or In my last course, I deeply explored the use of VoiceThread. I thought I would post that exploration here in the hope that it may be interesting to my classmates or even helpful to those new to VoiceThread who might be using it for the first time for the Knowledge/Tracking assignment or who might want to utilize the tool in their own online instructional projects. This post will discuss the major features of Voice Thread and my opinion on the advantages and disadvantages of the tool. For that paper we also had to highlight one possible use of our selected tool for an assignment that we completed in that course and provide a similar models with feature comparisons, but I left those components out because I don't feel they are applicable here or would be of much help to my classmates (the intent of this post). Introduction to VoiceThread in Distance Education The purpose of this assignment is to explore and learn about a distance technology application that I find interesting and of possible use to a specific activity in our Introduction to Distance Education Course. The application that I chose is one that I had briefly considered using when I was an elementary special education teacher, VoiceThread. I remember thinking that use of this tool might be a way to engage my students beyond just the paper/pencil interventions and activities that we were doing. Ultimately I went with a different technology and was not able to put too much time or effort into exploring VoiceThread so I welcome the opportunity to do so now, for this final project. In my paper I will include a comprehensive review of VoiceThread and its features and capabilities including the advantages and disadvantages of using the application in a distance learning environment. I will also explore the application of VoiceThread to online learning activities and why I believe it to be advantageous to learning and a step up from simple threaded, text- based tools. My research began (like most these days, I’m sure) with a search utilizing Google’s search engine to find the VoiceThread website where I explored the features, tools and possible integration into Course Management Systems. Then I dived a little deeper into some of the organizations using VoiceThread and the ways in which it has been, or is being, implemented. First, I visited the VoiceThread Digital Library which contains a collection of articles and existing VoiceThreads written and developed by other educators. Then I did more searching and was able to find a small graduate research project by Yu-Hui Ching and Yu-Chang Hsu on the use of VoiceThread for a collaborative project in an online graduate course, as well as a very relevant and insightful article by Andrew Koricich and several other studies outlining the use or prevalence of VoiceThread in higher educational settings. I also consulted several wikispaces dedicated to the use of VoiceThread in education and the VoiceThreads blog. Using all of these resources, I was able to thoroughly understand the use of VoiceThread and its many features and possibilities for use in online education. Based on this understanding, I selected one activity from the Introduction to Distance Learning course to redesign using the VoiceThread tool. Finally, although there aren’t many tools out there like it, I was able to research two other tools, TeacherTube and Animoto which come close, in order to make comparisons between the features, uses and costs of VoiceThread and these other tools, which is included in table format. Major Features of VoiceThread VoiceThread is an online tool that allows users to collaborate in asynchronous activities. These activities can be designed and set up by an online instructor to take advantage of the collaborative, personal and universal nature of VoiceThread as it is designed to be interactive. Participants can use and add various types of media to enrich activities and discussions and can participate and engage with others via various commenting methods, such as voice, text or audio. Since VoiceThread is a web-based tool, there is no software for users to download and they can access the tool anywhere they have an Internet connection. Some of the main features of VoiceThread include: Interactive Products: VoiceThread allows users to collaborate on products that are truly multimedia in nature. The product is compatible with over 50 different types of media from video, audio, various document types, etc. Users can upload whichever product suits their needs and create their own narrative and doodling that interacts with the content and allow collaborators and commenters to do the same. Options for Commenting: Multiple options for commenting include text based comments, audio comments video comments (which include audio), or users can upload comments or even have the system call on the telephone to record the audio comment. When creating a VoiceThread, instructors can toggle each of these modalities on or off depending on the project or preference. Comment Moderation: The creator of each VoiceThread can preview and approve all new comments before others can see them. This can also be turned off so that comments can post directly without the creator having to approve each one. This is useful when instructors feel the need to see the comments before they are posted if, for example, they are using VoiceThread as a type of assessment and do not want to give away the answers or concepts ahead of time. They can then score each answer as they work through allowing them and then all users can have access to the comments. Direct replies: Users can reply to other users directly using the “reply to” call to action button. This allows them to include responses out of sequence in direct confirmation or debate to classmates. Threaded Comments: Similar to direct replies, participants can also add threaded comments to comments in VoiceThread. This is a great feature that makes debate much easier in VoiceThread. It organizes comments into responses based on specific feedback to a main comment and can be especially useful for collaborative and/or debate style activities. Analytics: VoiceThread gives instructors the ability to collect information, at any time, about each VoiceThread created. It provides information such as total minutes the VoiceThreads are utilized and the number of comments made on each one. It will generate these reports in easy to read and interpret graphs and charts. Doodling Tool: The Doodle tool allows users to write directly on top of video or other media in the VoiceThread. It captures what one draws, exactly how as it is drawn. Can make them fade away after a few seconds or can toggle them to stay on and accrue. There are many uses for this tool, such as making connections, taking notes or calling attention to specific features. Exporting: Allows users to download or export the original media used to design the VoiceThread, if specified by the instructor. Instructors and users can download and save for offline viewing. This can be useful for users who may want to use the VoiceThread as a study tool or for those who will need to view it when not connected to the Internet. Functions Customizable by Instructors: When creating a new VoiceThread, instructors can choose certain customizations, such as the ability to allow the VoiceThread to play upon opening; enable comment moderation; allow commenters to add slides: whether to and the length of time to advance to new slides; whether or not to allow commenters to delete comments once posted; and whether to allow other users to make a copy, export or download the original media. Multiple Identities: Allows users to toggle between identities even on the same VoiceThread. Helpful for making anonymous comments (but can be misused by people to bully or harass). Notifications: Notifications allow creators of the VoiceThread, instructors in this context, to receive email summaries of all comments made on all VoiceThreads owned. Shared Editing: Useful for co-teaching for for courses where a graduate student may be working with a professor. Digital Library: VoiceThread includes a digital library that allows users to explore a database of articles written about VoiceThread projects. The collection is organized by topic and is intended to provide inspiration to users who may want to develop new projects. Custom Tools: Instructors or institutions can design their own homepage and use their own colors, text, images and logos or branding. This page can also have featured VoiceThreads or the most current projects on the page and users and students can comment directly from that page. Accessibility: VoiceThread includes tools that allow encourage and allow for participation from all types of users, including those with disabilities. Paid accounts have the ability to include closed captioning of audio and video files. They also have a tool called VoiceThread Universal for screen readers and refreshable braille. The rest of their tools are designed around universal access, which is one of the reasons they include the ability to comment in multiple formats. Training: VoiceThread includes free online workshops (using VoiceThreads as the instructional delivery model) outlining the basics of using the tool and by categories showing its use relative to specific areas. These workshops are also archived for permanent access. Once can also earn a VoiceThread certification by completing a course that takes 2 weeks and includes a capstone project as well as exhibiting masterful control of VoiceThread features and appropriate lesson design fundamentals. Advantages of VoiceThread Allows for Personalized Connection: Panettieri noted that “frequently, online classes inadvertently dehumanize the learning process because they lack the personal interactions of a classroom” (P. 643). VoiceThread can mitigate this problem, even during an asynchronous activity, because it allows students to connect with one another in a much more personal way via hearing each others’ voices. For the activity described, VoiceThread can help bridge the gap between a face to face setting where students can converse with each other in real time, and the asynchronous way that this assignment is conducted and how most collaboration occurs in online courses. It accomplishes this by using student voices, not just impersonal written text as is used in the Blackboard Discussion Thread. Sharing Tools: When sharing VoiceThread instructors have the ability to choose various groups or contacts or specific contacts within groups. The links can be set to allow users to view the content only or to comment on the content. This allows for instructors to create lecture style VoiceThreads where the content cannot be commented on by others or, as in the case of the activity outlined previously, allow students to comment and collaborate in a shared and engaging activity. Direct links can also be created that instructors can be insert into emails, blogs, learning management systems like Blackboard or share on social media sites, depending on the course communication system. The activity outlined in this paper can be embedded utilizing the possible integration into the Blackboard system which would also provide grading integration. If the tool were not licensed and embedded, the link can be embedded into the assignments section of the Google document for ease of student access. Multiple Options for Commenting: The various options included for collaborative participation in a VoiceThread activity allows for users to customize their respones. Instructors can choose to allow students to participate in various ways therefore meeting the needs of all types of learners during collaborative activities. Although this is an advantage to VoiceThread as a whole and allows for all types of flexibility in terms of designing various activities, it isn’t an advantage to the activity example described because this activity requires the use of the audio comment tool only. However, the threaded commenting option is especially useful to this activity because it allows students to view varying perspectives and add their own thoughts in response. It provides an enhanced and engaging alternative to the threaded comments required in the current activity on the Blackboard discussion thread. Options and Choice Built In: The ability to include all types of media, video clips, audio, photographs, graphics, text, voice commentary, etc. allows users choice in how to create VoiceThreads for specific course projects, depending on how the instructor sets up the activity. This can increase learner engagement and can allow for varied products at the culmination of the activity. This is also a great way to allow for students with disabilities to show mastery of objectives in a way that best suits them. In the contest of the proposed activity, students are asked to include any images, quotes, links or documents that support their proposal as additional slides. They can certainly do this in the current structure of the activity, by adding attachments to their posts, but doing so in VoiceThread provides a more fluid way of experiencing the content as users move through each slide sequentially and are presented with the evidence media, rather than having to take the extra step to view an attachment. Useful for All Subject Areas: VoiceThread is a versatile product that can be used in all subject areas. There are no limits to the ways that instructors can utilize this tool to assign projects for individual students or as group or collaborative projects. The activity outlined in this paper is perfect subject matter for the use of VoiceThread; since students may be assigned VoiceThread for other activities in which they can include various forms of media, learning about which media they can publically share via this specific activity is particularly meaningful. Shared Responsibility: Instructors can assign other editors to assist with the creation of the VoiceThread which is especially helpful for courses with graduate assistants or those being co-taught. Of course, this is specific to the instructional responsibility set up for each course, so may not be relevant to the specific activity found in this paper. Flexibility: Students can complete activities either on a computer or on a tablet or smartphone through the VoiceThread mobile app. In the case of the Decision Flowchart activity, the users can use the Doodle tool with their finger to discuss the paths and connections they make between nodes. This activity specifically allows for students to either work on a computer or on a tablet or mobile device via the app. This does provide another option that the current Blackboard system does not considering that the Blackboard Mobile Learn™ app does not work very well and therefore is not used very often. Cost: VoiceThread is relatively affordable given the cost of $99 per year for up to fifty students. There is also an institution license, but these prices are negotiated based on the institution’s enrollment and needs, so I am unable to provide a quote. I do think that VoiceThread’s compatibility with Blackboard might strengthen the case for a departmental or institutional license. Having this engaging tool integrated into Blackboard will give instructors and students more options for designing engaging activities, assignments and projects. Disadvantages of VoiceThread Students May Not Like the Format: Although there are several options for commenting and participation in a VoiceThread, the major premise the “voice” of users. Students who are hard of hearing would not be able to access these auditory components of VoiceThread. Likewise, students who do not learn well auditory may find the format more challenging. Shy students may not be as happy to participate this way, particularly those with speech impediments. In the case of the Introduction to Distance Learning course, there would be various activities throughout the semester designed to meet various student preferences, so if they don’t like this one, there may be another. Hardware/Internet Limitations: You must have a microphone to record your voice when using VoiceThread. If users don’t have a laptop with a built in mic or a periphery video camera with a microphone then one would need to be purchased. There are options for text based commenting and for having the system call you on the telephone to record your comment, which would require one to own or have access to a telephone. In addition, VoiceThreads are recorded and interacted with via the web. Therefore one would need to be connected to the Internet when completing assignments or collaborating, especially for the activity described which requires voice participation. The solution to this would be for students without the right set up to visit computer labs at their University or, if they are in another city, at their local library, workplace or at a friend’s house. Or, if none of these options worked for them, they could work with the instructor to get permission to use one of the alternate comment methods. Inconsistent Comments: Some of the comments can get lost in the customized responses because they aren’t not consistent. This disadvantage does not apply to the example activity because of the requirement to use the audio commenting tool (except for special permissions as outlined in the section above) and the fact that this activity is based on using the paid version of VoiceThread in which threaded comments are available. Multiple Identities: Allowing users to have multiple identities might give some users anonymity leading to the ability to misuse the tool to bully or harass others. This can be a disadvantage to the VoiceThread community as a whole, but is not relevant to the activity described in this paper. Limited Simultaneous Use: Multiple users cannot be logged into the same account from separate areas and make comments at the same time. This is solved by requiring students to create a free account with which to participate in the activity. For the Decision-Making Flowchart activity this is necessary anyway; it is the best way for the other students to read, listen and participate in the activity in a collaborative nature and for the instructor to know which students have participated and what relate each students’ contribution. More Time-consuming: Audio and video content may take longer for students to interact with than text. Text is often easier or quicker to scan for information. Also, it may take more time for instructors to grade given that VoiceThread does not have the same ability to log student participation or responses like most learning management systems. However, as noted by Koricich (2013) “the benefits to students, in the form of learning enhancement and community building, seem to be worth the extra effort” (p. 76). I think that in the case of the activity presented, it shouldn’t take more than an hour or two longer to review student responses using VoiceThread than it would to review them via the threaded discussions in the Blackboard Discussions section. In addition, if VoiceThread is adopted by an institution it can be integrated into the gradebook of the current learning management system (LMS), making the grading even less problematic. Learning Curve: It may take some time for users that have not used VoiceThread before to get the hang of using it. Although Ching and Hsu (2013) found that “VoiceThread is easy to learn and to use. The data revealed that, on average, students spent one hour to learn VoiceThread” (304). To mitigate the learning curve effect, instructors can provide students with a guide that can help alleviate the time needed to learn use of the tool. There are also tutorials provided by VoiceThread on the basic features that students will use that instructors can point them toward. Inability to Delete Comments: If the instructor has not enabled the feature that allows users to delete their comments, then these comments would be there in perpetuity and this might be problematic for those making mistakes. The easiest way to avoid this for the included activity, or any activity, is for the instructor to allow students the ability to delete comments by enabling this feature. Cost: VoiceThread is an additional cost for instructors and this cost may or may not be covered by the related education institution. There are also limitations to the time that a user can spend using the phone-in record option without incurring an additional cost. Although the limit appears to be 3 minutes, which is a pretty good amount of time and it is doubtful that many users will choose this option or need more than 3 minutes for their comments in collaborative projects. There really isn’t a way around this disadvantage; instructors will need the full version to take advantage of the unique features of VoiceThread; it was very challenging for me to design the included example without full access and the activity could not be completed without it. There may be unique ways that instructors can pursue the funding for the individual license but it might also behoove them to join forces with other instructors and advocate for a site license with their department or institution. Increasing Student Learning With VoiceThread I believe that using VoiceThread for a learning activity is a great way to allow students to explain their thinking behind the requirements of an assignment. Allowing them to provide these explanations via audio gives them another modality of expression and increases the variety of activities they will participate in during an online course. I think that the addition of this audio requirement will enhance student learning because of the time it will take the students to engage critical thinking skills as they must plan out and record their audio message (possibly more than once depending on how they feel about the recording), not simply type it once. I also think that by describing a component of an assignment verbally and at the same time creating a more tactile representation on the screen with their mouse or finger using the other VoceThread tools, students will have a better chance at retaining the concepts since they are utilizing different senses at the same time. This also allows students to describe any connections while at the same time illustrating the connections rather than simply working in a static word processing file to make the proposed connections and then using a separate tool, such as the Blackboard discussion board, to describe them. In addition, I believe that using VoiceThread for learning activities will increase learning for students as they will need to be actively engaged in listening to each post or comment before responding to others’ comments. They won’t be able to simply scan through quickly without deep thought, as can sometimes be done in a text-based discussion board such as Blackboard. Conclusion Using an application like VoiceThread can bring variety and engagement to online and distance education courses. The tool’s ability to integrate so many types of media make it useful to almost any type of individual assignment that instructors and instructional designers can devise. The ability for users to comment on projects in multiple formats and in single or threaded formats lends itself nicely to asynchronous collaborative projects, such as the example outlined in this paper. Ultimately, according to Koricich (2013), “students have the opportunity to engage in substantive interactions with faculty and their peers that are more authentic than can be found in text-based discussion boards or written communications alone” (p. 76), There are a few disadvantages to VoiceThread, particularly in time spent navigating through projects or in grading them, but these are eclipsed by the engagement these projects can encourage in students thought the use of multimedia and choice of participation methods. The cost is minimal in comparison to other comparable tools; although comparable tools are not as robust and flexible as VoiceThread. It is also a great choice for institutions already using a learning management system (LMS) because VoiceThread uses the standard IMS Global Learning Consortium called Learning Tools Interoperability which makes for ease of integration into many LMSs, including Blackboard, therefore making VoiceThread a great candidate for use by instructors of online courses. References
Animoto, (n.d.), Retrieved December 1, 2016 from: https://animoto.com/ Calicchio, E., Clayton, K., Cutter, E., Hunt, J, Nelson, A, & Wierzbicki, K. Web 2.0 Tools - New Possibilities for Teaching and Learning: VoiceThread. Retrieved November 29 –December 3 from: https://wiki.itap.purdue.edu/display/INSITE/VoiceThread#VoiceThread-relate Ching, Y.-H., & Hsu, Y.-C. (2013). Collaborative learning using VoiceThread in an online graduate course. Knowledge Management & ELearning, 5(3), 298–314. Retrieved from: http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1081&context=edtech_facpubs Jeong, A. (n.d.). Activity 9.3 - How to Distribute Course Readings on the Internet? EME5457 Course Site. Retrieved from https://sites.google.com/site/eme5457fall2016/week9#2 Panettieri, Regina C. (2013). VoiceThread: Learning Beyond the Classroom Walls. Radiologic Technology, Volume 84, Number 6 (642-644). TeacherTube, (n.d.). Retrieved December 1, 2016 from: https://www.teachertube.com/ Technology review: multimedia discussions through VoiceThread Andrew Koricich Community College Enterprise. 19.1 (Spring 2013): p76. Retrieved from: http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=tall85761&v=2.1&id=GALE%7CA336281826&it=r&asid=e8787669991d67765f6a62618a9e1b00 VoiceThread, (n.d.). Retrieved November 20 through December 4, 2016 from: https://voicethread.com/ Voice Thread Blog (n.d.). Retrieved November 26 through December 4, 2016 from: https://voicethread.com/blog/%20 VoiceThread for Education Wiki (n.d.). Retrieved November 26 through December 4, 2016 from: http://voicethread4education.wikispaces.com/
1 Comment
Vanessa
7/9/2017 09:00:30 pm
Just to add to the cons of VT re: audio -- I've tried to add captions for the hearing impaired, and while theoretically it's possible, you need to have a special program in which to produce the captions (it's a file format thing) and then upload them. I couldn't make it work, no one I asked could help me make it work. My workaround for a student with a hearing impairment was to export the whole VT as a video, then upload to youtube which would then auto caption it (and I could clean it up). It seems like VT *could* make it easier to be truly ADA compliant. I really wish it would.
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About this blogA simple exploration of Web 2.0 and social media and their applications to education; an attempt to learn how prosumers are shaping the internet and how educators can capitalize on it. ArchivesAbout MeNature grrl; loves dogs, books, traveling, clouds, technology, thrifting, break beats and good beer. |