25 Interesting Ways to Use VoiceThread in the Classroom (a collaborative effort between Megan Palevich and @tombarrett)
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New Teacher Boot Camp Week 2 - Using VoiceThread | Edutopia - 2 views
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Designing and Implementing Synchronous Language Tasks - 1 views
es.slideshare.net/...ing-synchronous-language-tasks
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shared by Isis Shawver on 06 Aug 13
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The ABCs of online and hybrid courses - ACTFL 2012 - 2 views
Week 2-Introduction to Computer Assisted Language Learning (CALL.ppt - Google Drive - 1 views
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VoiceThread Extends the Classroom with Interactive Multimedia Albums | Edutopia - 5 views
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This to me is very important. There are always a couple students who will never want to participate in class, at least not orally. This will be such a relief to this type of student and I will be happy to count this as a way of participating in the course.
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I agree 100% there are many more introverted students that are wary of participating in class discussions, VT allows them to participate more without feeling uncomfortable.
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"If you don't have a microphone on your computer, you can use a telephone to comment. If you're in the classroom and don't have either, you can use text if you need to, or webcam commenting.
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I like that students have the option of texting their response. Since I tech at a boarding school, those students that are in supervised study hall, may text their response so they won't interrupt others' studying. As long as I inform the proctors and the students don't stay on their devices for too long ;)
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I am collecting examples of how educators are using Voicethread in their classroom or for professional development on a wiki at: http://voicethread4education.wikispaces.com/
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Ed.VoiceThread.com, a secure site just for educators and their students
PowerPoint for E-Learning - The Rapid eLearning Blog - 1 views
www.articulate.com/...powerpoint-for-e-learning
powerpoint e-learning interpretive presentation PPT interactive interaction
shared by Alyssa Ruesch on 23 Jul 14
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5 Tips to Make Rapid E-Learning Interactive - The Rapid eLearning Blog - 0 views
www.articulate.com/...e-rapid-e-learning-interactive
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shared by Alyssa Ruesch on 23 Jul 14
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New Tools for the Flipped School: Interactive Visual Media in Remote Learning - 4 views
www.thinglink.com/...isual-media-in-remote-learning
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shared by vallb001 on 17 Jul 20
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This article focuses on the use, potential benefits, and best practices of interactive visual media in online education and remote learning. We will discuss: What are the main arguments for interactive visual media in online learning? What are some examples and best practices for creating visual learning materials for students? How can students use interactive visual media for documenting and sharing their learning?
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Interactive images, videos, and virtual tours can support online learning by providing an alternative to text-based communication. Here are three arguments for why this is the case.
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Pictures, sounds, and words together with a contextual experience of a place can create memorable learning experiences more efficiently than plain images or written words alone that are not associated with anything real
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Seeing a new word written under a picture and hearing how it is pronounced, helps us understand and remember what we are looking at.
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We can remember and learn on a virtual field trip the same way as we learn on a physical field trip.
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Interactive videos, audio posters, narrated screenshots, and virtual tours can be effective tools for online education that help educators and learners work together using not only text-based communication, but also voice, video, and images.
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A great way for giving assignments or sharing projects is adding voice instructions to various areas of a photo, poster or a screenshot.
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Equipment: The good news is, you only need your phone or laptop, so there is no need to invest in additional hardware unless you want to
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Recording: Find a place with natural light where you feel comfortable, and start recording. The audience is your students so picture them in front of you, and address them as you would in the class. You may even mention some of them by name to keep their attention!
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Duration: Our recommendation is you look at the lesson as a whole and divide it into parts, max 10-15 minutes and ideally 6 minutes each.
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Project-based learning, inquiry-based learning, and problem-based learning are constructivist approaches to education that develop the learners skills for research, problem-solving and collaboration. The process is based on authentic questions and problems identified by students, and finding information and explanation models to research and solve them.
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An important aspect of student-centered learning is documenting the various phases and aspects of the learning process.
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The following examples will show how students can use mixed media for completing various kinds of creative assignments and sharing them with their teacher and fellow students.
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In the following, we summarize 10 easy project ideas for remote learning that encourage students to 1) make handwritten, visual and pictorial notes, collages and artwork, and 2) enhance and explain their work using digital audio/text notes, photos and video. Each of the examples provide a mix of learning opportunities combining traditional student work in the classroom with digital storytelling at home. The projects can be shared to a learning management system or collaboration platform such as Canvas, Schoology, Google Education or Microsoft Teams.
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Hotspots, what are they and how do they work? The purpose of the clickable hotspots is to give the viewer further information and resources on the topic they are learning about. Teachers and students can add various types of content in the hotspots, such as text, additional closeup images, video, sound, links and embedded web content such as maps or forms. These resources can serve any of the following functions: Building perspective by linking to related materials Improving comprehension of the topic by highlighting key concepts and vocabulary Zooming into details in a scene Creating a feedback loop by including a call to action
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An article written by the founder and CEO of ThingLink in which she discusses the main arguments for interactive visual media in online learning, examples and best practices for creating visual learning materials for students, and ways students can use interactive visual media (ThingLink) to document and share their learning. She shares numerous ways teachers and students could use ThingLink with examples.
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I have been thinking of what makes Thinglink different from the Microsoft Power Point? PPT also enables you to add recording on a slide. Later, I realized that Thinglink enables multiple layers to one picture/screen. Users can opt to access to other media or information when necessary. It would be useful to provide scaffolding only when it is necessary (e.g., students click links to get hint only when they cannot complete the task by themselves). Thinglink also condense information within one page/slide/screen without having to scroll down. However, we may be economical when we decide how many links we want to put on one screen.
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Whether we like it or not, it looks like we're going to consider some of this information in the upcoming school year. As I browsed the article, I realize options are almost unlimited but of course it requires time to figure out and prepare materials. Last spring I felt a bit like a Youtuber and I see how that is not actually an easy job!
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An article written by the founder and CEO of ThingLink in which she discusses the main arguments for interactive visual media in online learning, examples and best practices for creating visual learning materials for students, and ways students can use interactive visual media (ThingLink) to document and share their learning. She shares numerous ways teachers and students could use ThingLink with examples.
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A very complete article about the advantages of using images and learning. I really want to learn how to use thinglink now.
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MovieTalk: Interpretive Listening Magic! - The Comprehensible Classroom - 5 views
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MovieTalk works because it links meaning between the language used by the teacher to the images on the screen. In other words, it makes the linguistic input comprehensible to the student. “Comprehensible” of course, is a bit of a gray term—meaning that something is reasonably able to be understood by the audience—and it is up to the teacher to employ skills such as teaching to the eyes and using comprehension checks to guarantee that the comprehensible language is actually comprehended.
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Sometimes, I select MovieTalks because of their topic: the content relates to something that we are studying or discussing in class. Other times, I select MovieTalks because of the vocabulary: I know that I can talk about the video using the same words that I am working with in class with my students. And still other times, I select MovieTalks because they are just so dang fun and easy and I plop them into the middle of a unit for no reason at all!
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What makes MovieTalk different from describing a series of PPT slides? Does the movie give a flow of plot, so it enhances comprehensibility?
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No difference really. I sometimes will take screenshots from the video and put them into google slides. Especially if the action moves quickly and I have trouble pausing the video exactly where I want to. This also works for students who are impatient and want to just watch the video. I tell them that the link to the video is at the end. there are a lot of really fun short videos on youtube that are good for this. The movie does make it more like a story. You can also do this technique with just a picture.
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