Skip to main content

Home/ ETAP640/ Group items tagged voice

Rss Feed Group items tagged

alexandra m. pickett

VoiceThread in the Classroom - 0 views

  • VoiceThread Slideshow - http://www.slideshare.net/edtechvision/voice-thread-for-education-presentation-660270 How to Use a VoiceThread - Basic Steps - http://educationalsoftware.wikispaces.com/file/view/VoiceThread.pdf Tutorial Video - http://www.teachertrainingvideos.com/voice/index.html Give Your Students A Voice With VoiceThread - http://www.scribd.com/doc/6521990/Give-Your-Students-a-Voice-With-Voice-Thread
Luke Fellows

Voices & Visions | OER Commons - 4 views

  •  
    For "voice"
  •  
    Hi Luke it is great that you found some videos to use in your course. Can you tell us how and where in your course these would apply and then why they would apply?
Michael Lucatorto

Hands On: Google Voice's Voicemail Transcription | News & Opinion | PCMag.com - 0 views

  • What Google transcribedWhat I actually said now that grand central has become cool voice i thought i would be a good idea to review it and the best way to do that would be to test it out bye doing a little voicemail message and then leading school voice transcribe it for me so here's a chance to see how accurate it really is but they're a part of the site the really do about meNow that Grand Central has become Google Voice I thought it would be a good idea to review it and the best way to do that would be to test it out by doing a little voicemail message and then letting Google Voice transcribe it for me. So here's a chance to see how accurate it really is. But there are parts of the site that really do bug me. I tried to speak distinctly. I didn't want to make it harder for the system than it needed to be. Still, Google didn't recognize Google! The end of the message reads as if it was just made up! An earlier message from an auto body shop was even more garbled--though the all-important phone number made it through intact. Obviously, this is quite an achievement, but is it useful if it's only close? Advisedly--yes.
diane hamilton

Voice Thread Tutorial - YouTube - 0 views

  •  
    tutorial for how to create a voice thread
Lisa Martin

Putting Personality Back into Online Presentations | KnowledgeVision - 0 views

  • An audio-only,  voiced-over online presentation is handicapped right from the start, because the speaker is denied many of the visual communication tools that are available to a live presenter.  What’s more, presentation narrators often compound the problem by reading from a script, further stripping the personality from the experience.
    • Lisa Martin
       
      Its not just about hearing your voice, there needs to be a personality behind that voice.
Luke Fellows

Poetry Out Loud | OER Commons - 3 views

    • Luke Fellows
       
      Could possibly use these to place actor in position of character: "How would you say this poem if you felt...bullied, pressured, etc."
    • Luke Fellows
       
      Add questions for character analysis: "What do you think the character was thinking when they spoke the poem?" "What do you imagine when you hear it?"
    • alexandra m. pickett
       
      nice!
  •  
    For "Voice" module
  • ...1 more comment...
  •  
    I really like this one these are very famous people. How will you use these videos in your online course?
  •  
    Diana, In my voice module I use a poem as a way to have students show vocal expression. thought these might work as good examples.
  •  
    Luke Great site, I got chills listening to Emily Dickenson. Thanks for finding this. Excellent learning tool for your class. I hope you get to use it.
Teresa Dobler

Consider Your Voice, Tone, and Persona - Writing Commons - 0 views

  • satirical (or humorous, condescending, patronizing)
  • condescending, arrogant, pedantic, racist, confident, or satirical tone (or voice)
Joan Erickson

Tapping the Full Potential of Your Speaking Voice - 0 views

  • interested (and awake
  • 37% of the image you project is your voice
  • Having control over your speaking voice and your breathing is a fantastic asset
Lauren D

Ben_Online.pdf (application/pdf Object) - 0 views

  •  
    Students share perspectives Online forums, provide public areas to post information. Each student can view another student's answers and learn through the exposure to different perspectives. This benefits students because they can combine new opinions with their own, and develop a solid foundation for learning. Research supports that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning, " (Alexander, 1997). Students experience a sense of equality-Another benefit to using web-based communication tools is to give all students a reinforced sense of equality. Each individual has the same opportunity to "speak up" by posting messages without typical distractions such as seating arrangements, volume of student voices, and gender biases. Shy and anxious students feel more comfortable expressing ideas and backing up facts when posting online instead of speaking in a lecture room. Studies prove that online discussions provoke more confrontational and direct communication between students.
Lisa Martin

Benefits of Digital Storytelling - 0 views

  • Digital storytelling enhances not only the students literacy development but also their social-emotional development.
    • Lisa Martin
       
      The more I saw about digital storytelling, the more I realized it's potential for building self esteem. There is no "wrong" answer here. Everyone can be successful.
    • Lisa Martin
       
      As I looked at countless resources for self esteem building activities, I realized that I was lacking a truly collaborative activity in my course. I thought that digital story telling would be a fun, stress-free way for the girls to work together and connect with each other.
  • is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.
    • Lisa Martin
       
      I love the idea of the girls being able to use their "voice" as soon as possible in my course. I want to use this activity in the first module as another "icebreaking" activity on top of my voicethread.
  • ...2 more annotations...
  • but their ability to tell their own story, students with learning difficulties tend to do well with digital storytelling projects.
    • Lisa Martin
       
      I also like that digital storytelling allows for girls of all ability levels to participate. I could really make it a fun activity with the emphasis on the story itself, not their writing abilities.
  • another benefit of digital storytelling, is that students, when given the choice, most often will choose to talk about something they are passionate about; thus creating engagement for the creator of the digital story
    • Lisa Martin
       
      I love that this activity will give students freedom and choice to add anything they want. We all know that giving students choice leads to them being for satisfied :-)
  •  
    As I looked at countless resources for self esteem building activities, I realized that I was lacking a truly collaborative activity in my course. I thought that digital story telling would be a fun, stress-free way for the girls to work together and connect with each other.
diane hamilton

VOICETHREAD tutorial - YouTube - 0 views

  •  
    tutorial on creating voice threads
Maria Guadron

Intelligent avatar on e-learning using facial expression and haptic - 0 views

  •  
    Basori, Tenrieawaru, and Mansur (2011) describe virtual humans in a virtual environment as an interface that can "make harmonious relationships between the human and the computer" (p.115). This is why they are interested in creating facial expressions, voice intonation, and hand gestures to express complex human emotion.
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
       
      Here's the money.
  •  
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Irene Watts-Politza

Social media - Wikipedia, the free encyclopedia - 0 views

  • The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
  • By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
  • he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
  • ...6 more annotations...
  • one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
  • Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
  • Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
  • social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
  • He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
  • Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
    • Irene Watts-Politza
       
      These are stats in "Did You Know?"
  •  
    An impressive listing of social media sites with links
Luke Fellows

Abdominal, Diaphragmatic, or Intercostal Breathing | OER Commons - 0 views

  •  
    Perfect reading to accompnay the video in my "Voice Module"
1 - 20 of 56 Next › Last »
Showing 20 items per page