VoiceThread offers a natural online interaction that lends itself to students presenting & defending their work before experts and peers.— EDUCAUSE LEARNING INITIATIVE
If you're an individual teacher and want to get started with VoiceThread for just your class, a Single Educator License is the way go.
Give all your students an accountable and transparent learning environment. Easily integrate with Google Apps.
A District License provides simple multi-school management, application of custom security policies, and integration.
A walled garden, with beautiful views. Ed.VoiceThread is the perfect online environment for students to practice their communications skills online, yet in a controlled, accountable, and transparent setting.
Student data security. Ed.VoiceThread is a signatory of the Student Privacy Pledge. Having students work within Ed.VoiceThread enables your school's FERPA and COPPA obligations to be met.
Accountability and transparency. Students working within Ed.VoiceThread are protected by student-centered policies that ensure a safe and supportive environment:
Custom tailored policies. Administrators can set global and individualized policies for students, enabling them to either restrict or give more freedom and autonomy, as age and local school policy dictates.
Reporting and analytics. Track usage and trends for individual users or your entire institution.
Those in multi-sensory environments always do better than those in unisensory environments. They have more recall with better resolution that lasts longer, evident even 20 years later.— John Medina, author Brain Rules
Michael Fort of the Baltimore County Public Schools discusses the importance of intuitive design and how VoiceThread encourages student-centered learning and engagement.
Over the last decade a great deal of research has been conducted on the impact of multi-sensory interaction on learning in general, and VoiceThread in particular. Below are abstracts and links to some of this research, and a more complete listing can be found here.
in Journal of Online Learning and Teaching, Vol. 10, No. 1, March 2014, Aimee deNoyelles, Janet Mannheimer Zydney, Baiyun Chen.
Asynchronous discussions are often utilized in online courses to provide a venue for students to openly communicate and build shared understanding, and for instructors to skillfully facilitate the process. While discussions can be invaluable toward creating and sustaining an online community of inquiry (CoI), they are not effective if not optimally designed. It is the authors’ position that it is helpful to identify research-proven online discussion strategies and conceptualize them into the CoI framework, which has been extensively studied and validated. This framework posits that there are three interrelated presences – social, cognitive, and teaching – that must be perceived by members in order to facilitate a successful educational experience. Classifying strategies within this framework may guide instructors to purposefully select and employ methods that encourage productive, efficient, and meaningful discussions. Strategies, such as providing prompt but modest feedback, peer facilitation, protocol discussion prompts, and providing audio feedback, were found to support multiple presences in a review of the literature. Based on these findings, it is argued that educators need to employ discussion strategies that integrate all three presences in order to support an effective online CoI.
Retrieved from: http://jolt.merlot.org/vol10no1/denoyelles_0314.pdf
in THE JOURNAL OF TEACHER ACTION RESEARCH, Volume 3, Issue 1, 2016, Beatriz G. Glick
Pennsylvania State University-Hazelton
The purpose of this action research was to assess the pedagogical value of the software program VoiceThread (VT) as compared to classroom discussions in developing and enhancing student production of the Present Subjunctive at the Intermediate level of Spanish language courses.
in Research Highlights in Information Technology and Teacher Education 2010 (pp. 9-18). Chesapeake, VA. Gao, F. & Sun, Y. (2010). Supporting an online community of inquiry using VoiceThread. In C. Maddux et al.(Eds.)
Using the community of inquiry framework proposed by Garrison, Anderson, and Archer (2000), this paper examines how to use a Web 2.0 tool – VoiceThread to support online learning communities for professional development in teacher education. In this paper, we discuss the unique features and affordances of VoiceThread, and propose possible learning activities to enhance social, cognitive and teaching presence in online learning communities.
in Journal of teaching and Learning with Technology, Vol 5, No 1 (2016), E. Gail Kirby and Nancy Hulan
Retrieved from: http://jotlt.indiana.edu/article/view/19411/28302
in Indiana Reading Journal Volume 44 Issue 1, pages 36-45
This article explores VoiceThread as an online tool for supporting literacy and Higher Order Thinking Skills (HOTS) within the top three levels of the Revised Bloom’s Taxonomy. VoiceThread is a collaborative Web 2.0 tool allowing users to create, share, and comment on images, documents, and videos. Readers are first provided with an overview of VoiceThread followed by curriculum opportunities for using VoiceThread to analyze, evaluate, and create.
in "Using VoiceThread to Enhance Learning" Nima Salehi and Mary Rowan, ( July 30, 2015). Minnesota eLearning Summit. Paper 32
A recent university video use and needs survey indicated that faculty and students need and want more understanding of narrated slide or multi-media tools for presentations and assignments. This presentation will provide an overview of how several faculty have used an online multi-media presentation and collaboration tool to enhance teaching and learning. Tool features and strengths, as well as pros and cons will be featured. Strategies for using this tool to establish course community and faculty presence as well as for student individual and group assignments will be described. Techniques for integrating presentations in the online course environment and successfully facilitating student assignment completion will be demonstrated. Samples of instructor and student presentations as well as support guides will be provided through the presentation website.
in The Journal of Interactive Technology and Pedagogy May 28, 2015
Solomon Negash, Kennesaw State University, Tamara Powell, Kennesaw State University
This research provides a structure for creating an engaging online classroom and provides empirical support showing the value of a collaborative tool: VoiceThread. The two research questions: (1) How does the instructor increase student engagement in an online course? and (2) How does the instructor evaluate the value of a collaborative online tool? are discussed using qualitative and quantitative methods, respectively.