A piece of software can be called “alternative” when it differs from the standard. Something is a de facto standard when it is the solution most users rely on – in other words, when it has the status of a “market leader”. More formally, something is a standard when it is mandated by some authority: for instance, organizations provide their staff with programs to complete their professional tasks.
The capacity to select programs and to know what alternative tools and platforms exist beyond the standard is one of the many elements of digital literacy. It is a key component of digital self-determination: users who are literate in this area can determine on their own which tools are best suited to their needs and expectations on various levels (security, privacy, ease of use, price, etc.).
This web page mentions the default tools provided by the University of Basel to its teaching staff, to its administrative personnel and to its students in a few core areas and presents some alternatives to these tools. It also clarifies a few computer concepts along the way.
Simply put, web browsers (also sometimes called “Internet browsers”, or simply “browsers”), are applications to display pages from the World Wide Web. Early web pages consisted of text and images, but now they have grown to include audio and video, and have become fully interactive. Nowadays anything can be done in a web browser: not only reading but also writing text, listening to music, taking part in video conferences, or editing pictures.
This renders a new way of working with computers possible: the so-called “online workflow”, in other words the fact of working mostly with online tools (aka “web applications” or “web apps”). This has both advantages (speed, ease of use) and inconvients (web apps gather personal data, and they are often less responsive). Given the growing popularity of the online workflow, browsers have become crucial applications with a decisive role in several key areas: not only the search for information, but also communication, storage, and content production.
PDF readers and PDF editors
Documents in the “Portable Document Format” (PDF) remain a widespread standard at universities worldwide and one of the typical ways to transmit scientific information.
The success of PDF files relies on the guarantee that the document is displayed identically on any computing platform, including mobile devices. This is especially relevant in the case of complex tables, diagrams or illustrations.
Even though documents in the PDF format are designed to be non-editable, sometimes some modifications are necessary (e.g. removing or adding some pages). Moreover, especially in the context of learning and teaching, PDF files sometimes need to be annotated or commented upon.
Reference managers
Due to the ubiquity of PDF files, we may tend, after a while, to accumulate a very large collection of them – or, if we read online, to loose track of what we have read. In this case, the use of a reference management program is useful: such programs help maintain a coherent database of bibliographic references, thereby providing an overview of our collection and a central point of access to one’s files and references.
Moreover, reference managers considerably simplify the citation process. They integrate with word processors to enable users to quickly add references and automatically generate bibliographies.
Many such programs also feature a function to retrieve PDF files directly from online repositories.
“Office documents” is a generic term to describe the kind of files produced by productivity applications such as word processors, spreadsheets, and presentations programs, which are all essential to teachers, students, researchers, and administrative personnel alike. These applications are often bundled together in a so-called “office suite”.
Classically, office suites were programs to install on one’s computers. Nowadays, many office suites are offered as web-based applications, accessible via a browser.
Online applications are especially useful for so-called “real-time online collaboration” (simultaneous work of several people on the same document).
Desktop/laptop applications
Online applications
Most operating systems come with pre-installed applications to play audio and video files. This also applies to mobile devices, on which the majority of multimedia content (especially music) is nowadays consumed.
However, further programs may need to be installed to create and edit audio and video files and to perform more specialized tasks such as editing meta-data or playing (or converting) files in unusual formats.
Recording and editing audio
Playing, recording and editing video
Raster-graphic images
Images come in many formats. Digital cameras, webcams, screenshot tools or scanners produce JPG or PNG files. In this format, called “raster-graphic” or “bitmap” images, the picture is composed of millions of “picture elements” of various colours, better known as “pixels”.
Most image viewers include options to do simple transformations on images, such as rotating or cropping. More advanced tasks require the use of dedicated applications called “raster-graphics editors”.
When our image collection grows large, it may be useful to manage it with a dedicated picture collection manager, most of which can also be used to improve or adjust images.
Vector-graphic images
Vector-graphics images are a different kind of digital image format, examples of which are SVG and AI (“Adobe Illustrator” files, i. e. the native format of one of the most popular vector-graphics editors).
Unlike the raster-graphics format, a vector-graphics image is defined not by a grid of pixels, but by a series of coordinates with lines and curves between them. Vector-graphics images are especially suited for diagrams, graphs, icons or mind-maps.
Producing and editing such images require the use of a special editor, some of which are generic and can be used to produce any kind of vector image, while others are more specialized.
There is a variety of ways to write down, store and organize small notes, such as ideas or to-do lists. Many people simply use a word processor, while others rely on a dedicated note-taking application such as Microsoft OneNote or the popular Evernote. Yet others write pure text in a text editor, as a solution whose advantage is to be simple and fast; moreover, text files have a small size and are easily readable regardless of operating system.
Apart from note-taking, editors are of course an essential tool for coding: not only programing, but also writing in text-based formats such as HTML, CSS, LaTeX or Markdown. Text editors specifically designed for coding, so-called “programmer’s editors”, offer many unique features such as advanced search and replace, syntax highlighting, code completion, support for compilation and debugging, etc.
Note-taking
Coding
Text generation
Communication
The typical way of communicating with people over the internet used to be electronic mail. E-mail is still central to the exchange of information in the world of academia.
Nowadays, however, the range of options has expanded considerably. Especially, it has become very easy to communicate synchronously via instant text (chat), audio and video with anyone equipped with an internet-capable device.
Video conferences
Instant messaging
Collaboration
In recent years, more and more people have become familiar with synchronous online communication, especially video conferences. This opens new possibilities for remote collaboration.
Obviously, meetings, lectures and seminars can be held online. On top of this, it has become nowadays very easy to work collaboratively in real time on the same document.
Collaborative editing
Shared whiteboards
Sharing and sending files
As suggested earlier in this document, reference management, note taking, real-time collaborative editing and video conferencing have become essential to learning and teaching in digitally-rich environments.
The EduTools Portal contains information on the programs and web platforms used for learning and teaching at the University of Basel. Here, we highlight some of these tools and add a few more that can be used to support digital learning and teaching.
Learning
Teaching
The use of strong passwords, each different for every account, is the alpha and omega of digital safety. Yet this requirement, due to sheer quantity, makes it impossible to learn all passwords by heart. Using a good password manager is therefore essential to protecting our safety and digital identity. On the downside, losing one’s master password results in the loss of all passwords: for this reason, special care in this area is required. Also note that using one’s web browser as a password manager is not recommended, as explained in this article.
Another important habit regarding security consists in doing regular backups. If one’s files are lost or if one’s computer is compromised, recent backups are crucial to minimize data loss. Depending on one’s preference, backups can be stored on a second computer, an external hard drive, or online.
Password managers
Backup tool
Duplicati is an open-source, cross-platform backup tool that saves a copy of one’s files at configurable intervals to a destination chosen by the user (hard drive, web platform, etc.).
Encryption
Encryption is a method with which to make the information contained in files inaccessible without the use of an access key (for instance a password). For the files on one’s device that have high privacy value, encryption prevents third persons from accessing the information: this is especially relevant in cases of loss. Encryption is also useful when exchanging information over the internet (e. g. when sending e-mails or when sharing files via online drives).