“Those in multisensory environments always do better than those in unisensory environments. They have more recall with better resolution that lasts longer, evident even 20 years later.”
- John Medina, author Brain Rules
in International Journal of Mathematical Education in Science and Technology, Kristin M. Kurianski, Alison S. Marzocchi & Roberto C. Soto (2021)
Among many consequences of the pandemic was an abrupt switch to virtual instruction coupled with feelings of isolation around mandated lockdowns. This situation pushed us to humanize our mathematics classes in ways we had not done previously. Our takeaway from this experience is that community building must be done intentionally and actively. The authors partnered with each other to explore tools for student engagement and fostering a sense of belonging.
We share our creative approach for humanizing mathematics classrooms through three tools: icebreakers for student engagement, Discord for community building, and VoiceThread for peer collaboration. Each author used different combinations of these tools to construct community-centered classroom environments. In this note, we build upon research on active learning and equitable mathematics instruction to share the benefits of each tool.
Our attempts to humanize our mathematics classrooms will have lasting effects on how we teach. We will no longer take for granted that our students feel a sense of belonging, but instead, recognize that we must deliberately cultivate an inclusive classroom community. All three tools can be applied in virtual, hybrid, and face-to-face teaching modalities.
in Zemlyanova, M., Muravyeva, N., Masterskikh, S., Shilova, L., & Shevtsova, A. (2021). Advancing English Language Learners' Speaking Skills Using VoiceThread in Mobile Learning for Russian Tertiary Context. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(6), 1-11.
This research examines the effectiveness of using the VoiceThread (VT) application (both web and mobile-based) for the development of oral English skills of Russian university students. The study involved 44 full-time bachelor students in non-linguistic departments. The results were evaluated by online questionnaire using SurveyMonkey. The survey indicated that the majority of students agreed that mobile VoiceThread developed their oral language skills (M = 4.75) and they enjoyed using it for language learning (M = 4.13). The novelty of the research lies in a more integral assessment of the entire set of oral linguistic skills as a result of their development using a specific mobile learning platform widely used throughout the world. The results can be used in practice to implement mobile learning platforms for teaching oral language skills to students with basic knowledge of a foreign language.
in Presented on International Conference of Nepal English Language Teachers ’ Association NELTA 2014
Giving individual feedback in teaching speaking is very important to improve learners’ fluency and accuracy. This research talks about how speaking becomes more authentic if learners are motivated, involved in negotiation of meaning, and participating in genuine interaction. This research also talks about the need for individualized feedback. Voicethreads promote multiple learning styles. Due to all these, use Voicethreads in the ESL classroom can help learners create a greater level of success in school.
in Pedagogical Activity using VoiceThread in intermediate French Developed by Kristen Michelson
The following pages outline an internet-enhanced language learning activity designed for students of 3rd semester (intermediate) French at the University of Arizona. The fourth and final module of this course—French 201—is entitled, Penser vert (“Think green”), and is centered around cross-cultural discussions of consumption, recycling, and how to live in an environmentally conscious manner. Embedded within discussions around ecological living in various cultural contexts, the chapter integrates a review of all verb tenses, including the past, present, future, conditional, and subjunctive tenses. The proposed activity adapts the chapter’s culminating assignment—a narrated slide show presentation given in class—to the Web 2.0 platform, VoiceThread. The entire pedagogical sequence involves 1) exploration of VoiceThread, 2) creation of a VoiceThread, 3) interaction with others’ VoiceThreads, and 4) an evaluation survey in which they will be asked about their experiences with the activities and with this particular tool.
in International Journal of TESOL Studies. Agnes Bodis, Melissa Reed, Yulia Kharchenko, Macquarie University, Australia
As ESL and TESOL programs moved to an online or remote teaching mode rather rapidly during the first half of 2020, many of the practical elements of face-to-face teaching needed to be reconciled in the new mode. Likewise, in a TESOL teacher training unit at Macquarie University, Australia, highly practical elements of the unit needed to be changed to an online mode in line with the new restrictions. In order to address these challenges, online microteaching activities were implemented, employing the principles of Learning-Oriented Assessment (LOA) and learner autonomy. Responding to the students’ needs, a series of asynchronous tasks were created using VoiceThread, a multimodal asynchronous interactive platform, and enabling tasks facilitated by a combination of videos, interactive H5P tasks and forums. We have found that the new approach not only met the Unit Learning Outcomes (ULOs), including the practical application of teaching methodologies, but also had further advantages. The additional strengths of the approach include increased feedback literacy, and information and communication technology (ICT) skills for students, developing autonomy as learners and teachers, and developing a community and fostering engagement. The present task design is applicable to English for specific purposes (ESP) and general English teaching contexts in both fully online and face-to-face delivery modes.
in Luisa Josefa Corsi García. "An Attempt to Foster and Enhance Students’ Speaking Skills by Using VoiceThread Videos within a Flipped Lesson Plan". Voces y Silencios. Revista Latinoamericana de Educación 11, no. 2 (2020): 175-185.
My testimony presents a description of an in-class flip lesson plan that uses VoiceThread videos, and which was applied in two different courses of the Academic English Program at the University of Los Andes. First, I provide a general overview of the teaching context. Next, I describe the pre- and in-class activities. Then I present my insights and perceptions about the teaching interaction dynamics and learning culture, which shifted from teacher-centered to student-centered and thus generated a radical change in my students’ attitude and behavior. Subsequently, I explain some aspects to be considered for future practices. Finally, I provide an overall conclusion.
in Oliver, K., Moore, R., & Evans, M. (2017). Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case. International Journal of Designs for Learning, 8(1). https://doi.org/10.14434/ijdl.v8i1.22573
This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.
in Information Systems Education Journal (ISEDJ) 17 (3) ISSN: 1545-679X June 2019
This study explored the use of a web-based tool, VoiceThread, as it relates to enhancing active learning and learner engagement in two online business courses. VoiceThread was integrated into various learner-centered activities supporting learner-learner, learner-content and learner-instructor interactions as part of an online course improvement process. As a result, using VoiceThread in two asynchronous courses created an online learning community, and promoted active learning and learner engagement in both courses.
in International Journal of Online Pedagogy and Course Design (IJOPCD) 9(4) Yingqi Tang (Jacksonville State University, Jacksonville, USA)
Collaborative learning allows students to share diverse ideas, resources, and experiences. Studies have shown that students engaged in collaborative learning are more likely to achieve, and exhibit increased critical thinking and problem-solving skills. However, in an online course class, students receive very little human interaction because most of the communication is via text. This article overviews how VoiceThread, a cloud-based web 2.0 application, has been used in primary, secondary, and higher education institutions for enhancing discussion in traditional and virtual classroom. From there, actionable class content with a focus on teaching students’ information literacy is provided. This article also shared technique parameters of VoiceThread, as well as some notes of using VoiceThread application.
in DR MAIREAD SEERY, DEPARTMENT OF SOCIAL SCIENCE & DESIGN, FACULTY OF SCIENCE & HEALTH, ATHLONE INSTITUTE OF TECHNOLOGY
This case study presents how VoiceThread, an online application used to create multimedia presentations and conversations, was used to enable first year students to give and receive feedback. In the process, the presentation skills of the student are enhanced.