Wimba Voice (Re-Edit)
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This document provides an overview of the Wimba Voice tool and its uses for synchronous and asynchronous learning. It discusses how Wimba Voice supports auditory learning styles and allows users to create voice boards, podcasts, and annotate materials with voice comments. Screenshots and step-by-step instructions are given for setting up voice boards, recordings, and presentations within Moodle. The benefits of incorporating audio into online learning are highlighted.
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Wimba Voice (Re-Edit)
- 1. WimbAVOICE Dr Bex Lewis
- 2. Wimba Voice: The Session Learning styles, specifically auditory learning styles The possibilities for synchronous and asynchronous discussion. The basics of using the tool to annotate other material & create podcasts Personalise your Learning Network page with a welcome message The opportunity to provide auditory student feedback
- 3. Do you have? USB headset with integrated microphone? Module on the Learning Network in which you can practice?
- 4. Why audio? LEARNING STYLES
- 5. E-Learning “The move towards adopting more audio-visual modes of delivery in lectures and through Virtual Learning Environments is certainly a growing trend. Some colleagues are also producing video resources to be used in conjunction with traditional lecture materials or as a stimuli for seminars or assignments, these are often sourced from existing off-air recordings or increasingly from online sources such as YouTube.” http://www.jiscinfonet.ac.uk/case-studies/tangible/tangible-benefits-pv.pdf (p167) Image: http://elearning.kettha.gov.my/lms/Customizing/global/skin/kettha/images/00_elearning.jpg
- 7. Auditory (34%) Like ‘traditional’ lecture-style techniques Sit where they can hear, but needn’t pay attention to what is happening in front Acquire knowledge by reading aloud Remember by verbalising lessons to themselves. Hum or talk to themselves or others when bored Likely to say: “I hear what you’re saying” PAY ATTENTION TO: Voice tone, inflection, questioning
- 8. DISCUSS: Uses for WimbaVoice? Where and how are you thinking of using Wimba Voice? What benefits do you think it will have for teaching/your administrative role?
- 9. Synchronous/Asynchronous Synchronous e-learning Works in ‘real time’ Uses tools such as Videoconferencing Chat (vocal or writtten) Aids the development of learning communities Social Learning, less isolation Avoids frustration in getting fast responses to queries Asynchronous e-learning Occurring at different times Uses tools such as Email Discussion boards (vocal or written) Supports work relations among learners and with teachers Flexible, especially for part-timers Learners can log on to an e-learning environment at any time and download documents or send messages to teachers or peers. Students may spend more time refining their contributions, which are generally considered more thoughtful compared to synchronous communication. http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AsynchronousandSynchronousELea/163445 Image: http://www.kollewin.com/EX/09-15-11/synchronous-vs-asynchronous-collaboration-by-Ramius.gif
- 11. Wimba Voice Activity Voice Authoring A recorded message that a user can play back anytime, usually accompanying content within a webpage Voice Board A threaded, voice-based discussion board that can also be used for one-to-one vocal exercises Voice E-Mail An email with standard text, plus a vocal element Voice Presentation A presentation consisting of web content alongside voice messages Voice Podcaster A feature that allows for the creation and subscription of podcasts HAVE A LISTEN: http://tinyurl.com/WVSamples Wimba Voice Modules & Blocks must be enabled by Moodle administrator
- 12. Adding Wimba Voice to Moodle Turn editing on Select a section (week) from your course Click on Add an Activity For this exercise: Voice Board Enter an activity name Select ‘new voice board’ & add anappropriate name Create & Return to Course (without editing) Create & Display (With editing)
- 13. Wimba Voice Features Remaining Time Time Indicator Slider Control Menu Icon Volume Control Audio Meter Record Play Pause Stop
- 16. New
- 17. Reply
- 18. Edit
- 19. Delete
- 20. Forward
- 21. Import
- 22. Export
- 23. Publish
- 25. Editing Voice Boards Go to Activities Select Voice Boards Highlight the board you want, and the options appear Select tabs, e.g. Settings Standard Media of 12.8 works for most settings.
- 28. Voice Email Archive As the software updates, the options listed as A-D may change, remove, appear… https://wiki.asu.edu/help/images/f/f2/Voicedirect10.jpg
- 29. Voice Presentation http:///tinyurl.com/WVPresentation A presentation consisting of web content alongside voice messages Add Activity Voice Presentation
- 30. Opening Screen:
- 33. A feature that allows for the creation and subscription of podcasts
- 35. http://www.youtube.com/watch?v=y1eKr-3xT8E *We recently acquired this, but no one has yet tested it
- 36. Final Thoughts: Possibilities for Wimba Voice? Group discussion... http://www.wimba.com/assets/resources/WimbaVoiceDesignBasicsWorksheet_v2.pdf
- 37. Thank you for your timeQUESTIONS?
- 38. Further Information Learning Network: http://bit.ly/bllearnnet Twitter: http://twitter.com/blwinch Facebook: http://bit.ly/blfacebook Blog: http://wblb.wordpress.com/ Email: bex.lewis@winchester.ac.uk
Notas del editor
- "on average studies have shown rough 29% have a visual preference, 34% auditory and 37 kinaesthetic"SMITH (IN TRUNER,T & FROST, T. 2005, 146)So I want to look at the three main ‘learning styles’, and identify the behaviours that may be exhibited in class, and how that may affect your teaching style… Look out for ‘predicate’ words, e.g. see, hear, feel…, which give an indication of an individual’s learning style
- Auditory –a significant number (and bearing in mind that many lectures are presented only in an auditory style!) – if the ‘co-ordination’ point seems a little odd, it’s more a signifier for identification… Auditory learners tend to benefit most from traditional teaching techniques. Many teachers use a lecture-style forum, presenting information by talking to their students. Regulating voice tone, inflection, and body language will help all students maintain interest and attention. Auditory learners succeed when directions are read aloud, speeches are required, or information is presented and requested verbally. So, if they’re humming away, what can you give them to hear that will recapture their interest?!
- Retention is highest when students are able to practice new concepts, analyse alternative viewpoints, and explain their own conclusions. Participation in online discussion forums provides opportunities for active learning. By introducing a vocal elements to online discussions using Wimba Voice, students are required to become actively engaged with the course content and, through conversation with their peers, negotiate the meanings of content. Allows staff to use activities which are not heavily text-based as much is... Allows broader range of learning. Particularly useful for language learning (vocab, accents, listening & comprehension skills) and the ability to bring in expert voices from elsewhere (geography/time independent)
- Synchronous e-learning, commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and teachers experience synchronous e-learning as more social and avoid frustration by asking and answering questions in real time.Synchronous sessions help e-learners feel like participants rather than isolates:Isolation can be overcome by more continued contact, particularly synchronously, and by becoming aware of themselves as members of a community rather than as isolated individuals communicating with the computer.Asynchronous e-learning, commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the same time. It is thus a key component of flexible e-learning. In fact, many people take online courses because of their asynchronous nature, combining education with work, family, and other commitments. Asynchronous e-learning makes it possible for learners to log on to an e-learning environment at any time and download documents or send messages to teachers or peers. Students may spend more time refining their contributions, which are generally considered more thoughtful compared to synchronous communication.
- Have to name, just add e.g. Bex – and it let’s you through... Only when it’s accessing something external...
- For now we’re just returning to the course... We can return...
- The recording interface is the same for all Wimba Voice features... The Play button turns green once there’s content within it. For audio meter, ensure that it’s not grey, if it is – it’s not recording... Use the menu icon if problems – found USB headset worked...You can’t append, re-record (you override instead). To re-use & re-edit you will need to use other software outside (e.g. Audacity, etc. – we’re looking more into this) and then import back in as an MP3.Maximum recording time is 20 minutes.
- Not sure if this is the most efficient way, but if you want to add a block, for the option to come up in ‘Activities’ seem to need to add it as an activity first – can always delete it afterwards... Great to add a bit of personality to welcoming people yes, am planning one for Blended Learning Page, introducing new topics, build assessments & add emotion/tone to material...
- Back to that first tool we opened – so let’s find that original board.... It’s possible to create public & private threadsCAN use for chat... Can be good as an icebreaker... Menu options... New – we’ll create one shortlyReply – reply to original post (visible to all)Edit – Can re-record a message, and add/remove written contentDelete – a message (assuming that this can be done to other posts as a form of moderation)Forward – disable if confidential (this is the default)Import – pre-existing MP3sExport - in various formats – if export as MP3, lost the text. Good practice for backing up if necessaryPublish – Produces HTML code that can be embedded in a website (e.g. New Year message from Faculty Dean, etc.)Options – play options, expand & contract options
- Double clicking the required board will open it... Also within settings, if you go to info, you can check ‘public’ so that messages can be read by each other/students
- Note can change the message length, but recommended to keep short...Select instructors, students, all – depending on who you want to receive it...Voice Emails add emotion, candour, mood, expression & inflection to otherwise text-based info which can be easily misconstrued...
- (Is it possible to send to GROUPS of students, as pre-assigned in Moodle...?)Adding to a week (more control): Email to all students, all instructors or everyone (this is example above)Adding to a block (quicker) : Individually select individuals to send email; send email to all students or to allEmail appears like this, no sound in there, it’s hosted on Wimba... Great way to send assignment feedback (e.g. From the block, or to the group as a whole) – seen as more human. Potentially faster in the long run (also experimenting with e.g. Jing)
- Similar to voice boardDeleteForward – NOT AVAILABLE…ExportOptionsCan test with a private dialogue to get used to using the tech first...
- Now, this is where you can annotate other material... Add activity name, select new voice presentation
- Edit – as with the others, change text or record a new messageCan ‘Comment’ reply with or without audio... DeleteOptions (includes import/export)
- Warning – had to check the sound input for this one – had reset to the wrong one...Also – note – that you have little control over the speed at which students can access your information, so can’t record according to where you move around – best, if required, to give instructions (e.g. Click on x) then ask students to press pause until they’ve found it, etc... Create a series of URLs, etc. as a vocal slide-show, a web tour or review of any curricula across disciplines (images, websites, etc. – appears to be anything with a URL?)Don’t forget the max recording time is 20 minutes... Or that you can go into the settings to ensure that students can comment on slides, etc... E.g. Ask students to give a 15 second summary of a website.... And comment on each othersStarting own threads = good for reflection, bad for activity... AGAIN – need to test group settings in Moodle as to who can access...
- E.g. For medicine, can listen to a bronchial patient (same as seeing adds another dimension, some sounds can’t be brought into the classroom onto a regular basis and are hard to describe...)
- NOT threaded – need to use a voiceboard for that...People can subscribe to receive it – more intrusive? CAN’T force to subscribe. (Looking into Moodle utilising RSS feeds) MAY BE AN ISSUE WITH THAT AT THE MO – TO – ALSO NEED TO SORT OUT SYNCING, which should just happen by plugging in MP3 player & syncing device to podcast reader...For large files need audio file splitter?To add to Outlook:Tools Account Setting RSS Feeds CTRL 4 RSS Right click & addAgain, don’t forget to check out the setting...
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