Letting My Voice Be Heard
MY EXPERIENCE WITH VOICETHREAD
This week continued with a learning activity that had me use VoiceThread for the first time. Specifically, it let me participate in, and record my comments to, topic questions in regards to my understanding of the knowledge components of digital citizens who successfully negotiate digital rights and responsibilities of living in a digital society.
Using the features of VoiceThread was just as easy as setting up the account. Once I was on the platform I was able to explore and participate in the class discussion entitled: Digital Rights and Responsibilities Discussion VoiceThread (Figg, 2013).
I was immediately intrigued by the advantages that this tool adopts. It promotes interactive learning by having participants engage in discussing any topic from anywhere that has Internet access.
Anyone using this *free cloud-computing tool has the advantage of using, and annotating, pictures, images, videos, documents, or even presentations, in an interactive slideshow (Avery, 2011). Participants can leave commentary remarks on each slide by utilizing one of the three communicating features that VoiceThread implements: video, voice recording or typed comment. Having these options enables participants to explore different strategies to communicating as well as to practice digital etiquette, in an online format.
*The basic user account is free but only allows for the creation of up to five VoiceThreads.
Thanks to those who participated in What’s a VoiceThread Anyway? (VoiceThread, 2007), I was able to visualize, listen and read how to use VoiceThread. My suggestion is to view this slideshow and consider how you are learning from a community of online learners. Personally, it made me acknowledge how voice threading influences formal and/or informal learning. It also made me become aware of how this tool can assist in becoming a responsible digital citizen.
VOICETHREAD ENHANCES YOUR DIGITAL CITIZENSHIP
Ribble (2013) defines digital etiquette as “electronic standards of conduct or procedure”. In most cases, when you find yourself having to digitally communicate in a professional manner it makes you think twice about how you are portraying yourself online. VoiceThread allows participants to communicate in three different formats – by voice, video or typed comment. Within any of these formats you are leaving a digital footprint that stamps your online identity. As such, it almost compels you to communicate in an appropriate fashion – at least it should. By participating, or just by listening, watching or reading other comments, you are developing etiquette skills that assist you in becoming responsible digital citizens.
VOICETHREAD IS UNDER CONSIDERATION IN MY PLE
Another week has passed by with another new digital tool for me to consider using in my current PLE. Throughout my blogs I have always taken the stance that I should be fair to all the digital tools that I explore before making a final decision in utilizing them in my PLE. Despite the advantages of VoiceThread, I must admit that it is not on my favourite list of digital collaborative tools.
Personally, I found it easier to participate in the interactive slideshow than to actually create one. For example, during the creation process I had difficulties in incorporating annotations. Professionally, I envision this tool to be more advantageous in an asynchronous learning environment versus when teaching in a formal classroom setting. Presentation skills is a competency that is required in the profession that I teach and practice and as such, I believe that human interactions can still be more advantageous when given the choice in an assignment that requires active learning. Despite these personal opinions, I can still appreciate VoiceThread’s communicating features that enhance learning styles and can acknowledge how using this tool promotes learning engagement and success for all students (Brunvand & Byrd, 2011).
As a final reminder, these are just my personal opinions and may not be your experiences. I am a novice VoiceThread user and because of this, I will keep this tool on the sidelines as a consideration for a merit award.
VOICETHREAD FOR EDUCATORS
Regardless of my personal opinions in using VoiceThread, I still advocate it as a great innovative tool for connecting all learners globally. Besides my adventure in using VoiceThread in my class discussion, I was also able to browse other VoiceThread contributors wherein I found myself participating in Voice Thread for Educators (Pacansky-Brock, 2007). These personal experiences helped me discover, what some researchers have already proclaimed, how this tool enhances online discussions and provides opportunities to work collaboratively in a digital environment (Brunvand & Byrd, 2011; Borup, Graham & Velasquez, 2010).
According to The Horizon Report: 2009 K-12 Edition, “...the common features that unite collaborative environments are that multiple people can work with them at once; that users can leave evidence of their thoughts, and reflections on the thoughts of others; and that they can support users in any location at any time” (p.11). This is precisely what VoiceThread can do for educators; it makes it easier to collect a myriad of viewpoints in a single media package while communicating and collaborating around specific topics.
For students, VoiceThread enhances critical thinking skills by allowing the student to reflect and then comment on questions that pertain to a specified topic. It can also enhance and promote learning styles for the visual, auditory and kinesthetic-type of learner by being able to communicate in all forms of these senses.
For educators, VoiceThread offers the flexibility to use it any type of educational setting. It can be used for students in general education, with students considered at risk, and with students with disabilities (Brunvand & Byrd, 2011). In essence, in can make a passive-learner more active in their learning – an educator’s wish come true.
“Though VoiceThread will not address the learning needs of every student in every situation, its interface and features set are well-suited for promoting student engagement and motivation as well as for helping students develop as independent learners” (Brunvand & Byrd, 2011, p.30).
The possibilities for how educators can use VoiceThread to facilitate collaborative and active learning, is nearly endless. The key in remembering what educational tools to use in learning is to ensure that learning is taking place – no matter in what environment.
FYI: VoiceThread offers an exceptional list of scholarly articles and studies for educators and administrators looking for research relevant to VoiceThread in Education as well as a tutorial page on An Educator’s Guide to Voice Thread.
References:
Avery, S. (2011, April 7). Free tools challenge #13: VoiceThreads – Multimedia slideshows with video/audio comments. Retrieved November 15, 2013 from http://teacherchallenge.edublogs.org/2011/04/07/free-tools-challenge-13-voicethreads-multimedia-slideshows-with-videoaudio-comments/
Brunvand, S., & Byrd, S. (2011). Using voicethread to promote learning engagement and success for all students. TEACHING Exceptional Children , 43(4), 28-37. Retrieved from http://voicethread.com/media/misc/support/JTECVoiceThread.pdf
Figg, C. (2013, March 9). Digital rights and responsibilities discussion VoiceThread. Retrieved November 15, 2013 from https://voicethread.com/share/4264778/
Pacansky-Brock, M. (2007, July 15). Voicethread for education. Retrieved November 15, 2013 from http://voicethread.com/?#q.b3352.i28616
Ribble, M. (2013). Nine themes of digital citizenship. Digital Citizenship: Using Technology Appropriately. Retrieved from http://digitalcitizenship.net/Nine_Elements.html
Anyone using this *free cloud-computing tool has the advantage of using, and annotating, pictures, images, videos, documents, or even presentations, in an interactive slideshow (Avery, 2011). Participants can leave commentary remarks on each slide by utilizing one of the three communicating features that VoiceThread implements: video, voice recording or typed comment. Having these options enables participants to explore different strategies to communicating as well as to practice digital etiquette, in an online format.
*The basic user account is free but only allows for the creation of up to five VoiceThreads.
1. To communicate ideas using more than one of the senses.
2. To connect with an audience in an authentic and simple manner.
3. A discussion that stimulates a live presence.
Thanks to those who participated in What’s a VoiceThread Anyway? (VoiceThread, 2007), I was able to visualize, listen and read how to use VoiceThread. My suggestion is to view this slideshow and consider how you are learning from a community of online learners. Personally, it made me acknowledge how voice threading influences formal and/or informal learning. It also made me become aware of how this tool can assist in becoming a responsible digital citizen.
VOICETHREAD ENHANCES YOUR DIGITAL CITIZENSHIP
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Bhaskar, S.K. (2013, July 13).
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Ribble (2013) defines digital etiquette as “electronic standards of conduct or procedure”. In most cases, when you find yourself having to digitally communicate in a professional manner it makes you think twice about how you are portraying yourself online. VoiceThread allows participants to communicate in three different formats – by voice, video or typed comment. Within any of these formats you are leaving a digital footprint that stamps your online identity. As such, it almost compels you to communicate in an appropriate fashion – at least it should. By participating, or just by listening, watching or reading other comments, you are developing etiquette skills that assist you in becoming responsible digital citizens.
VOICETHREAD IS UNDER CONSIDERATION IN MY PLE
Another week has passed by with another new digital tool for me to consider using in my current PLE. Throughout my blogs I have always taken the stance that I should be fair to all the digital tools that I explore before making a final decision in utilizing them in my PLE. Despite the advantages of VoiceThread, I must admit that it is not on my favourite list of digital collaborative tools.
Personally, I found it easier to participate in the interactive slideshow than to actually create one. For example, during the creation process I had difficulties in incorporating annotations. Professionally, I envision this tool to be more advantageous in an asynchronous learning environment versus when teaching in a formal classroom setting. Presentation skills is a competency that is required in the profession that I teach and practice and as such, I believe that human interactions can still be more advantageous when given the choice in an assignment that requires active learning. Despite these personal opinions, I can still appreciate VoiceThread’s communicating features that enhance learning styles and can acknowledge how using this tool promotes learning engagement and success for all students (Brunvand & Byrd, 2011).
As a final reminder, these are just my personal opinions and may not be your experiences. I am a novice VoiceThread user and because of this, I will keep this tool on the sidelines as a consideration for a merit award.
VOICETHREAD FOR EDUCATORS
Regardless of my personal opinions in using VoiceThread, I still advocate it as a great innovative tool for connecting all learners globally. Besides my adventure in using VoiceThread in my class discussion, I was also able to browse other VoiceThread contributors wherein I found myself participating in Voice Thread for Educators (Pacansky-Brock, 2007). These personal experiences helped me discover, what some researchers have already proclaimed, how this tool enhances online discussions and provides opportunities to work collaboratively in a digital environment (Brunvand & Byrd, 2011; Borup, Graham & Velasquez, 2010).
According to The Horizon Report: 2009 K-12 Edition, “...the common features that unite collaborative environments are that multiple people can work with them at once; that users can leave evidence of their thoughts, and reflections on the thoughts of others; and that they can support users in any location at any time” (p.11). This is precisely what VoiceThread can do for educators; it makes it easier to collect a myriad of viewpoints in a single media package while communicating and collaborating around specific topics.
For students, VoiceThread enhances critical thinking skills by allowing the student to reflect and then comment on questions that pertain to a specified topic. It can also enhance and promote learning styles for the visual, auditory and kinesthetic-type of learner by being able to communicate in all forms of these senses.
For educators, VoiceThread offers the flexibility to use it any type of educational setting. It can be used for students in general education, with students considered at risk, and with students with disabilities (Brunvand & Byrd, 2011). In essence, in can make a passive-learner more active in their learning – an educator’s wish come true.
 |
|
Pacansky-Brock, M. (2012).
Supporting all Learners with VoiceThread [Clipped Online Image]. Link
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“Though VoiceThread will not address the learning needs of every student in every situation, its interface and features set are well-suited for promoting student engagement and motivation as well as for helping students develop as independent learners” (Brunvand & Byrd, 2011, p.30).
The possibilities for how educators can use VoiceThread to facilitate collaborative and active learning, is nearly endless. The key in remembering what educational tools to use in learning is to ensure that learning is taking place – no matter in what environment.
FYI: VoiceThread offers an exceptional list of scholarly articles and studies for educators and administrators looking for research relevant to VoiceThread in Education as well as a tutorial page on An Educator’s Guide to Voice Thread.
References:
Avery, S. (2011, April 7). Free tools challenge #13: VoiceThreads – Multimedia slideshows with video/audio comments. Retrieved November 15, 2013 from http://teacherchallenge.edublogs.org/2011/04/07/free-tools-challenge-13-voicethreads-multimedia-slideshows-with-videoaudio-comments/
Brunvand, S., & Byrd, S. (2011). Using voicethread to promote learning engagement and success for all students. TEACHING Exceptional Children , 43(4), 28-37. Retrieved from http://voicethread.com/media/misc/support/JTECVoiceThread.pdf
Figg, C. (2013, March 9). Digital rights and responsibilities discussion VoiceThread. Retrieved November 15, 2013 from https://voicethread.com/share/4264778/
Pacansky-Brock, M. (2007, July 15). Voicethread for education. Retrieved November 15, 2013 from http://voicethread.com/?#q.b3352.i28616
Ribble, M. (2013). Nine themes of digital citizenship. Digital Citizenship: Using Technology Appropriately. Retrieved from http://digitalcitizenship.net/Nine_Elements.html
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