Post 6: Backing Up the Bark in VoiceThread

          The sound of someone’s voice can be especially relaxing, mildly annoying, creepily inviting, eerily thrilling, and/or down-right rude. However, in an online learning environment it is nice to be able to put a face and voice to a name from time to time.  

          A “VoiceThread (VT) is a web based application that allows for the upload of various media formats such as videos, images, PowerPoint presentations and documents” (Harland, 2014).  This tool enables instructors and students to add text, audio, or video to discussions within a multimedia presentation that is shared online.  VT gives creators a chance to provide additional narratives that may back up or thread through, succinct slides in their presentations.  While this online program is free for a limited number of threads upon registration, you may upgrade basic user features for an additional service fee.

          The theory of connectivism suggests that learning takes place through informal, networked, technology-enabled means (Siemans, n.d., p. 1).  Formal or informal presentations created in VT may invite (or be made public to) learners with various learning styles, expertise, and perspectives to exchange, discuss, and generate new knowledge (King-Hunter, 2014, p. 10) about a particular topic.  This application can be used in a variety of ways to connect learners both affectively and cognitively.  

          The following lists some of the possible learning and teaching benefits from using VoiceThread as a presentation platform (VoiceThread LLC, 2014):

• Presence - Text alone can’t deliver the subtlety and expression required for meaningful connection.
• Intuitive, Natural, & Powerful - Technology fades into the background, putting people and their ideas front and center.
• Anytime, Anywhere - Collaborate wherever and whenever it’s convenient for you.
• A Perfect Fit - Participate using your voice, video or text, and join in the ways that work best for you.
• Integration - Bring VoiceThread right into your LMS, ERP, or other identity management system. There are no new usernames or passwords to learn, and rosters are sync’d automatically.

         

          VoiceThread can be used in a variety of learning contexts.  Gillis, Luthin, Parette, and Blum (2012) advocated for the use of VT with young children because it (a) accommodates different learning modalities, (b) is suitable for large and small group settings, (c) helps to create individual identities, (d) empowers students’ navigational control, and (e) allows them to draw on the media through video doodling (pp. 204-205).  Wood, Stover, and Kissel (2013) found that middle school “students are more motivated and engaged when they are able to hear their voices and the voices of their classmates in an online space” (p. 62).  Brunvand and Byrd (2011) offered that teachers could use VT in many educational settings with those students (a) in general education, (b) who are considered at-risk, and (c) who may have disabilities (p. 31).  Likewise, it is appropriate for use across grade levels and subject areas as well (Wood, Stover, & Kissel, 2013, p. 62).  

           “VoiceThread has created opportunities for teachers to explore new strategies for providing instruction and new ways for students to demonstrate their understanding of concepts” (Brunvand & Byrd, 2011, p.36).  Such has been this case in this doctoral class, when I was encouraged to explore the use of VT to present my analysis on cognition, culture and learning.  Using Dr. Harland's (2014) notes and tips on how to create VTs in combination with a little bit of trial and error on my part, I managed to create my very first voice thread...... and so can you!

          On a closing note with regards to this Skype screenshot posted by Dr. Harland on the course announcements page, it seems only fitting that I take this opportunity to put a name, face, and bark to this lab specimen (uterus and ovaries) for you …….meet Fergie!

REFERENCES:

Brunvand, S., & Byrd, S. (2011). Using VoiceThread to Promote Learning Engagement and Success for All Students. Teaching Exceptional Children, 43(4), 28-37.

Gillis, A., Luthin, K., Parette, H., & Blum, C. (2012). Using VoiceThread to Create Meaningful Receptive and Expressive Learning Activities for Young Children. Early Childhood Education Journal, 40(4), 203-211. doi:10.1007/s10643-012-0521-1

Harland, D. J. (2014, February 8). End of module 5: Beginning of module 6 [Announcement post]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp

King-Hunter, G. (2014). EDUC 8401: Cognition, culture, and learning analysis. Unpublished manuscript, Walden University.

VoiceThread LLC (2014). Home page: Retrieved from http://voicethread.com/

Wood, K. D., Stover, K., & Kissel, B. (2013). Using digital VoiceThreads to promote 21st century learning. Middle School Journal, 44(4), 58-64.

Post 5: MOOCs on the Moooove

          The outcomes presented in this module prompted me to look into additional resources on innovative technologies in education.  I came across a website that introduced me to the concept of the Massive Open Online Course, or MOOC.  When I first read this acronym, I thought it sounded like a childhood synonym for chocolate milk.  Clearly I need to roam other pastures of educational technology beyond the prairies of Alberta, on which I live.

          A MOOC is an online learning model that is open to any number of students from all over the world wishing to take a course, free of charge.   The instructor is virtually non-existent as students are encouraged to network with, teach, and mark each others’ work (Baggaley, 2013, p. 368).

           

          MOOCs draw from the theory of connectivism. Similar to other higher education distance learning models, MOOCs have a syllabus, readings,assignments, microlectures, exams, and discussions where participants can interact and collaborate.  MOOCs can be offered independently through course designers like Coursera, edX, and Udacity, or generated by the students enrolled in the course (Baggaley, 2013, p. 1). These online courses may or may not offer certificates or credits to participants upon completion. 

          As with any delivery model in education, there are pros and cons and those who wish to sit on the proverbial fence.  On the upside, MOOCs offer people an affordable, convenient, and dynamic learning environment where large amounts of information can be shared and add value to other levels and delivery models within education.  On the downside, MOOCs are a costly investment and may not be suitable for students who need/expect attentive student-instructor partnerships.

           

          Educational technology involves learning and teaching technologies (Laureate Education, 2012a, p. 1), in which both stakeholders may benefit from.  MOOCs offer a virtual think-tank for millenials and neomillenials to engage in a “collective interpretation of experience” (Laureate Education, 2012b, p. 3).  MOOCs empower students to drive their own knowledge sharing, meaningful discussions, and common inquiries, thus enabling teachers to serve as facilitators, instructors, and analysts of students’ learning.

          There are a number of MOOCs that have sprung from Canadian soil and could benefit students and teachers right here, in my own back yard.  For example, an introductory psychology class offered by the University of Toronto via Coursera could be used in part as an instructional vehicle for various high school psychology electives offered in my school district.  Udderly speaking, MOOCs “may be hailed as an educational redeemer, or as an ugly symptom of the general educational slide" (Baggaley, 2013, p. 374).  Students and teachers may just have to milk the cow to find out for themselves.

REFERENCES:

Baggaley, J. (2013). MOOC rampant. Distance Education, 34(3), 368–378. doi:10.1080/01587919.2013.835768

Briggs, S. (2013, July 29). 10 Emerging educational technologies & how they are being used around the globe. Retrieved from http://www.innovationexcellence.com/blog/2013/07/29/10-emerging-educational-technologies-how-they-are-being-used-across-the-globe/

Educause (2011). ELI: 7 things you should know about MOOCs. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7078.pdf

Educause (2013). ELI: 7 things you should know about MOOCs II. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7097.pdf

Educause (2014). Massive open online course (MOOC). Retrieved from http://www.educause.edu/library/massive-open-online-course-mooc

Laureate Education, Inc. (Executive Producer). (2012a). Educational technology defined. Baltimore, MD: Author. 

Laureate Education, Inc. (Executive Producer). (2012b). Millenial and neomillenial learning styles. Baltimore, MD: Author. 

MOOC-List (n.d.). Introduction to psychology (Coursera). Retrieved from http://www.mooc-list.com/course/introduction-psychology-coursera

Plourde, M. (2013). MOOC poster. Retrieved from http://www.flickr.com/photos/mathplourde/8620174342/sizes/l/in/photostream/

Siemans, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm