Beyond Text (2)

Beyond Text (2) - Presentation Transcript

BEYOND TEXT NEW PRACTICES PROJECT (2005) http://www.flexiblelearning.net.au/projects/beyond_text.html Michael Coghlan WA Training Forum May 2007

THE UNIQUE NATURE OF THE HUMAN VOICE

TARGET GROUPS

English as Second or Other Language Learners (ESOL)

Low level literacy

Those with little recent formal learning experience

Those with poor keyboard skills

Those who prefer an auditory style of learning

TOOLS TRIALLED:

Horizon Wimba

Voice boards

Voice email

Voice chat

Audioblogging

(Podcasting explored in 2006 Media on the Move project)

Global Conclusions

It works (with IT help!)

Relatively easy to train people in the use of voice tools – PC skills in the general population higher than you might think

For types of learners targeted in this project it definitely results in greater participation

Global Conclusions

Saves times for students, but NOT for teachers

Level of IT skills in participants higher than expected

Allows for individual monitoring/feedback/encouragement in ways not hitherto possible

Global Conclusions

Good practice: support with written text (but note cognitive overload theory)

Allows teachers and students to know each other differently (changes the dynamic between teachers and learners)

Structured exercises alleviate the problem of ‘lack of visible audience’ (some students find it hard to talk to a void)

ISSUES:

Public v Private Space

Students feel strange posting in public spaces

Many students do not have private access to computers

Yet, learners report greater sense of confidence contributing this way

Reduces anxiety of talking in front of an audience

Tip: use a collaborative approach if students are posting in a public space

ISSUES:

Voice allows for complex tone (compared to uniform tone of written text)

Complex v Uniform Tone

Compare the following as a spoken or read text:

Using voice in online and elearning environments has been slowly but surely creeping into the educational landscape for several years now. Pioneers of online voice technologies were using them as early as 1997, but the proliferation of the range of available tools and the increase in the speed of Internet connections has made it possible for any teacher with a simple microphone to easily augment their teaching methodologies with online voice tools.

ISSUES:

Accessibility (for hearing impaired)

Asynch Synch Oral Written Dialogic Minimalistic Reflective; combination of dialogic and monologic Most structured form of communication COMMUNICATION AXIS

Asynch Synch Oral Written Dialogic Minimalistic Reflective; combination of dialogic and monologic Most structured form of communication COMMUNICATION AXIS AUDIENCE? PURPOSE?

AUDIOBLOGGING