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jincelli

Free text to speech: NaturalReader - 0 views

naturalreaders.com/index.html

education technology edtech541

shared by jincelli on 05 Aug 16 - No Cached
  • jincelli on 05 Aug 16
     
    Text to speech with naturally sounding voices. Let your computer read most documents with naturally sounding voices and convert text to MP3, or text to WAV files, text to audio files, read text aloud, download free text to speech software now text readers, computer reader, Reader, online reader, talking text, voice text.
peter bg

Cinch - Create and share micro podcasts, images and text updates on cinch.fm - 0 views

cinch.fm

audio social media podcasts

shared by peter bg on 24 Jun 12 - No Cached
  • peter bg on 24 Jun 12
     
    Share rich voice messages with friends, family and the world. Add your voice to Facebook, Twitter and your blog. Broadcast from anywhere, anytime
Rebecca Olien

Building a dynamic online learning community among adult learners - 0 views

www.eric.ed.gov/...detailmini.jsp

community of practice learning communities social networking edtech543

shared by Rebecca Olien on 05 Sep 13 - No Cached
  • Rebecca Olien on 05 Sep 13
     
    This article examines the nature of learning communities constructed among a diverse group of adult learners in an online graduate-level 16 week instructional design course. Researchers analyzed course artifacts, survey responses, online profiles and project evaluations to explore communities formed in an online setting that involves 21 international participants. Data was collected through observing recorded audio webcasts and chat discussions, and analysis of student profiles, artifacts, survey responses, and course evaluations. The authors found evidence of community building without significant differences associated with race, culture, or gender. Instead, evidence for community building was more dependent on active participation, forming of shared identify, and the establishment of social network. The course design allowed individuals to work and communicate collaboratively. The authors admit that the study is narrow in scope with a small number of participants, making it unreliable for wider contexts.
Twilla Berwaldt

Internet Archive - 0 views

archive.org

education Technology teaching videos

shared by Twilla Berwaldt on 05 Feb 14 - No Cached
  • Twilla Berwaldt on 05 Feb 14
     
    This site contains video and audio recordings of historical nature.
Mike Procyk

SoundCloud - Hear the world's sounds - 0 views

soundcloud.com

music audio sharing technology elearning

shared by Mike Procyk on 22 Jul 13 - No Cached
  • Mike Procyk on 22 Jul 13
     
    A site that allows students to share and critique their music and build an online audience.
martmullan

TwistedWave Online - 0 views

twistedwave.com/online

audio twistedwave editing

shared by martmullan on 13 Apr 14 - No Cached
  • martmullan on 13 Apr 14
     
    Online sound editor that connects to SoundCloud and GDrive
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
B Bernheim

Audio Mulch - 0 views

www.audiomulch.com/...what-is-audiomulch

edtech541 elearning Theater sound design

shared by B Bernheim on 19 Jul 14 - No Cached
  • B Bernheim on 19 Jul 14
     
    Essential program for sound design and interfaces with many boards for performances. The tutorial is excellent and worth the price by itself. Great for 9-12 high school Theater classes, and Drama clubs.
Carrie Day

Effects of text modality in multimedia presentations on written and oral performance - 0 views

www.editlib.org/148595

multimedia educaton technology

shared by Carrie Day on 10 Oct 14 - No Cached
  • Carrie Day on 10 Oct 14
     
    A common assumption in multimedia design is that audio-visual materials with pictures and spoken narrations lead to better learning outcomes than visual-only materials with pictures and on-screen text. This study's results show retention rates vary depending on media used. **Login to BSU Library for full access of this article
w-j-lawrence

From Text To Speech - Free online TTS service - 2 views

www.fromtexttospeech.com

tools web2.0 resources technology education teaching digital

shared by w-j-lawrence on 15 Aug 15 - No Cached
  • w-j-lawrence on 15 Aug 15
     
    Free web based Text To Speech (TTS) service. Convert online any English text into MP3 audio file. Useful for Universal Design for Learning.
Frank Asciutto

Music Education and Technology - 0 views

www.artistshousemusic.org/...chnology+what+you+need+to+know

shared by Frank Asciutto on 01 Feb 10 - Cached
  • Frank Asciutto on 01 Feb 10
     
    A video that talks about the growing opportunities for digital audio.
Tammy Price

Educational Uses of Digital Storytelling - 2 views

digitalstorytelling.coe.uh.edu/index.html

digital storytelling

shared by Tammy Price on 15 Mar 10 - Cached
  • Tammy Price on 15 Mar 10
     
    This is a great tool for students to work individually to research, report & respond to a particular topic. Projects can also be done collaboratively. You can integrate photos, videos, audio and more to share a story about ANYTHING!!
Susan Weitzman-Trifman

Quips - 0 views

qwips.com

technology tools web2.0 voice recording

shared by Susan Weitzman-Trifman on 03 Oct 11 - No Cached
  • Susan Weitzman-Trifman on 03 Oct 11
     
    At this site you can make a 30 second audio recording that you can share online. You can also connect your recordings to a photo or video elsewhere on the web, i.e. Facebook, a blog, etc.
Eric Warren

http://www.wimba.com/products/wimba_classroom - 0 views

Wimba Classroom

resources education technology web2.0 elearning

shared by Eric Warren on 07 Oct 11 - No Cached
  • Eric Warren on 07 Oct 11
     
    Wimba Classroom 6.1, cornerstone of the Wimba Collaboration Suite, is a live, virtual classroom environment with robust features that include audio, video, application sharing and content display, and MP4 capabilities.
Caroline Murray

ThingLink for teaching Culture - 0 views

Creates an interactive and fun environment for students to explore that uses many different mediums to teach about different aspects of something. Beginner students can take a photo of anything and...

started by Caroline Murray on 02 Feb 16 no follow-up yet
Katie Sisson

Screencast-O-Matic - 1 views

screencast-o-matic.com/home

education technology resources tools

shared by Katie Sisson on 22 Feb 16 - No Cached
  • Katie Sisson on 22 Feb 16
     
    This website is a fantastic free screen recording site. You can record your screen and audio up to about 15 minutes for free. It allows you to upload your recording to You-Tube or save it as a WMV. I used this when sharing multimedia use in the classroom.
anonymous

Storybird - Read, write, discover, and share the books you'll always remember. - 3 views

storybird.com

education technology e-book EdTech541 languagearts

shared by anonymous on 20 Jul 12 - Cached
  • Molli Brown on 20 Jul 12
     
    An eBook creator and social sharing tool that provides a lot of interesting illustrations that you can customize along with your original story. 
  • ...2 more comments...
  • Clayton Mitchell on 29 Aug 12
     
    Capture your child's imagination, celebrate your family stories, or express your own creative side by turning your Storybird into a book you'd be proud to display on any shelf or coffee table.
  • Alyssa Rose on 01 Sep 12
     
    This is a great way to showcase student work as well as peak their interest in creative writing besides using just paper and pencil.
  • Gretel Patch on 06 Sep 12
     
    I love this site! I was just looking for something similar to Photostory on PCs. This isn't exactly it, since it doesn't allow audio voiceovers and student drawings (at least from what I can tell) but it is drop-dead gorgeous. Can't wait until they release an iPad app -- imagine this on the retina display :) I am definitely going to use this in class -- maybe even this week. I also love that it's a creative writing social networking tool that encourages best work, creativity, and collaboration. Thanks for posting!
  • anonymous on 04 Apr 16
     
    Discover an endless library of free books, picture books, & poetry or use simple tools to create books in minutes. Storybird is a creative community where readers & writers celebrate storytelling.
joshgiudicelli

Book Creator - bring creativity to your classroom - Book Creator app - 0 views

bookcreator.com

EDTECH541

shared by joshgiudicelli on 01 Jul 18 - No Cached
  • huskerteacher on 01 Jul 18
     
    This appears to be an easy tool for students to use creativity to create fiction and nonfiction books. Teachers can also create resources for classes. Books can be read aloud for the user.
  • joshgiudicelli on 31 Mar 19
     
    This tool allows students to create a digital eBook. There are ways to include text, images, audio, and even voice clips into the book. Student creativity can be unlocked with this digital tool. All grade levels and content areas can find ways to use this tool.
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