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This document provides guidance for 3rd grade teachers on how to use Voicethread technology to facilitate group discussions on a reading assignment of Because of Winn Dixie. It suggests dividing students into groups of 3-4 and assigning discussion questions about the main characters, plot, and setting. Students would then use Voicethread's commenting, video, and audio tools to collaborate and reflect on the story in their groups. The teacher could participate in all group discussions to share them with the full class.
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Flying in the Cloud
This document discusses differentiating assessment for advanced learners using technology. It defines differentiation as designing curriculum, instructional strategies, and assessments to meet student needs, interests, and abilities. The document outlines several "new media literacies" including play, performance, simulation, appropriation, collective intelligence, and judgment. It then provides a framework for developing multimedia challenges to engage learners, including identifying a core concept, learning goals, research, and creating or finding media elements to demonstrate and engage learners in the concept.
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This document summarizes a presentation about citation searching. It discusses designing effective video and interactive tutorials to teach citation searching skills. It covers principles of multimedia learning, active learning theory, and cognitive load theory. It also addresses considerations for the design, production, and evaluation of the tutorials, such as determining an appropriate level of detail, pacing of audio, and choice of interactive platform. The goal is to create tutorials that maximize learning and return on investment of time and resources. Student feedback will be used to evaluate how well learners can apply citation searching skills.
Presentation for flattening the classroom
This document discusses the concept of a "flat classroom" which connects students globally through technology to collaborate on authentic projects. A flat classroom thinks globally and acts locally. It outlines 5 phases of flattening a classroom from intra-classroom collaboration to many-to-many communication managed by students. It provides an example "Digitween Project" which teaches digital citizenship, has students collaboratively write a wiki, and has synchronous class meetups. Resources for connecting classes globally and finding digital citizenship materials are also listed.
Injecting Multimedia into Your Business Journalism Class - Reynolds Week 2011
Injecting Multimedia into Your Business Journalism Class - Reynolds Week 2011Reynolds Center for Business Journalism
Mark Tatge on 'Injecting Multimedia into Your Business Journalism Class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
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Wikis + web 2.0 = wow! patti harju
This document provides information about various web tools and technologies that can be used in education. It lists tools such as document cameras, projectors, interactive whiteboards, and netbooks that are useful classroom hardware. It also lists several web applications like Animoto, Glogster, Storybird, and Twitter that can be used for student projects. Further, it discusses benefits of using these technologies like meeting standards, collaboration opportunities, and motivating students. Specific examples provided include class blogs, wikis, videos created with tools like iMovie, and student writing published on Kidblogs.
Presentation for flattening the classroom
This document discusses the concept of a "flat classroom" which connects students globally through technology to collaborate on projects. It promotes connecting students to authors, experts and others worldwide to give them experience collaborating globally. The five phases of flattening a classroom are described from initially connecting within the classroom to connecting with many other classrooms and experts. The document provides an example "Digitween Project" which has students develop digital citizenship skills and collaboratively write a wiki about cultural awareness. Resources for connecting classrooms globally and teaching digital citizenship are also listed.
Digital Story Telling
Digital storytelling combines traditional storytelling with new digital technologies like images, text, audio, video and animation. Stories have long been used to teach important lessons, but who will tell stories to today's children? Digital storytelling allows students to effectively communicate by including multiple media in their stories. It has benefits like developing students' communication, collaboration and technology skills through an engaging project-based approach. The process of creating digital stories involves students working in groups to write, illustrate and produce a story around a topic using software like Movie Maker or PowerPoint.
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The document describes the BEA IGNITE multimedia scrapbook assignment given to first year mass media students. The assignment aims to get students thinking about form and content, creativity, research, digital workflow, and teamwork while building self-efficacy in production. Students work in teams to create a scrapbook using various digital tools like PowerPoint and video/audio editing software to explore a topic covered extensively in traditional and social media. The assignment challenges students to create media and increases their self-efficacy in technical tasks while allowing them to freely explore an interesting topic and better understand how different media present messages.
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This document summarizes a presentation about citation searching. It discusses designing effective video and interactive tutorials to teach citation searching skills. It covers principles of multimedia learning, active learning theory, and cognitive load theory. It also addresses considerations for the design, production, and evaluation of the tutorials, such as determining an appropriate level of detail, pacing of audio, and choice of interactive platform. The goal is to create tutorials that maximize learning and return on investment of time and resources. Student feedback will be used to evaluate how well learners can apply citation searching skills.
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Injecting Multimedia into Your Business Journalism Class - Reynolds Week 2011
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Mark Tatge on 'Injecting Multimedia into Your Business Journalism Class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
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This document provides information about various web tools and technologies that can be used in education. It lists tools such as document cameras, projectors, interactive whiteboards, and netbooks that are useful classroom hardware. It also lists several web applications like Animoto, Glogster, Storybird, and Twitter that can be used for student projects. Further, it discusses benefits of using these technologies like meeting standards, collaboration opportunities, and motivating students. Specific examples provided include class blogs, wikis, videos created with tools like iMovie, and student writing published on Kidblogs.
Presentation for flattening the classroom
This document discusses the concept of a "flat classroom" which connects students globally through technology to collaborate on projects. It promotes connecting students to authors, experts and others worldwide to give them experience collaborating globally. The five phases of flattening a classroom are described from initially connecting within the classroom to connecting with many other classrooms and experts. The document provides an example "Digitween Project" which has students develop digital citizenship skills and collaboratively write a wiki about cultural awareness. Resources for connecting classrooms globally and teaching digital citizenship are also listed.
Digital Story Telling
Digital storytelling combines traditional storytelling with new digital technologies like images, text, audio, video and animation. Stories have long been used to teach important lessons, but who will tell stories to today's children? Digital storytelling allows students to effectively communicate by including multiple media in their stories. It has benefits like developing students' communication, collaboration and technology skills through an engaging project-based approach. The process of creating digital stories involves students working in groups to write, illustrate and produce a story around a topic using software like Movie Maker or PowerPoint.
BEA Ignite: Anthony Glavez
The document describes the BEA IGNITE multimedia scrapbook assignment given to first year mass media students. The assignment aims to get students thinking about form and content, creativity, research, digital workflow, and teamwork while building self-efficacy in production. Students work in teams to create a scrapbook using various digital tools like PowerPoint and video/audio editing software to explore a topic covered extensively in traditional and social media. The assignment challenges students to create media and increases their self-efficacy in technical tasks while allowing them to freely explore an interesting topic and better understand how different media present messages.
NETS powerpoint
1. The document provides guidance for implementing technology in a second grade classroom, including demonstrating safe and responsible technology use, finding information about presidents online, and creating a digital presentation of class field trips using iMovie.
2. Students will research a US president using online resources and books to write about that president.
3. In groups, students will use iMovie to produce a video compilation of field trips taken throughout the year, which will be compiled onto a DVD for each student.
Integrating Technology with Common Core
This document discusses the importance of eliteracy as a crucial component of modern literacy education. It defines traditional literacy as involving reading, writing, viewing, listening, speaking, understanding and interpreting visuals. It notes that the Common Core Standards emphasize having students read more challenging texts, build vocabulary, and communicate and collaborate online. The document provides examples of digital tools that can help develop eliteracy skills, such as blogs, wikis, VoiceThread for multimedia presentations, Animoto for digital stories, and Big Huge Labs for additional visualization options. It emphasizes using technology to enhance and expand traditional literacy in the modern classroom.
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Reviews the advantages and disadvantages of image, text, speech. Discusses the use of screencasts and slidecasts as one solution and way of combining multiple media.
NETS Powerpoint
The document provides 5 examples of activities for students in grades PK-2 to meet National Education Technology Standards. The examples involve using digital resources to: 1) research an environmental issue and propose a solution using a PowerPoint presentation; 2) engage in pen pal exchanges with students from other cultures through email; 3) create a how-to video or interviews about the library checkout process in a group; and 4) research a past US president and write a blog post about their achievements and failures including a digital image. The activities incorporate using technology for learning, communication, and information.
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Digital Storytelling
Digital storytelling uses computer tools to create short multimedia stories that build language arts skills. It is a three stage process: 1) planning by defining ideas and writing a script, 2) preparing by selecting media like images and audio, and storyboarding the visual layout, 3) applying the media in a digital storytelling app, recording narration, and publishing the finished story online or elsewhere for others to view.
Power Point Assignment Jb
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
Power Point Assignment Jb
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
PowerPoint
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
Power Point Assignment Jb
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
Using Web 2.0 Technologies to Support Student Engagement
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
Digital Storytelling
The document discusses digital storytelling, which involves using multimedia such as text, images, film, and sound to tell a story. It provides tips for crafting digital stories, such as having a point of view, dramatic question, emotional content, effective use of voice, soundtrack, economy, and pacing. The process of creating digital stories involves researching, writing, organizing, using technology, presenting, interviewing, collaborating, problem-solving, and assessing. Benefits of digital storytelling include helping students organize ideas, build confidence, reduce difficulties with spelling and writing, and make learning about content rather than the student. Ongoing research is exploring the effectiveness of digital storytelling in education.
Digital Storytelling 2010
The document provides information about digital storytelling including:
- Digital storytelling uses audio and video tools to communicate ideas. It allows students to become creators rather than just consumers of content.
- Creating digital stories helps students develop important skills like writing, speaking, visual literacy, technical skills, and personal skills.
- The document outlines an 8-step process for creating digital stories including writing a proposal, researching, scriptwriting, storyboarding, gathering audio/video, assembling the story, sharing it, and providing feedback.
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This document outlines an assignment for students to create a Pecha Kucha presentation for a client. Pecha Kucha is a presentation style using 20 slides shown for 20 seconds each. Students will be divided into creative teams tasked with developing a 30-second commercial pitch in this format. They must apply principles of design, use images responsibly, and combine audio and visuals to tell a story. Each student will also write a individual memorandum analyzing the client, target audience, chosen media outlets, and design decisions. Examples of previous successful Pecha Kucha projects are provided.
Sanborn tech unit slideshow
1. Students will create their own science book by selecting a topic, finding images online, and adding text and recordings to digital pages on the Little Bird Tales website.
2. Teachers will demonstrate how to create accounts, build pages, and compile books on the site. Students will work in groups to create sections and present their completed books.
3. The project aligns with science and technology standards and will be assessed through student participation, application of content knowledge, and presentation of their final books.
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The 7-step process for digital authoring includes: 1) choosing a topic, 2) researching the topic, 3) scripting and creating a storyboard, 4) gathering or creating audio, video, images and text, 5) combining all media into a finished project, 6) sharing the project with classmates, and 7) getting feedback and reflecting on the process. Students develop important research, writing, technology, presentation, and problem-solving skills through this process of researching a topic, creating digital content, and sharing their work.
Call presentation april 2010
The document provides information about a group project done by 14 students for a course on Language Learning and Language Use. The project involved using various web-based modalities like blogs, Ustream, and Skype for language teaching. It discusses the theories, objectives, content and activities for using these tools. The summary highlights the key modalities used, the objectives of facilitating experiential learning and greater interaction, and that it was done in partial fulfillment of course requirements.
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NETS powerpoint
1. The document provides guidance for implementing technology in a second grade classroom, including demonstrating safe and responsible technology use, finding information about presidents online, and creating a digital presentation of class field trips using iMovie.
2. Students will research a US president using online resources and books to write about that president.
3. In groups, students will use iMovie to produce a video compilation of field trips taken throughout the year, which will be compiled onto a DVD for each student.
Integrating Technology with Common Core
This document discusses the importance of eliteracy as a crucial component of modern literacy education. It defines traditional literacy as involving reading, writing, viewing, listening, speaking, understanding and interpreting visuals. It notes that the Common Core Standards emphasize having students read more challenging texts, build vocabulary, and communicate and collaborate online. The document provides examples of digital tools that can help develop eliteracy skills, such as blogs, wikis, VoiceThread for multimedia presentations, Animoto for digital stories, and Big Huge Labs for additional visualization options. It emphasizes using technology to enhance and expand traditional literacy in the modern classroom.
Digitalstorytelling
An introduction to digital storytelling, includes overview and a look at web 2.0 tools to use in creating, also with activities to scaffold immersion into digital storytelling
UDL The Power of Image + Audio
Reviews the advantages and disadvantages of image, text, speech. Discusses the use of screencasts and slidecasts as one solution and way of combining multiple media.
NETS Powerpoint
The document provides 5 examples of activities for students in grades PK-2 to meet National Education Technology Standards. The examples involve using digital resources to: 1) research an environmental issue and propose a solution using a PowerPoint presentation; 2) engage in pen pal exchanges with students from other cultures through email; 3) create a how-to video or interviews about the library checkout process in a group; and 4) research a past US president and write a blog post about their achievements and failures including a digital image. The activities incorporate using technology for learning, communication, and information.
Wordplay ILA July 17, 2015
This document discusses strategies for teaching academic vocabulary through digital tools. It presents techniques like V-Tweets, where students research and define words in 140 character tweets before reading, and VSS+, where they create online dictionary entries with definitions, images, and audio explanations after reading. Examples are provided of students defining words like "introspection" and "tectonic plates" in tweets. Findings from a case study show students worked precisely on images and collaborated well, engaging more with vocabulary learning through digital technologies. Implications include adding videos and ensuring technology familiarity.
UDL Day4 12-01-08
The document discusses the attributes of useful digital media for classrooms, including being versatile, transformable, markable, and able to be networked. It provides examples of how teachers can highlight critical features, provide multiple examples and media formats, and support background knowledge. Links are provided to resources about using digital media flexibility and the power of sound, image, and text to support teaching. The document also lists tools for text-to-speech, flexibility, games, and comics that can be used in the classroom.
Games, simulations, and virtual worlds
The document discusses using games and simulations to enhance teaching and learning. It describes how games can create engaged learners through experiential and interactive learning. The document also covers the evolution of gaming views from single frames to 3D environments. It discusses different problem-solving frameworks that can be used in games, such as backstories and quests. Finally, it defines multi-user virtual environments (MUVEs) used for education, where students can explore virtual spaces, examine objects, and communicate to support inquiry-based learning, providing some examples like River City and Quest Atlantis.
Digital Storytelling
Digital storytelling uses computer tools to create short multimedia stories that build language arts skills. It is a three stage process: 1) planning by defining ideas and writing a script, 2) preparing by selecting media like images and audio, and storyboarding the visual layout, 3) applying the media in a digital storytelling app, recording narration, and publishing the finished story online or elsewhere for others to view.
Power Point Assignment Jb
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
Power Point Assignment Jb
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
PowerPoint
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
Power Point Assignment Jb
1. Students will interview people affected by wildfires and create a digital story combining interview footage, images, and music in iMovie.
2. Students will take photos of classmates, edit them using Photoshop Elements to create a composite face, and discuss cultural diversity.
3. Students will research an environmental issue online, determine the credibility of six websites based on domain and criteria, and answer questions about each site.
Using Web 2.0 Technologies to Support Student Engagement
This document discusses the use of Web 2.0 technologies to support student engagement. It defines Web 2.0 as technologies that allow users to easily add and change content and collaborate online. Some examples of Web 2.0 technologies mentioned are podcasting, Skype, Voki, Wikis, Google Documents, GoAnimate, and PowToon. For each technology, a brief description is provided along with examples of how it has been used to support learning. One specific example discussed is a podcasting project where students in groups created podcasts to share what they learned from class readings.
Digital Storytelling
The document discusses digital storytelling, which involves using multimedia such as text, images, film, and sound to tell a story. It provides tips for crafting digital stories, such as having a point of view, dramatic question, emotional content, effective use of voice, soundtrack, economy, and pacing. The process of creating digital stories involves researching, writing, organizing, using technology, presenting, interviewing, collaborating, problem-solving, and assessing. Benefits of digital storytelling include helping students organize ideas, build confidence, reduce difficulties with spelling and writing, and make learning about content rather than the student. Ongoing research is exploring the effectiveness of digital storytelling in education.
Digital Storytelling 2010
The document provides information about digital storytelling including:
- Digital storytelling uses audio and video tools to communicate ideas. It allows students to become creators rather than just consumers of content.
- Creating digital stories helps students develop important skills like writing, speaking, visual literacy, technical skills, and personal skills.
- The document outlines an 8-step process for creating digital stories including writing a proposal, researching, scriptwriting, storyboarding, gathering audio/video, assembling the story, sharing it, and providing feedback.
BEA Ignite: Cynara Medina
This document outlines an assignment for students to create a Pecha Kucha presentation for a client. Pecha Kucha is a presentation style using 20 slides shown for 20 seconds each. Students will be divided into creative teams tasked with developing a 30-second commercial pitch in this format. They must apply principles of design, use images responsibly, and combine audio and visuals to tell a story. Each student will also write a individual memorandum analyzing the client, target audience, chosen media outlets, and design decisions. Examples of previous successful Pecha Kucha projects are provided.
Sanborn tech unit slideshow
1. Students will create their own science book by selecting a topic, finding images online, and adding text and recordings to digital pages on the Little Bird Tales website.
2. Teachers will demonstrate how to create accounts, build pages, and compile books on the site. Students will work in groups to create sections and present their completed books.
3. The project aligns with science and technology standards and will be assessed through student participation, application of content knowledge, and presentation of their final books.
Digital authoring
The 7-step process for digital authoring includes: 1) choosing a topic, 2) researching the topic, 3) scripting and creating a storyboard, 4) gathering or creating audio, video, images and text, 5) combining all media into a finished project, 6) sharing the project with classmates, and 7) getting feedback and reflecting on the process. Students develop important research, writing, technology, presentation, and problem-solving skills through this process of researching a topic, creating digital content, and sharing their work.
Call presentation april 2010
The document provides information about a group project done by 14 students for a course on Language Learning and Language Use. The project involved using various web-based modalities like blogs, Ustream, and Skype for language teaching. It discusses the theories, objectives, content and activities for using these tools. The summary highlights the key modalities used, the objectives of facilitating experiential learning and greater interaction, and that it was done in partial fulfillment of course requirements.
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Using Web 2.0 Technologies to Support Student Engagement
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Egr slidecast rough
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Film guidance
This document discusses several key aspects of the film production and distribution process as they relate to contemporary media institutions. It addresses issues like media ownership, problems faced by film companies, the importance of cross-media convergence in promoting and distributing films to audiences, how new technologies are used to make and exhibit films, the significance of increasing access to content through various platforms, and challenges in appealing to local audiences globally. The document aims to understand these topics in order to analyze how media institutions operate and audiences engage with film content in the current media landscape.
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This document summarizes different physician compensation models for allergy practices. It discusses straight salary, salary plus productivity, full productivity-based compensation, equal sharing, salary plus contribution margin, and compensation based on revenue, cost centers, full-time percentage and shares. The key advantages and disadvantages of each model are provided for both employees and employers. It also outlines steps to structure a compensation system, including defining goals, physician input, appointing a committee, and balancing group and individual objectives.
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The document outlines a photography project that will use double exposure techniques. It will photograph various subjects including nature, cars, buildings, portraits of friends and family, and landscapes that represent different emotions. Images will be taken at home, local parks, villages, and York College studio for better lighting. The techniques of overlaying and reducing opacity between images in Photoshop and the camera's double exposure mode will be used to combine multiple photos. The goal is to experiment with different subjects, models, locations, and editing methods to develop skills and find an interesting creative style.
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David Hockney is a British artist considered one of the most influential of the 20th century. In the 1980s, he pioneered a new technique called "The Joiners" where he took Polaroid photos of scenes from various angles and arrangements and glued them together into photo collages, later expanding this to include color prints. Hannah Hoch was a German artist known as one of the originators of photo montage, where she combined different art mediums like photos, illustrations, and paintings into collages. Man Ray was an American artist who pioneered photograms, which he called "rayographs," made by arranging objects on light-sensitive paper and exposing it to light to create unique abstract images without using a
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- 2. ๏ Educating 3rd grade teachers on how to integrate voicethread technology in their classroom. ๏ Ways to use it: critique, reflect, share, edit, and discuss different topics.
- 3. ๏ Cloud Application: No software to install. Works with any recent web browser and internet connection. ๏ Upload documents, presentations, photos, audio or video and discuss. ๏ Comment (text and microphone), webcam, and audio-video capabilities. ๏ Possibilities are endless!
- 4. ๏ https://www.youtube.com/watch?v=WE bEwY5Gmks (video tutorial) ๏ Step 1: Register your account
- 9. ๏ Example #1: 3nd Grade Reading Lesson on Because of Winn Dixie by Kate DiCamillo ๏ Divide students into groups of 3-4 or pairs (depending on size of class) for group discussions. ๏ Idea is to discuss and get feedback from students on the storyโs plot, setting, and characters.
- 10. ๏ Who are the main characters? Describe them (what they look like, their personality, etc.). ๏ Where is the story set? Describe it. ๏ How does the author help you get to know the characters? ๏ What do you believe is the plot of this story? ๏ Who is your least favorite character? Your favorite character? Why?
- 11. ๏ Each group of students can talk together after the lesson to reflect on the story together. ๏ They can comment via text, video, or audio collaboration. ๏ Instructors can be a part of all of the groupโs videothreads and share them with the rest of the class.
- 12. ๏ 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life. ๏ 1.1.3 Develop and refine a range of questions to frame search for new understanding ๏ 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. ๏ *1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. ๏ *1.1.9 Collaborate with others to broaden and deepen understanding. ๏ 1.2.3 Demonstrate creativity by using multiple resources and formats.
- 13. Great Schools. (2014). โFavorite Books for Third-Graders.โ Retrieved from http://www.greatschools.org/cgi- bin/showarticle/625#Positive. International Reading Association. (2014) โCharacters in Because of Winn-Dixie: Making Lists of Ten.โ Retrieved from http://www.readwritethink.org/classroom- resources/lesson-plans/characters-because-winn-dixie- 866.html?tab=4#tabs. VoiceThread. (2007-2014). Retrieved from https://voicethread.com/#q. VoiceThread. (2007-2014). โCommunicate, Collaborate and Connect: VoiceThread.โ Retrieved from https://voicethread.com/about/features/.