1. © 2012 Boise State University1 Using VoiceThread (VT) to Provide Interactive Learning and Build Community Jesús H. Trespalacios Educational Technology Department

2. © 2012 Boise State University2 VoiceThread

3. © 2012 Boise State University3 Online environment

4. © 2012 Boise State University4 Online environment ● Students from an online graduate program in Ed. Tech. ● Instructional Design course ● 15-20 students ● Instructional activities: – Individual small projects – Weekly discussions – A semester-long Individual ID project (a peer-review activity)

5. © 2012 Boise State University5 Online environment ● Student’s comment: “There was a lack of social presence with the professor. In an online course, when this social presence is lacking it feels isolating and that the professor is unavailable.” ● Start focusing on communities (CoI & SoC)

6. © 2012 Boise State University6 Sense of Community (Soc) VT Activities

7. © 2012 Boise State University7 VT Activities ● VoiceThread: ● Introductions ● Leading group’s presentations ● Peer-review activity (Spring 2014) ● SoC survey ● (Rovai, 2002a, 2000b, 2000c) ● Students’ perceptions about VT

8. © 2012 Boise State University8 Example - VT Introductions

9. © 2012 Boise State University9 VT Introductions (Testimony) Student’s email: – “ I will say that the simple fact that we are using VoiceThread in EDTECH 503, means that social interaction and engagement between students will be 10x…” – “...Just note that adding the audio and video components, as opposed to just text, is a very good thing. And it's fun and engaging. This sort of need can not be met by text alone.”

10. © 2012 Boise State University10 VT Leading discussions

11. © 2012 Boise State University11 VT Leading discussions (Testimony) Which aspects of this course were most valuable to your overall learning experience? – “The leading group VoiceThread group discussion. This allowed students to work together, help each other, and feel a sense of accomplishment.”

12. © 2012 Boise State University12 VT Peer-review activity

13. © 2012 Boise State University13 SoC Survey Sense of Community – Connectedness subscale: I feel that students in this course care about each other I feel connected to others in this course I feel that I can rely on others in this course – Learning subscale: I feel that I am encouraged to ask questions I feel that I receive timely feedback I feel that I am given ample opportunities to learn

14. © 2012 Boise State University14 SoC survey (n=15) ● Likert scale survey (Rovai, 2002a, 2002b) ItemsMeanStandard Deviation Classroom community71.278.15 Connectedness subscale37.005.50 Learning subscale34.274.40

15. © 2012 Boise State University15 VoiceThread questions (n=19) ● VoiceThread introductions at the beginning of the course helped me to connect with my classmates. Mean: 3.8 SD: 0.8 ● Creating a VoiceThread presentation with my group improved my understanding of the case(s) assigned. Mean: 3.6 SD: 1.5 ● VoiceThread presentations supported my understanding of the cases assigned each week. Mean: 3.2 SD: 1.2

16. © 2012 Boise State University16 Summary -Pros: -Promote relevant interactions anytime anywhere -Cloud application (mobile app) -Easy to use & easy access from your LMS -Allow video, audio, or text for social presence -Cons: -Limited free presentations -It’s not recommended for multiple interactions -Produce audio and video could be time-consuming

17. © 2012 Boise State University17 References Borup, J., West, R. E., & Graham, C. R. (2012). Improving online social presence through asynchronous video. The Internet and Higher Education, 15(3), 195-203 Ching, Y.-H. & Hsu, Y.-C. (2013). Collaborative learning using VoiceThread in an online graduate course. Knowledge Management & E- Learning, 5(3), 298–314. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2), 87-105. McCormack, V. (2010). Increasing teacher candidate responses through the application of VoiceThread. International Journal of Arts and Sciences, 3(11), 160-165. Rovai, A. P. (2002a). Development of an instrument to measure classroom community. Internet and Higher Education, 5, 197-211. Rovai, A. P. (2002b). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. Internet and Higher Education, 5, 319-332. Rovai, A. P. (2002c). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), 1-16. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/79/153 Wighting, M., Nisbet, D., & Spaulding, L. S. (2009). Relationships between sense of community and academic achievement: A comparison among high school students. The International Journal of the Humanities, 7(3), 63- 72. Retrieved from http://digitalcommons.liberty.edu/educ_fac_pubs/147

18. © 2014 Boise State University18 THANK YOU Jesús Trespalacios-Email jesutrespalacios@boisestate.edujesutrespalacios@boisestate.edu