Access to VoiceThread: VoiceThread can be accessed via the website voicethread.com or through Canvas. Your VoiceThread log in credentials are the same as your Canvas account.
Link VoiceThread to your Canvas course: by linking your Canvas courses to VoiceThread it creates a group for you and your students to access or share VoiceThread materials easily.
Decide how you would like to use VoiceThread, which assessments do you believe will be beneficial to students in a video format? Create the assignment in Canvas using VoiceThread as an external tool, which will create a gradebook column automatically.
Micro-lecture
Create a micro-lecture using VoiceThread then add the lecture to the class as a required viewing assignment. VoiceThread will create a column in the gradebook, and then display to you the students who have viewed the video.
Discussion
Consider updating one of your discussion board assignments from text-based to video discussion. The original discussion asked the student to explain how and why people use algebra in everyday life, “Why do you think having a solid grasp on algebra is a game-changer in your adult life?”
The new prompt could be, “Prompt: Hi everyone, let's have a thoughtful video-based discussion on Voicethread about the role of algebra in our adult lives. Take a moment to create a video reflection, sharing why having a solid understanding of algebra matters to you as you navigate the complexities of adulthood. Share personal experiences or insights into situations where algebra has proven to be a valuable tool in your decision-making or problem-solving processes.
Consider real-life scenarios where algebraic thinking has made a difference, whether it's in managing finances, making informed choices, or tackling challenges. Feel free to speak candidly about how algebra contributes to your overall problem-solving skills and critical thinking abilities.
Once you've recorded your thoughts, take the opportunity to engage with your peers through video responses. Respond to at least two classmates, either by building on their reflections, posing insightful questions, or respectfully challenging their perspectives—all in video format. Looking forward to a rich exchange of video-based ideas!
Multi-media
The assignment "Create a multi-media advertisement for presidential candidates from the 1860 election. You will be assigned one of the candidates, Abraham Lincoln, John Breckinridge, John Bell, or Stephen Douglas to research along with the issues surrounding the United States at the time of the election. Create a multi-media advertisement, no longer than 60 seconds, that explains your candidate's beliefs and why you should vote for them.”
Create a VoiceThread which includes your multi-media advertisement.
After the advertisements have been uploaded respond to your classmates' suggestions, alterations, or questions regarding their video.
Presentations
The assignment is to create a persuasive presentation on electric cars. After completing research on modern electric cars, create a VoiceThread persuasive presentation encouraging the viewers to purchase or avoid electric cars. The presentation is to include your perspective on purchasing an electric car, research on how you came to the conclusion, a recommendation of a vehicle (electric or gas) and why. The presenter must be on screen as the presentation slide deck is being displayed, the video is to be 6-8 minutes.
You will be assigned 2 peers to complete an evaluation. Using the attached grading rubric evaluate the presentation and presenter, including at least 2 strengths and challenges of the speaker.
An easy evaluation is to see if the students were producing the product you had expected. Did the students engage in a more robust discussion or offer effective feedback to their peers for example.
Ask the students if they like using VoiceThread for assignments, if there are other assignments that would lend themselves to VoiceThread, or what other types of content could be taught using VoiceThread?
Research suggests that using VoiceThread promotes a sense of community (Delmas, 2017; Kirby & Hulan, 2016), requires preparation by students prior to posting which leads to increased learning (Kirly & Hulan, 2016), and encourages collaboration.
References
Abrams, J. R. (2022). Cultivating more inclusive classrooms and practice-ready graduates with voice and video assignments. Family Court Review, 60(4), 613–629. https://doi.org/10.1111/fcre.12666
https://unk.primo.exlibrisgroup.com/permalink/01UON_K/oggosn/cdi_wiley_primary_10_1111_fcre_12666_FCRE12666
Delmas, P. M. (2017). Using VoiceThread to Create Community in Online Learning. TechTrends, 61(6), 595–602. https://doi.org/10.1007/s11528-017-0195-z
Gonzalez, M., & Moore, N. S. (2018). Supporting Graduate Student Writers With VoiceThread. Journal of Educational Technology Systems, 46(4), 485–504. https://doi.org/10.1177/0047239517749245 https://unk.primo.exlibrisgroup.com/permalink/01UON_K/oggosn/cdi_crossref_primary_10_1177_0047239517749245
Kirby, E. G., & Hulan, N. (2016). Student Perceptions of Self and Community within an Online Environment: The Use of VoiceThread to Foster Community. Journal of Teaching and Learning with Technology, 5(1), 87–99. https://doi.org/10.14434/jotlt.v5n1.19411
