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Friday, August 17

Reflective Synopsis

I've reached the midway point of this course, and it's time to reflect and consolidate. I have posed myself a key question which my reflective synopsis will aim to answer:

What do I now understand about e-learning, and how will this guide my teaching practice?

My synopsis will be sequenced with some simple headings to aid navigation.



Why is e-learning important?



The development of Information and Communication Technology (ICT) such as the internet, computers, smart boards and mobile devices has vastly expanded the ways in which we interact. E-Learning can take learners beyond the boundaries of the physical classroom; the virtual classroom has no walls or ceiling, and the internet allows participation in a global community. This means ready access to a whole range of experts in their fields - whether those fields are things like marine biology, or what it means to be a child in another country with different customs and values. Citizens of the global community are connected in ways that just weren’t possible in the past.

ICT has the potential to facilitate, support and enhance learning in endless ways, but this is not the only reason to embed it in our teaching. We are now living in a knowledge economy in which problem-solving skills, flexibility and inter-personal skills are highly valued (Houghton & Sheehan, 2000). According to Fee & Seemann (n.d., p. 7), technology “has the potential to imbue many of the ‘life skills’ required” for participation in a knowledge economy. It is clear that ICT should not be ignored in Australia’s education system. The Melbourne Declaration of Educational Goals for Young Australians (MCEECDYA, 2008) recognises the need for young people to become highly skilled in the use of ICT, and the Australian Curriculum endorses this, stating that students must “learn to use ICT effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas” (ACARA, 2012).

Today’s learners are developing, and need to develop, complex new literacy skills for making meaning from texts that transcend the traditional (Ewing, Lowrie & Higgs, 2010). Prensky (2001) claims that all of our students are ‘native speakers’ of digital language. Whilst I find this message inaccurate (see my blog post here), I do believe that digital language is an intrinsic part of our daily lives and that it is part of my role to provide my students with carefully scaffolded opportunities to become familiar with it.

Based on the evidence, I believe that digital literacy and the thoughtful use of ICT is a vital component of a thorough, effective education within contemporary Australian society.



How does learning theory apply to e-learning?



The TPACK framework emphasises the relationships between technology, pedagogy and content knowledge (reference). As I have established in this blog post, technology should not be a mere add-on to education. Content knowledge is important, as one must know what to teach; and pedagogy is important, as one must know how to teach, and how to embed technology in meaningful, useful ways.

It has been established throughout the course that no single learning theory can 'cover all bases' when it comes to implementing e-learning in the classroom. Instead, effective e-learning can be seen to link to a variety of prominent theories:


Behaviourism

There is some support for behaviourism’s value in e-learning, but I feel that whilst, as Snowman et al. (2009) explain, ICT can make behaviourist approaches more efficient (for instance in rote learning of basic facts), such approaches do not take advantage of the real power of ICT. Behaviourism is, I think, a limited approach to e-learning.

Cognitive Constructivism

This is one of the areas in which I feel the real power of ICT and e-learning comes alive. The cognitive approach holds that "people do more than simply respond to reinforcement and punishment" (Woolfolk, 2001, p. 240), and emphasises the importance of prior knowledge and scaffolding. Scaffolding aids the process of constructing knowledge (Snowman, et al., 2009). Planning for scafolding is, then, a vital part of the teacher's role. Early in this course, we participated in a Wiki activity using Edward de Bono's 'Six Thinking Hats' as a scaffold to support our thinking. As you will see in my blog entry, this activity helped me to recognise the value of appropriate scaffolding.

Social Constructivism & Collaboration

The importance of collaborative learning is emphasised in contemporary theory (Killen, 2003). ICT has obvious strengths in this regard as it supports collaboration in ways that, twenty years ago, could barely have been imagined. Students can work together easily over the internet – discussing issues, commenting on each-other’s creations or ideas, or editing a group document, for example. 
 
Connectivism

Connectivism as a learning theory refers to the storage, seeking and sharing of knowledge that is possible in this highly networked era (Siemens, 2005). The idea seems to be that such networks and connections (which allow us to locate information as we need it) are more important than necessarily having information ‘saved’ in our own minds. This certainly rings true for me when I consider how frequently I use networks – such as Google or even facebook – to find information as I need it. I am a competent ‘searcher’ in this sense, able for instance to insert the terms into Google’s searchbar which are most likely to bring up what I need. I also know how to locate and communicate with people who may be able to help me with particular things. According to connectivist theory, students need such skills if they are to be competent lifelong learners. ICT in the classroom, then, is an important tool for teaching these skills.
  
This is not an exhaustive list of learning theories relevant to e-learning! It does, however, provide an overview of a few aspects that I believe are important to consider. Teachers need to keep learning theory in mind as they make informed choices about using ICT to support teaching and learning.



Practical Application - some specific tools


Throughout this course I explored a variety of online tools, considered their advantages and disadvantages, and evaluated their potential for use in my future classrooms. I wrote detailed blog posts on tools which I found particularly interesting. These tools reflect changes in digital technology which some refer to as the advent of Web 2.0 (which you can read more about in this blog entry).

The tools can be broadly categorised as follows:

Online spaces

Online spaces are a bit like blank canvases which users fill with their own content. Wikis are a prime example of online spaces which promote collaborative construction of knowledge. Read more about them in my blog entry here.

Multimedia
 
On the internet, a multimodal text can contain images (including animated images), audio (such as podcasts, Vokis and other recordings) and video (an embedded Youtube clip, for instance). These tools can be combined in any number of ways to create original, engaging, effective products; Blabberize, for example, allows the user to combine a selected image and audio file to create a talking image. I explored the use of multimedia in this blog entry.


Presentation tools

Tools like Powerpoint and Prezi allow teachers and students to present content in engaging ways, and are not just limited to visual components. Audio and video components, as well as links, can be embedded. As becomes clear in my review of Glogster, the flexibility of a good presentation tool allows use for a variety of different purposes.

Animations and Simulations

Animations and simulations open doors to realms that may not be available otherwise. Some are playful (like Zooburst), others are very practical (like Google Maps). I have often referred to simulations for scientific investigations when I was unable to complete an experiment myself (for example, for safety reasons). For this task, I chose to investigate Google Earth closely, and you can view my analysis here.


A few final considerations


The 'virtual' classroom has no walls, but it does have limitations. Equipment and programs, for instance, do not always work as expected. In the ICT world, problems are pervasive – and solving them is all part of the learning curve.

Copyright, ‘fair use’ and content protection exists on the internet as much as anywhere else. Teachers should talk to students explicitly about legal and ethical issues when it comes to copying or sharing another person’s work – and always model appropriate behaviour. I had difficulty finding permissions for an image I wished to use in my blog, and ultimately (though disappointed) chose to replace it with another, as it is better to be sure. Additionally, teachers should respect students’ own rights by always seeking permission before sharing any of their work with others.

Not everything found online is accurate information. Students must learn to identify reliable sources. Teachers can help by modelling the process and providing students with safe opportunities to exercise their own ability to make judgements. As I stated in my post about Wikis (linked previously), Wikipedia provides an excellent opportunity for teaching about this.

Finally, safety is of utmost concern. The internet is a public domain by nature, and when information or content (such as photographs) is shared over it, there is no guarantee of privacy. Children must be made aware of such issues – including the fact that when something is shared publicly online it is practically irretrievable. Some online spaces are protected in certain ways, but even then there is potential for private information to be stored or accessed by unauthorised people. Again, teachers must model and discuss safe internet practices. I mentioned one example in my review of Glogster (linked previously), regarding privacy policies and Terms of Use articles.


References


Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). Information and communication technology (ICT) capability. Retrieved from www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability

Ewing, R., Lowrie, T., & Higgs, J. (Eds.). (2010). Teaching and communicating: Rethinking professional experiences. South Melbourne, VIC: Oxford University Press.


Fee, T., & Seemann, K. (n.d.). The knowledge economy: What it is, where it comes from and what it means to technology education in Australian schools. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/prolearn/reading/index.htm


Houghton, J., & Sheehan, P. (2000). A primer on the knowledge economy. Retrieved from http://www.cfses.com/documents/knowledgeeconprimer.pdf


Killen, R. (2007). Effective teaching strategies: lessons from research and practice (4th ed.). South Melbourne, Victoria: Thomson.


Melbourne Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA). (2008). Melbourne Declaration of Educational Goals for Young Australians. Retrieved from http://www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html


Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm


Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology Applied to Teaching (1st ed.). Milton, Queensland, Australia: John Wiley & Sons Australia Limited.


Woolfolk, A. (2001). Educational psychology (8th ed.). Needham Heights, MA: Allyn and Bacon.

Thursday, August 16

Web 2.0? (Disclaimer: I’m a nut)


So I keep hearing this term, and while I sort of get its meaning, I’ve never sought clarification. Here goes.

I boarded the Google search train and flung my bags into the overhead rack. Gazing around at my fellow occupants, I experienced a sense of disquiet. One wore a t-shirt proclaiming the benefits of Google Chrome. She gestured to its colourful little symbol and gave me a thumbs up.

“Oh – no, thank you, I’m with Firefox. I’m just a site-seer,” I hastened to inform her. She shook her head in resigned disgust and turned away.

It was then that I noticed the man in the corner, with a raised eyebrow, bearing a sign slung around his shoulders which read “I’m Feeling Lucky.” I avoided his eye, telling myself that I should have travelled with Ask Jeeves or Bing – even Yahoo!’s shabby purple seats would have been preferable – but as the doors shut and the train slid smoothly out of the station, I quickly forgot my strange companions.

The first site we passed was Wikipedia. The landscape was inviting and familiar. I nearly hopped out then and there, but glancing at the timetable I saw that the next stop might be worth a visit. ‘What is Web 2.0 – O’Reilly Media’ – a catchy little title, and one which promised me answers. I grabbed my bags and stepped quickly off the train. The doors closed in Mr. Not-so-Lucky’s face.

It turned out to be a huge article, spanning several pages. I found that the term ‘Web 2.0’ was coined at a 2004 conference in response to exciting new developments on the World Wide Web. It refers to “a set of principles and practices that tie together a veritable solar system of sites that demonstrate some or all of those principles” (O’Reilly, 2005). These principles emphasise (in part) user-controlled systems, the ‘perpetual beta’ (a term I particularly like as it implies software that is continuously under development and never absolutely complete), play, and participation – “harnessing collective intelligence” (O’Reilly, 2005). The impression I receive from O’Reilly is that Web 2.0 is a controversial, subjective term, but nonetheless serves a purpose when describing the capacities of the modern-day internet and software development.

In the end I confess I returned to Wikipedia. O’Reilly had a lot more to say and I’m sure it’s of value to someone but I was not finding his a quick solution. Wikipedia used a tag cloud to present relevant concepts. If you click the image here, it will take you to the interactive cloud, in which each word is a link to a related Wikipedia entry. Is this, or is this not, brilliant in its simplicity?


(Image source: Wikimedia Commons)

Anyway. That’s Web 2.0, and I’m happy enough to use the term, but it IS ambiguous and it does mean different things to different people.


References


O’Reilly, T. (2005). What is Web 2.0: Design patterns and business models for the next generation of software. Retrieved from http://oreilly.com/web2/archive/what-is-web-20.html

Monday, August 13

Embarassingly personal

Scott said something about lifelong learning that got me thinking along rather personal lines.

Sometimes I wonder if I might, just MIGHT not be good enough. In general, you know. I know myself, and I know I'm pretty useless at times - lazy, ignorant, selfish; I can be a complete waste of space. It's not pretty but there it is. And sometimes I feel stuck like that. If that's what I am, I think to myself, why bother?

Scott expressed his eagerness for learning to validate "my belief that, I was neither stupid nor thick."

I'm an eager learner as well. I love to read, especially, and I love people... I like to know people and understand their thoughts and realities. I like that kind of learning. But learning is also a way of bettering myself. Every now and then I catch a glimpse through a certain window into a world where Tiana is confident, dedicated, CAPABLE, and never, EVER procrastinates! She is an excellent teacher, valued by her students, highly desired in the workplace (I mean in a professional sense...), and probably has a fantabulous personal life because she never forgets to reply to her friends' messages on facebook.

I know there are a lot of great things about me, and that's all well and good, but the nagging feeling of not being 'good enough' persists in rearing its ugly head in moments of insecurity. I want to overcome this; I want to be better, be helpful, make people happier, improve their lives... I don't want to stay the same and slowly settle into the mud of mediocrity and low expectations. It would be so easy.

Learning, then...

When I feel stuck, learning is the way out, and I need to hold on to that motivation. I have a little phrase I like to whip out at necessary moments:

Action creates momentum!

I said it to myself this morning as I was buried under the covers in bed. It takes one movement, and the will to keep moving... so I groan and lift my head and then lift the rest of me and finally... huzzah! I'm up! Bring on the day! Working out what to do from here is another matter but you have to celebrate the small victories.

So anyway. I WANT to learn but I lack momentum. Inertia is a too-powerful force. I need to make the small actions that lead to the bigger ones. I need to encourage myself not to settle with where I'm at... I need to remind myself that I (just like you, and just like the children we might teach) have all the potential in the world, and that everything I need to unlock is readily available if I'm willing to learn the keys.

Saturday, August 11

Google Earth

When it comes to simulations, Google provides an interesting array of tools and services to meet a whole variety of needs. I make regular use of Google Maps, for example, to plot routes or view locations in ‘streetview’ mode. I was going to investigate its educational potential for this blog, but in the midst of my research I was finding more and more reference to Google Earth, a tool which I am much less experienced with. The possibilities began to intrigue me, so I set out to explore.
Google Earth allows people to virtually visit locations around the globe without leaving their chairs. It is a quick, free download (with permission for school use), available here

As soon as the program opened I was able to ‘scroll’ (using the mouse wheel) into the satellite image of the earth, and move around it by clicking and dragging. I found this very intuitive, but if I’d needed instructions, there is a series of helpful tutorial videos here. I watched one on sharing screenshots, because I wasn’t sure if I had permission to do so. It seems I am encouraged to share within my Google+ account at least (and the image has copyright information stamped on it), so here we go:

Click for full resolution!

I headed for Australia, and then Queensland. Little icons began to appear on the map as I ‘zoomed’ further in. I clicked on one labelled ‘Protected Species’, which brought up an image of a dugong and her calf, and a paragraph of information and links about dugongs in the Great Barrier Reef! Another icon near Townsville, labelled ‘Eden’, brought up an album of beautiful photographs of a waterfall (Crystal Creek) and rainforest. Links beside the images allowed me to ‘Fly to this location’, so I did.

Some other things I was able to do:

  • View ‘sunlight’ to see where the earth is currently in shadow (as well as adjust the time slider to watch the shadow change at different times) – which would be useful for showing children the effects of the earth’s movement around the sun, or in discussions of time differences or daylight savings. 
  • Switch from viewing Earth to viewing the sky, Mars or the moon. The sky view showed me constellations, which was fascinating although it was difficult to work out where I was viewing from! Mars and the moon were both incredible views which identified craters and other features by their names. I was even able to view landing sites in 3D, and bring up notes about the missions, with links to further information – this could help bring context to classroom investigations.
  • Use Street View to move around 360 degrees in still images (a concept I was familiar with from Google Maps). This makes it possible to see what streets, monuments, shops, etc. look like in different places around the world – developing students’ global awareness. 
  • Toggle different ‘layers’ to show or hide labels, photos, roads, the weather, 3D buildings and other features. 
  • Use a sliding bar to view a given location as it appeared at different times. The earliest imagery provided of Paris, for instance, is from 1943, and I can see how the landscape has changed between then and now. Buildings, roads and trees have all appeared in new places! Children sometimes have difficulty understanding the concept of change over time. With Google Earth they can actually watch it happen.
  • Visit landmarks such as the Eiffel Tower (there were a lot of photos provided here), using the 3D building viewer, which shows digital constructions of many buildings (especially famous ones). Clicking on a building brings up information about it, links to nearby places, photographs, and (if available) a link to the relevant Wikipedia article. The 3D software took some time to load, and not all computers would be able to cope with it, but it is fascinating. One day we might be able to take virtual tours inside important buildings!

At this point it was obvious that I could spend hours exploring the capabilities of this program, but since I don’t have hours, I turned my attention to using another popular Google tool (Google search) to find out what other teachers are doing. Google itself provides a community space for sharing ideas, but it turns out that there are many blog entries and websites devoted to the pedagogical possibilities of Google Earth. 

This site shows how Google Earth can be used to plot out tours of locations from novels (which I would love to do with my own students to help bring literature to life for them), while this site uses a plug-in to add detailed information about population, economy, geography etc.

This blog opened my eyes to quite a few more options. One of these was ‘A New Life’, in which the tools of Google Earth can be used to create and run a theoretical country. I participated in country-creation during my own schooling but all we had to map our new world were cardboard and biros. Needless to say, I find this new option far more inspiring.

In summary, I’m hugely impressed with this tool, and almost staggered by the possibilities. It must be one of the most comprehensive simulations in existence to date, and the fact that it is created from real satellite imagery means that it is accurate and realistic. The program itself is reasonably simple to use, although for young children I would turn off any features or options that weren’t important to our particular purpose (to limit confusion). It is not very visually appealing but the focus is really on the picture, not the software, so that doesn’t matter. I think Google Earth can be used to foster all kinds of activities that would support operation at the highest levels of Bloom’s Taxonomy.

Tuesday, August 7

Group 3: Powerpoint, Prezi, Glogster

Group 3 involves Powerpoint, Prezi and Glogster. I love Powerpoint (old favourite) - so many possibilities, easy to make professional-looking slides, possible to embed various things. I LIKE its sequential nature. I never had a problem with it - until I was introduced to Prezi!

As Henrika pointed out in her blog, Prezi is non-linear. It lets you zoom all over the place. You can embed video, audio, whatever. You can revisit an earlier segment. You can delve deeper into specific concepts - in a very visual way. It's a complete revision of the tried and true slideshow concept, and somehow, it meets needs I never knew I had. I watched Tina put together a Prezi for a recent group assignment, but I haven't played with it properly myself. I want to, and I will, but right now what I'm most curious about is Glogster.

I want to try Glogster. I'm intrigued by what I've heard... Glogster defines itself as a 'graphic blog' presenting 'interactive posters'. I love words and writing, so if this is more focused on images I'm not sure what I will think of it as far as personal use goes, but I am well aware of the power of visual learning in a classroom.

I had the option to sign in with facebook. My usual policy is to limit the number of websites that have links to my facebook, but I also hate having accounts with so many websites! I decided to let facebook handle this one for me. I brushed up on facebook's privacy policies, but I didn't read Glogster's terms of use. I sometimes do and sometimes don't bother to read the fine print on websites, depending on how much (or little) I trust them. Clearly, if I used Glogster (or any other account-based website) with students, I would need to take a few moments to clarify the importance of terms of use and other policy documents. It IS important to understand what a company intends to do with the information you share, and what your own legal obligations are. It can be tedious but there are keywords (such as '...share your information with numerous advertisers') that can be scanned for to help you decide whether to accept the terms of use or not.

There are several templates provided. I didn't really know where to go from here, because I don't have any purpose for using Glogster. I think that's part of my hesitation in signing up for so many things - I don't really have a purpose for them right now, so I'll sign up and then forget about it. I want a purpose. I guess that's something to remember for my future students.

I found it really difficult working on the Glog using my netbook. The small screen is a disadvantage and would make it hard for students to use the site with a mobile device, unless there is a mobile version available. I switched to using my PC.

The templates are attractive, but full of pink and following a typically 'feminine' scheme for some reason - which may cause some students to switch off. Nonetheless, there are a variety of templates which would be helpful for students because they provide the formatting already done. This means that every student can succeed at creating a nice-looking Glog.

It is moderately intuitive to add an image to the Glog. I can resize it, send it to the back or bring it to the front - layering as I wish. I would like it to have popup tool tips, however, as I wasn't sure what each button would do until I tried it - children may feel intimidated. Perhaps there is a tour.

I found that I could register as a teacher, but was unable to view all the possibilities without taking a free temporary trial (which I prefer to save for a later date when I can take more advantage of it). I spent some time reading about the possibilities instead, and found my head beginning to swim with ideas for Glogster's use in the classroom.

I browsed some Glogs listed under the education section of the site, and found some fantastic posters, such as this one by Kalista Nedoff. People have embedded links, images, audio, videos, scrollable text boxes and cute animations. The results are surprisingly engaging, and Kalista's poster in particular is able to deliver a lot of text and information in a way that breaks it up into bite-sized chunks, and is more visually pleasing than plain paragraphs.

I also had a look at some of my peers' blogs (including some who took eLearning last year).

  • Krystal uploaded her own 'online poster', which helped me see a better use of Glogster than I had managed.
  • Rohan used his as a digital taskcard! I love this idea. I've only ever created paper-based taskcards (and one webquest), and hadn't seen an example of a digital taskcard before. It's like the lovechild of taskcards and webquests.
  • Sarah's comprehensive post showed me a way of embedding Glogster in early years learning, and also led me to this fantastic pdf: 1001 Super Tools for Teachers: Glogster.

After having a closer look, I would love to try Glogster in a classroom. It's an engaging way for me to present information to students, and also seems easy enough for students to get to grips with and create their own posters or pinboards. I can see assessment opportunities here. The posters are easily shared with other people, and can be commented on - which could foster collaboration. The whole concept really is a lot more interesting than I gave it credit for, which just goes to show... I need to take the time to give more of these websites a chance! I'm kind of eager to check out something else now.


Thursday, August 2

Group 2: Multimedia

According to the Global Imperative document, 21st century literacy is

multimodal, creative, interactive and emotive

(The New Media Consortium, 2005).

Image source: Wikimedia Commons
I believe this to be true. For the people who are 21st century literate, these words do reflect their experience. In terms of ICTs, I think a surprising number of young Australians are out of the loop, but they are still using multimodal, creative, interactive and emotive literacies on a daily basis. We're surrounded by symbolism, images, words and sounds that demand our attention and understanding - consider the yellow M on the right. Compare the demands of 21st century literacy to those of 18th century literacy. What a stark contrast.

Research highlights the value of multimodal education (Stansbury, 2008). I've already learnt that the more senses I use to take in information, the more readily I will remember what I've learnt - for instance, a strong scent can easily take my mind back to a very specific event in my past. The emphasis of multimodal education is on a different kind of sense - spatial sense, for instance - but maybe the principle is similar. If I present a message in more than one way - say, with images as WELL as words - I will engage my students so much more effectively.
"Students come to school equipped to learn on many levels, using multiple pathways and drawing on multiple intelligences, but today’s curricula do not meet their needs, and too often school is the least engaging part of a student’s day. Schools do their students a disservice when they fail to teach literacy in the expressive new language that their students have already begun to use before they even arrive" (Prensky, 2005, as cited in The New Media Consortium, 2005).
I want to look a little more deeply now at two modes of communication.

Images


Images are a huge part of early childhood education - they're engaging, and particularly useful in bridging language gaps. Some images are more complex than others. It's important for children to learn to 'read' images (Thibault & Walbert, n.d.), and this means that I need to scaffold experiences that will teach them this skill. It involves looking at certain kinds of images with a critical eye, and realising that images can tell us a lot - sometimes they give us messages we don't even notice.

I would like to have a classroom digital camera, to help us capture great moments and record some of the things we do. The students can learn how to use the camera and upload images from it. They will also need to learn how to resize and edit images before using them online or in their creations.

I use Photoshop Elements to resize and edit images on my computer, but students are less likely to have access to such programs so that's where free image resizing software could come in handy.

Here's my own photograph of a gecko, resized from 5184x3456 to 600x400 (pixels). Resizing saves upload/download time and also bandwidth, and it's easy to do.



Audio


There are a lot of great audio tools out there that can be used in various ways. The one that always comes to my mind is voki. I used it throughout my Weebly webquest, and I was really impressed with the quality of the text-to-speech software. It is relatively easy to produce sensible audio. In fact, I recently lost my voice for a day or two, and used a voki to communicate!

Podcasts are new to me as an educational tool. I know of them, but I don't find them very interesting, and I haven't thought about their educational value except maybe as a way of delivering lectures. The podcasting wiki suggests a few ideas that I quite like, for instance using a podcast to publish student work, or record students interviewing guest speakers.

I made my own voice recording, and used it with Blabberize to create this talking image (my own sketch):




References

Stansbury, M. (2008). Analysis: How multimedia can improve learning. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/

The New Media Consortium. (2005). A global imperative: The report of the 21st century literacy summit. Retrieved from http://www.nmc.org/pdf/Global_Imperative.pdf

Thibault & Walbert. (n.d.). Reading images: An introduction to visual literacy. Retrieved from http://www.learnnc.org/lp/pages/675