZ.

I feel strongly that students have a duty to be informed about future issues affecting the delivery of healthcare- health care that they will be delivering. Among the disciplines taking my undergraduate ethics paper, there are students studying towards degrees in nursing, health administration, psychology, care of the older person and health promotion. All these pathways have the potential to be affected by any new euthanasia legislation. As future health professionals, students need to develop a clearly reasoned, ethically justified position on issues of complexity and controversy. Euthanasia is a highly emotive topic, underpinned by cultural values and deep-rooted ideas about life itself. As members of society students may be called to vote in a referendum or enact the law, in which case skills in constructing ethical arguments and being cognisant of the values underpinning their decisions will help them make clear and wise choices – choices they can sit comfortably with.

Therefore, over the past few semesters I have created a number of online ethical deliberations for students to test out their newly acquired skills , cement understanding of ethical theory and have access to the thinking of their peers, while engaging in topical, relevant societal and healthcare issues, such as euthanasia.

The main educational technology used in the ethics class is the Values Exchange, a bespoke ethical decision-making learning community. It hosts several familiar social media functions such as groups, pinterest style topic boards, private messaging, group chat and friending. It also allows all users to post questions in a number of different formats, for instance polls, surveys and more in depth philosophical frameworks based on ethical theory (

In this example, a simple poll was used, where students vote on a proposal, adding reasons to support their position.

Screenshot 2018-10-15 13.40.28.png

AUT Values Exchange poll: The Right to Die?

In the above screen shot we can see that the issue in the particular news item was brought to my attention by one of my students. I always encourage everyone to contribute to content and to be reading news media (with the critic and conscience lens!). I think it also helps other students to engage with course material when it has been peer-generated.

Also of note, is that this was not a compulsory task. Each week, during this semester, students were invited to respond to a topical poll, whereby they simply cast a vote then provide some reasoning. Week by week, they can see how they are building their deliberative skills. At the same time, all responses are available to all respondents so this transparency helps students (and me) to learn from others in the class.

I felt students had used the tool well and there was clear evidence of clearly laid out arguments and a good level of uptake for an optional activity (39%).

In the following Values Exchange activity, students are challenged further, by considering whether it is ethical for children to choose to be euthanised. This is a very challenging proposal, as we tend to afford children additional rights of protection, but at the same time, this is a legal practice in Belgium and students can see arguments for both sides, although it can, at the same time, create a sense of uncomfortableness. However, I feel students can cope with this level of deliberation. Challenging scenarios like this are only presented well into the semester when students have built confidence with the paper, with me, with one another and with the Vx tool. The four principles of connectivism, described by Tschofen and Mackness  (2012) as autonomy, openness, diversity and connectedness are clearly reflected in activities like this. With a tolerance for diversity, students can respond with honesty, knowing their views will be accepted by others.

Screenshot 2018-10-15 13.46.00.png

Activities like this are often just optional activities but sometimes they are built into assessments, required but not graded as such, with students choosing completed Vx responses to base reflections of learning upon.

I feel the Values Exchange tool and the style of open, transparent ethics education enables me to take topical legal issues and create opportunities for personal growth and ethical reflection. Students also report that they take the polls home with them, initiating debate on the issues we explore in class. Through my teaching strategies and my students’ engagement in these topical issues enables the critic and conscious role to be upheld by all. Hopefully it contributes to effective and caring health providers and thoughtful members of society who can advocate for others and speak up for themselves on important societal issues – whatever they may be.

Posted by & filed under CMALT, SOTEL.

This weeks suggested activity includes a Blog post or VODCast discussing legislation, policies and standards, and exploring the wider impact of alternative research metrics Altmetrics and the Scholarship of Technology Enhanced Learning SOTEL.

We will discuss these issues in our weekly Friday Webinar.


Create and share via the Project Bank a Blog post as an embedded audio PODCast or VODCast (Video PODCast) discussing legislation, policies and standards that impact upon the use of educational technologies.

Comment and provide feedback to other participants Blog posts on the wider context.

You could use an audio or video streaming mobile App to create and share either an audio PODCast, or video via YouTube, Vimeo, or Periscope for example to create and share a VODCast. There are several simple video capture and sharing Apps that you could use on your Phone, such as Clips on iPhone, or Adobe Premier Clip for iOS and Android.

In exploring the wider context CMALT candidates should demonstrate their awareness of and engagement with wider issues that inform their practice.

Candidates must cover at least one legislative area and either a second legislative area or a policy area. That is you need to cover a minimum of two areas, at least one of which must be legislative.

a) Understanding and engaging with legislation, policies and standards

Statements here should show how relevant legislation, has influenced your work. You are not expected to have expert knowledge of all of these areas, but are expected to be aware of how they relate to your current practice. These issues will vary depending upon the country and Government policy.

In the UK you would be expected to demonstrate how you work within the context of relevant legislation such as:

  • Accessibility including special educational needs
  • Intellectual property (IPR)
  • Freedom of Information (if you work for a public body)
  • Data protection.
  • Child protection
  • Anti-discrimination law
  • Points Based Immigration System (PBIS)
  • Other related examples

In your country there may be different requirements, and you should indicate this in your portfolio. It is suggested that you pick at least two areas to discuss. In New Zealand see the Government HE strategies and policies website:


b) Policy

You are not obliged to address this area so long as you have addressed at least two legislative areas. Examples of policy issues you may address include:

  • Policies and strategies (national or institutional)
  • Technical standards
  • Professional codes of practice

You might also be expected to engage with institutional policies and, where appropriate, national policies and evidence of some of this should be provided. The kinds of evidence that would support this would include minutes of meetings with legal advisers, documentation showing how legal issues have influenced work (such as reports or data protection forms), justifications for modifications to a course to reflect new policies or a record of how technical standards have been taken into account during system development.

Posted by & filed under Uncategorized.

I found that there are several studies of processes occurring during climbing including the cognitive deficit, emotional changes and hallucinations at high altitude.

Peter Brugger (1999) in his article “Hallucinatory experiences in extreme-altitude climbers” insisted that “there is anecdotal evidence for a high incidence of anomalous perceptual experiences during mountain climbing at high altitude” (p. 66).

He had a structured interview with eight high altitude climbers who have reached the altitude above 8500 m without supplementary oxygen. The results from interviews showed that most climbers have hallucinatory experience during climbing at high altitudes, and apart from cerebral hypoxia, social deprivation, physical exhaustion, hypothermia, dehydration, lack of sleep, hypoglycaemia from food deprivation and acute stress seem to play a role in the genesis of these experiences.

Also, many high-altitude climbers have summit fever which is an anticipation to reach the summit disregarding safety, and ethics, among other things. When the climbers get summit fever, it clouds the climbers’ the decision-making process.

Tempest and co-authors (2007) quotes Krakauer’s “Into the thin air” in their article In the Death Zone- A study of limits in the 1996 Mount Everest disaster”

“the sort of individual who is programmed to ignore personal distress and keep pushing for the top is frequently programmed to disregard signs of grave and imminent danger as well. This forms the nub of a dilemma that every Everest climber eventually comes up against: in order to succeed you must be exceedingly driven, but if you’re too driven you’re likely to die. Above 26,000 feet . . . the line between appropriate zeal and reckless summit fever becomes grievously thin. Thus the slopes of Everest are littered with corpses.” (Krakauer, 1997: 233)


Brugger, P., Regard, M., Landis, T., & Oelz, O. (1999). Hallucinatory experiences in extreme-altitude climbers. Neuropsychiatry Neuropsychology and Behavioral Neurology, 12(1), 67-71.

Carol L. Gohm (2001). Personality in Extreme Situations: Thinking (or Not) under Acute Stress. Journal of Research in Personality 35, 388–399 doi:10.1006/jrpe.2001.2321,  available online at

Greig, A. (1985). Summit fever : the story of an armchair climber on the 1984 Mustagh Tower expedition (3375842). London: Hutchinson.

Greig, A. (1997). Summit fever : an armchair climber’s init[i]ation to Glencoe, mortal terror and ʻThe Himalayan Matterhornʾ (1204221, Rev. ed.). Seattle: Mountaineers.

Tempest, S., Starkey, K., & Ennew, C. (2007). In the death zone: A study of limits in the 1996 Mount Everest disaster. Human Relations, 60(7), 1039-1064.


Posted by & filed under #ASCILITEMLSIG, #CMALTcMOOC, CMALT, SOTEL.

This week’s suggested activities include:

  • An invitation to participate in a survey exploring the Scholarship Of Technology Enhanced Learning (SOTEL).
  • Collaborate with your peers on an assessment design via (for example) Google Docs and get some peer feedback via sharing an assessment design outline as a week 3 Project Bank example.
  • An invitation to participate in the weekly #CMALTcMOOC Webinar  – see the G+ Community for the Webinar link later in the week.

Create and share a new assessment design around student generated content for integration into your teaching practice. Share this assessment project via the Project Bank for peer feedback, and rate another participants assessment project.

This should include evidence of:

a) An understanding of teaching, learning and/or assessment processes

b) An understanding of your target learners

Reflect on this process on your WordPress Blog. For more info on what is recommended for this section of a CMALT portfolio see the notes at:

Posted by & filed under #CMALTcMOOC, education, organisational culture, technology, yOUlearn.

Just finished participating in the weekly #CMALTcMOOC hangout with Thom, Todd and Ian, and decided to put out a ‘quick and dirty’ blogpost about one operational issue that I encountered this week.

Virtual Learning Environment glitch

Our institution uses its own VLE – yOUlearn – which is based on the Liferay platform, and which is continuously being designed and developed in-house. Last weekend, the system was updated and Monday morning a new version was available. Because it was the first Monday of the month, I needed to update the list of available thesis positions for our Master students.


And somehow, during the updating of the page, the named links at the top of the page would disappear, time and time again, whereas they worked fine just 10 minutes before. So I reported my experience – via e-mail – to my colleagues, the learning techs collaborating with the software developers, and suggested that it may be a bug from last weekends’ update. After about an hour of e-mail back-and-forth, we sat together at a PC, and I was able to demonstrate that I wasn’t just ‘imagining things’ or that I ‘must have made a mistake’. It turned out that an HTML-cleanup module was triggered for users with the ‘teacher’ and ‘author’ roles, and this was only supposed to trigger for users with a ‘student’ role, to prevent the addition of scripts and potentially malicious code.

Reflecting on that experience, I had several thoughts:

  • It’s a good thing that the Open Universiteit is a small institution (approx. 600 staff), with close links between staff at all levels. That allowed for a quick resolution of this issue, which would have affected all teachers and tutors. Having worked at a huge institution in Leuven (with 8.000 staff), this experience would have been a bit more daunting, I presume. But then again, even a University the size of the KULeuven would never dream of developing a VLE from scratch 😉
  • Through the years, colleagues have learned that I am pretty good with technology, and that makes the (learning) tech people more willing to take my experience seriously. Personal experience and reputation seem to play a role in this type of encounter. In Dave O. White’s terminology: the colleagues at the OUNL consider me as an experienced ‘digital resident’ as far as our institutional learning technology is concerned, and accordingly seem to take my input more seriously.
  • The culture within the VLE development group is its own sub-culture. Their focus is on the reliability, robustness and scalability of the technology that they are developing, and not so much on the usability or functionality from a user perspective, or on the teaching and learning aspects. In my discussions with the development team, I keep bringing up the importance of having end-users (both students and teachers) closely and continuously involved in the development, but that concept seems to be so difficult – maybe even threatening – that user involvement is still very limited.
  • Referring to Amber Thomas’ ALTC keynote (below), I think it is important to have individuals translate between learners, teachers, learning technologists and ICT-people. I often take the role of the ‘Tech translator’, and very much enjoy it.

Posted by & filed under Uncategorized.

There are a few pieces of literature I read in relation to mountain safety in high altitude.

1. Accessibility of mountaineering in high altitude mountain ranges are limited. Michale Apollo insists that for mountaineering, there are two accessibility factors.

  • Destination accessibility (the transport system and the components of infrastructure)
  • Real access – social, economic, weather and psychophysical environments

2. The value of life: Real risks and safety-related productivity

According to Goucher and Horrace, expeditions from 1987 to 2007, deaths can occur for a variety of reasons – avalanches, falls, high altitudes sickness (heart attack, stroke, cerebral edema and pulmonary edema), weather conditions related to death (hypothermia, blindness and frostbites).

“The 32 Everest expeditions in our data faced three-year average frequencies of 6.56 deaths in about 751 lives at risk for a death rate of 0.87%. The point is that deaths are fairly common, so our fatality rates, based on three-year moving averages, are potentially fairly precise”.

3. Lesson learned from avalanche survival patterns

Haegeli and co-authors point out that asphyxia was the most common cause of death during avalanche burial, especially in wetter and denser snow in CMAJ. They report survival curves from data for 301 complete avalanche burials in Canada from 1980 to 2005 and compare them with the standard survival curve derived from Swiss data for 946 complete burials during the same period. It shows that survival of more than 90% of people in the first 15 to 20 minutes of burial, followed by a steep decline in survival of 35% from 20 to 35 minutes of burial. They insist that prompt extrication with 10 minutes is crucial in avalanche survival.

4. Prediction of acute mountain sickness by monitoring arterial oxygen saturation during ascent

Karinen and co-authors found that the climbers who maintain their oxygen saturation at rest, especially with exercise, most likely do not develop AMS. They suggest that daily evaluation of Spo₂ (arterial oxygen saturation) and during ascent both at rest and during exercise can help to identify a population that does well at altitude. The authors recommend that the climbers take R-Spo2 (arterial oxygen saturation at rest) and Ex-Spo2 (arterial oxygen saturation after exercise) measurements to avoid AMS during the ascent.

5. Mountaineering and high mountain adventure tourism

According to Beedie and Hudson (2003), today, mountaineering in high altitude is no longer restricted to experienced mountaineers.  The boundaries between mountaineering and tourism are increasingly blurred due to the diversification and commercialization of mountaineering.

6. Safer mountain climbing using the climbing heartbeat index

Sakai and Nose use CHI (the climbing heartbeat index) to prevent acute mountain sickness (AMS). They developed a method of planning a climb according to the climber’s heart rate and the climber’s fitness level. They believe CHI value takes a very important part in safe mountaineering.

7. Use of a hypobaric chamber for pre-acclimatization before climbing Mount Everest

Richalet and coauthors recommend the climbers take pre-acclimatization experience before they climb Mt Everest to save 1 to 3 weeks of time in mountain conditions. They found that the pre-acclimatization period showed a 12% increase in hemoglobin concentration and no change in ventilatory response to hypoxia. It shows an efficient ventilatory acclimatization.


Posted by & filed under #ASCILITEMLSIG, CMALT.

This week involves three suggested activities:

  • creating and sharing a Blog post or VODCast discussing the constraints and benefits, technical knowledge, and deployment of learning technologies. Keep it succinct – 500 words blog post or 2-3min VODCast embedded in your blog. You could use: YouTube, Vimeo, Instagram, Clips (iOS) etc… to create and share the VODCast.
  • Sharing a Digital Literacy mapping exercise. Create your own Visitor/Resident-Social/Professional map (#VandR cc @Daveowhite) of your use of online and social media tools, and share it via the G+ Community, and Twitter with the #cmaltcmooc and #VandR hashtags. You can see some examples from the 2017 participants at            #VandR maps for #CMALTcMOOC        . Reflect on how your map may look different to your students’!
  • Exploring innovative pedagogies through a Google Plus Hangout discussion. See the Tips for Joining YouTube Live Hangouts to join the discussion this week online Friday 8pm NZ time.

“Operational Issues” is one of four required core elements of your CMALT portfolio. Create a Blog post or VODCast (Video PODCast) discussing the constraints and benefits, technical knowledge, and deployment of learning technologies, particularly within your own teaching context. Explore potential creative solutions to any of these constraints. Share your Blog post or VODCast using Twitter with the #cmaltcmooc hashtag, and link to your example reflection by adding the URL and description to the Project Bank for Week2 selecting “Submit Project” from the Project Bank main menu on our WordPress hub. For example: How might a V&R Map give you insights into the issues surrounding the use of social media in education?

From the CMALT Guidelines:

Core area 1: Operational issues

Candidates should demonstrate both their understanding and use of learning technology. “Use” might include the use of technology to enhance learning and teaching, the development, adoption or deployment of technology to support teaching, training or learning.

This should include evidence of three sub areas:

a) An understanding of the constraints and benefits of different technologies

You should show how you have used (or supported others to use) technology appropriately, given the constraints and benefits it provides within your context. This might include how you selected particular technologies to meet the specific needs of users (students or staff).

Evidence in support of such statements might include a brief commentary on the choices behind the development and use of learning technology that influence its fitness for purpose. (This might discuss issues as affordances of the technology, viability, sustainability, scalability, interoperability and value for money.) You may already have something like this in the form of a design outline, proposal, conference presentation or similar. You should include such existing documentation wherever it seems relevant. Alternatively, you might want to take this opportunity to find out more about a technology you have deployed and produce a report on its viability.

b) Technical knowledge and ability in the use of learning technology

You should show that you have used a range of learning technologies. These might include web pages, Virtual Learning Environments, Computer-Aided Assessment, blogs, wikis, mobile technology, e-books, programming languages and so on.

Guidelines for CMALT candidates and assessors

Evidence might include copies of certificates (originals not needed) from relevant training courses, screenshots of your work, a note from academic or support staff who have worked with you or, if appropriate, confirmation that the work is your own from your line manager.

c) Supporting the deployment of learning technologies

Statements about your involvement in supporting the deployment of learning technology might relate to providing technical and/or pedagogic support to teachers or learners, advising on (or re-designing to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of learning technology.

For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues.

Posted by & filed under Uncategorized.

I have been employed by the University of Sunderland since 2012, as a Learning Technology Developer. Within this role I provide technical support for our VLE, e-Portfolio and classroom based technologies such as SMART Boards and voting systems.

I also provide training and pedagogical advise to academic staff around effective use of learning technologies in their teaching, promoting best practice at every opportunity. Training can vary between one-to-one sessions and large teaching teams. These sessions are organised in a variety of ways; upon request, as part of a large scale training programme, drop in sessions and proactively approaching our academics with a roaming support service. Whilst having a sound knowledge of most learning technologies, the key focus in my role within the university is based around the use of classroom and mobile technology. As this is my area of responsibility I maintain a blog, based on our intranet system, that recommends apps and software that can be used in the classroom.

I moved to the University from my post as e-Learning Co-ordinator at New College Durham. This was my first step into the world of Learning Technology. I spent around two and a half years at the college, when I first arrived I under took a large scale project to help train and support academic staff whilst they migrated from Blackboard 7 to Blackboard 9.1. I put together online training sessions as well as face to face sessions. From this point on I continued to support the academic staff to use the VLE and other learning technologies.

Prior to my move into my current profession I was employed by Orange (now EE), the telecommunications company. During my time there I was a customer service representative, starting out helping people with technical issues they had with their handsets. As time progressed I was moved into other areas such as billing, before eventually moving into a new team who were trained to handle all enquiry types. This role helped me develop customer support skills that have helped me when supporting academics who are having issues with some of the technologies our team provide.

Posted by & filed under #unboundeq, personal learning networks.

This week Unbound Equity (#unboundeq) – organised by Maha Bali, Catherine Cronin & Mia Zamora is discussing empathy and bias in the context of the danger of a single story. The TED Talk by Chimamanda Ngozi Adichie: The danger of a single story will give you a good introduction.

With my Indian/Hindu background, multiple stories were the norm. I mean, that’s why we have different gods and the concept of an Ishta Devatha, right? So of course everyone has different perspectives, different experiences, and different lives, and the fun is to hear, see, understand these many perspectives.

But then, things changed when I started to realise that not everyone goes through this. Some people do not see multiple stories, they see single stories. Sometimes through circumstance (they have not met anyone different enough), but sometimes, they seem to prefer the single story…

So this got me thinking: Why are single stories (sometimes) preferred on an individual level? Why do some people seek out multiple stories? And what role can educators play in this? And what is the role of our digital life?

Why are single stories (sometimes) preferred on an individual level?
I think there are many reasons for this. Some tweets in the #unboundeq twitter feed focus on the issue of power. Whoever has power pushes single stories about the people they have power over.
But I also think there are other issues. One is that single stories are easy – and sometimes they offer an easy way out. People don’t want multiple stories because that is messy, complex, unclear, etc. Multiple stories force you to think, force you to understand, force you to allow for shortcomings, force compromise… Multiple stories require you to show empathy.
Another thing is that at an individual’s level, single stories allow you to distract from the real problems, which could be your personal issue. For example, it’s easier to say that that particular group of colleagues do not do a particular task well, than it is to recognise the flaws in your project planning and to amend it.

Why do some people seek out multiple stories?
When I understood that there can be multiple stories, I actively sought them out. I wanted them to be part of my life, career, etc. I think multiple stories give you a better insight into the situation, allowing you to take better decisions. They also allow you to relate to other people on a very personal level, and give you insight into their perspective. Of course, multiple stories depend on good communication and interaction between the participants. That’s the starting point, really…. They also depend on an ability to deal with the messiness.

What role can educators play in this?
Educators can play a very important role in this. Especially formal education gives learners a context and safe environment in which multiple stories can be discovered, their authenticity can be validated and more insight can be gained.
Educators can provide opportunity: I think formally organised education especially has the potential to give learners the context to interact with people representing authentically different stories. This can be culturally different (with people from different cultural backgrounds) but also disciplinarily different (interactions between disciplines).
Educators can provide context: When learners interact with authentic stories from multiple people, educators can provide context to increase insight and understanding and deal with the complexity. They can help you deal with the messiness, and not get overwhelmed by it.

What role does our digital life play?
Finally, I also wonder how digital life affects the need for multiple stories. In theory, our digital life puts us in touch with people from across the globe as individuals, so we should be able to access multiple stories. However, in practice, this does not really happen.
Through the EUMIND network, I’ve had the opportunity to see up close how young learners (13-18y olds) from Europe and India interact with each other through exchanges, both physical exchanges (where they travel to each other’s countries) and digital projects (where they collaborate at a distance on common topics). I have also had the opportunity to interview some of them. One of the things that I observed is that digital life certainly – superficially maybe – seems to minimise the difference between them. They all use WhatsApp and it has a similar role in their social lives, for example. Their general lives after school involve the same activities, entertainment, etc.
So I think there certainly is something like a global culture that seems, at least superficially, to create a single story that belongs to everyone and everyone belongs to. The success of the EUMIND network lies in the fact that in their activities they go past this superficial level, and touch on the differences in such a way that the learners start to understand their own uniqueness and that of their peers.


I wonder what you think about these questions…

Posted by & filed under educational technology.

Microsoft has recently released the iOS version of its new Whiteboard app and I recorded this quick video to give my first impressions. There is certainly already sufficient functionality here for me to want to use it in my classes.

The features that I like are:

  • Infinite size canvas — like in OneNote.
  • Ruler for drawing straight lines at various angles.
  • Ink to shape.
  • Share to OneNote (as an image).
  • Share whiteboard with collaborators members for brainstorming in meetings.
  • All whiteboards are stored in the cloud.

Features that it has that I didn’t demonstrate

  • Add images
  • Sticky notes
  • Ink to table

There are some differences between the Windows and iOS versions but I imagine that they will become more compatible in time. I would also hope to see some of the additional drawing features supported by OneNote being added as the product develops.

The iOS version follows on from the Windows 10 version that has been available for a while. There is a preview version for the web.

If you want to give it a try, visit You need a free Microsoft or an Office 365 account to use it.