Wallwisher provides functionality for audio, image, and video features that can be used for various learning activities. It allows teachers to post analytical questions on graphs and diagrams to promote intermediate skill development. All group members can see and respond to one another's posts asynchronously to build a community of learners and cumulative understanding. The tool also affords teachers abilities like customizing student workspaces, limiting responses to 160 characters to practice certain skills, consolidating multiple discussion topics on one universal resource locator, and approving posts to monitor and evaluate responses.

1. WALLWISHER FUNCTIONALTY AND AFFORDANCES
FUNCTIONALITY AFFORDANCES
Audio features Can be useful for listening activity
Image feature This feature affords teachers post analytical question on graph and pie diagrams using the image feature. This can be used for intermediate
level on transfer of skills. They analyze the graph and write. Visual support also acts as input for students for better understanding
Video features Can be used for listening, reading, writing activities
Option for background colour and Students can customized their wall, encourages them to be creative
image
All the unapproved post can be This can be used for future reference
shown in one wall page
All the group members can see Teacher's can creatively help students analyze, review and share without inhibition. Reading other's posts leads to better
each other's post. understanding.
Asynchronous comments Asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer
interactions. This approach combines self-study with asynchronous interactions to promote learning. community of learners can see and
respond to the cumulative postings and cumulative wisdom. This is a general affordance.
Undo feature If the teacher approves a post when she is not suppose to. It's not like sending an email..once gone, you cant undo.
160 character limit 160 character of meaningful input in terms of writing but not audio responses, it can continue for long. This limitation in writing
affords purposeful writing in teaching editing or paraphrasing skills for beginners. This skill comes under LOTS (lower order
thinking skills) according to Bloom's taxonomy. Other LOTS skills that can be taught using this tool are: interpreting, inferring,
classifying, comparing, explaining, exemplifying
Various URL (universal Teacher can use wall wisher for personal as well as academic purpose.e.g. one wall can be named after a novel she has to teach.
resource locater)on one topic She post all the discussion question and pre reading question and task like what could be the theme of the new novel or asking
can come in one wall them to paraphrase a chapter in 100-160 words from a chapter. For non-academic, She can also use it for identifying place of
interest for the upcoming classroom excursion
Approval option Affords evaluation and monitor responses apart from diminishing the chance of unwanted response