Voki is a free web 2.0 tool used to create talking avatars. Characters can be customized to look like historical figures, animals, cartoons, and even one's self. For a fee, users can join Voki Classroom for more access to options and the ability to control privacy settings. Vokis are limited to 60 second recordings of either a user's voice or a computer generated voice, so I use Voki for quick assignments or part of a larger project.
Creating a Voki is very easy and can be done quickly. Even in the free version there are a plethora of options and characters to choose from. Users can change the background image and customize the look of the stock characters. Publishing Vokis is easy too and users can publish directly to sites as well as copy/paste a hyperlink or embed code.
My 9th grade Honors students incorporated Voki as part of their Create a Hero Project, creating a profile of their hero character and give him/her life using Voki. Students provided an overview or teaser for their hero's journey stories and published the Vokis on their student blog pages by embedding the Voki into their Hero Stories. I was able to show my students how to embed in HTML without having to go over the basics of coding-- something I have yet to learn. Students also shared their Voki with others in their Edmodo small groups.
Here are some examples from my students. Click on the PLAY icon in the bottom left corner of each one to hear a preview of their stories.
My students could also create Vokis of characters explaining concepts taught in class or summarizing chapters in a novel. World Language teachers could use Voki for recording students speaking short passages. History teachers could have students bring historical figures to life. Voki is an easy to use and versatile classroom tool for any subject area. For other lesson ideas, visit Voki's Lesson Plan Page.
Check out this video, fellow teacher Carolyn P. and I made introducing Voice Comments as a cool tool for the 21st Century. Primarily used for the teacher to record voice comments on a student's Google doc, I anticipate that the capabilities will expand to include use for peer editing with classmates, and, as you will hear, use for classes that require audio. Major props to Sam Patterson for sharing this tool with me! Just search the Chrome Web Store for Voice Comments, connect the app to your Drive, and begin using.
I am very excited to use this tool for providing students feedback on their writing. The process is much quicker than red penning or creating screencasts of each doc, and I like that comments are linked directly to the document instead of using an MP3 voice recorder app to email a voice message to a student.
This tool is ridiculously easy to use and set up, and as an English teacher who has lots of writing to grade and critique, I'm ecstatic to use it.... wait, did I just say I'm ecstatic to grade?! This must be a cool tool!
Teaching 150 high school students, there are bound to be some who get lost in the crowd, lack confidence, or distracted by personal technology usage, but with the following tools and techniques, the quiet students can have their voices heard, the text-ers can be academically occupied, and all learners can be engaged by using technology that taps into students' behavior and aligns with Maslow's Hierarchy of Needs, Humanism, and Social Learning Theories.
TodaysMeet.com
I really have to thank Cheryl Morris for introducing me to this simple tool last summer and providing me with ideas that I've put into action this school year. TodaysMeet.com is a website that allows a person to create a closed chatroom that only those with the URL can join. A la Twitter with it's 140 characters per message, the teacher creates the name of the room and provides the students with the URL address. Students type in the URL in their web browser and enter their names in to join the room. The chatroom or backchannel can be accessed on a computer, tablet, or smartphone, and puts students' texting talents to work. Caveat: Expect some shenanigans the first time using the backchannel as students move through Maslow's Heirarchy of Needs and engage in social learning and digital citizenship. I've had students enter false names and type ridiculous messages, but once they get settled, they can move from the realm of ridiculousness, needing the attention of others, enter the sphere of learning to understand and engage with the content, and finally, make connections with other students in a self actualized and transcendent manner. Uses:
For informal class discussions and viewing activities, allow students to speak aloud and/or communicate via the backchannel depending on their comfort level with speaking aloud in class. A moderator can monitor the the backchannel and interject in the verbal discussion as needed.
In structured Socratic Seminars, students in the outer circle communicate via TodaysMeet, while those in the inner circle speak aloud.
While watching video clips in class, post questions and comments to the backchannel instead of stopping the film every 30 seconds (like I do, or did before TodaysMeet) to point out visual nuances or comment on the action.
During class presentations, students can ask questions and provide constructive criticism without interrupting the speaker or waiting until the end of the presentation.
To allow students to revisit the conversation as needed, download and save the transcript and then upload it to Edmodo or other LMS, or email a copy to all participants. Students can also save their own copy of the transcript directly from the site. Here is a transcript of a Socratic Seminar on Steinbeck's Of Mice and Men.
As seen in the transcript of December's Socratic Seminar on Steinbeck, students practiced interpersonal, listening, and critical thinking skills. As they became vested in the activity, the students were quick to point out those who dominated the conversation and others who provided thoughtful responses. The entire conversation was student-centered, and all I had to do was monitor and provide guidance as needed. During our viewing this week of the first 30 minutess of The Odyssey staring Armand Assante, I posted questions to the TodaysMeet chat room, as well as gave them a handout with the questions printed. Since this was the first time using TodaysMeet during a film, I scaffolded the process and anchored the new activity with something familiar. During my pd 7 class, one of my "deskflowers" (like a wallflower, but sitting in a desk, of course) bloomed for all to see, providing intelligent comments and smart answers to the questions I posed and was recognized by another student for her contributions. Despite the typos, this was the first time Nikki really heard Alyssa "speak" in class and Alyssa was recognized for participation in class. Pretty darn cool, especially if you knew Alyssa's back story.
Now, as expected, they were sharing answers via the backchannel, but the recognition of Alyssa's contributions by Nikki could not have been written in any lesson plan. By providing the students an opportunity to communicate, we are also providing them an opportunity to make interpersonal connections that otherwise would not have occurred.
Google Hangouts
One of my go-to Google guys, Troy Cockrum, told me to not be afraid to Hangout by myself, and he was right. And my ELA-flip-coach Cheryl Morris, who I have mentioned here so much that I should just rename this blog "Putting Cheryl's EduAwesome Ideas Into Practice," provided me with the opportunity to do just that. Working with Cheryl and the other #CoLab flippers from the Flipped Learning Journal on a series of video discussions of John Green'sThe Fault in Our Stars, I snatched up the opportunity to record a discussion with a quiet student who wows me with her nerdfighter prowess and a video with another student who's own life connected with the characters in Green's novel. Gabbie won't speak up in a room of her classmates, but after school on Friday, we recorded an 11 minute conversation using On Air Google Hangout where she couldn't stop talking about the author and all she knew about the story. Using the Google effects as an ice-breaker while we filmed and simultaneously projected the video on the front screen (as well as live posting to YouTube), Gabbie was able to face her fear of "public" speaking. With more practice, hopefully Gabbie will realize just how valuable her contributions can be and that she should not hide in a crowd.
On Saturday, I had the pleasure of chatting with my former student Steven about Chapter 2 of The Fault in Our Stars and his own experience with cancer. Again, this wasn't for a grade, but to show how fictional stories resonate in own lives and to give one student the opportunity to share his story with others.
You may have noticed that the style of the video differs despite using the same tool. For Gabbie's video, I opened a Live, On Air Google Hangout with no other participants and flipped my web camera around to capture us sitting in the desks. We were technically hanging out by ourselves online, and Gabbie's buddy, Amber, played cameraman by changing the effects and starting/stopping the broadcast. For Steven's video, we did a regular Live, On Air Google Hangout and chatted back and forth for 15 mins, then with a little editing magic using Camtasia, Cheryl inserted titles and cut the conversation to 6 minutes for me (Thank you, again!). Google Hangout is a useful tool that I am just beginning to realize its applications in and out of the classroom, and I have just barely begun to delve into the world of video editing. Oh, what I want to learn to do!
Coincidentally, if you are interested in getting in on the discussion, The Atlantic is doing an organized Twitter chat on The Fault in Our Starsand you can view the rest of the Flipped Learning Journal's book discussion videos on YouTube.
Why do they work?
Both TodaysMeet and Google Hangout appeal to visual and kinesthetic learners and social learning proponents. The visual learners can see the conversation in the backchannel, as well as see the movie like nature of the Google Hangout when not actively participating in the video. Kinesthetic learners are busy exercising their fingers when using TodaysMeet, and, as an active participant in a Google Hangout, the learner is a movie star whether it be on a desktop computer, laptop, tablet, or smartphone. The students work collaboratively to understand the material and practice interpersonal skills.
The longevity of both of these tools in found in what they provide at no cost to users whether in the classroom or not. Both allow for synchronous communication no matter the location or context of the participants. Todaysmeet can be used during business meetings/presentations-- just imagine Mad Men (if they had computers or smartphones) backchanneling during a pitch!-- and, while I like the serendipity of Twitter and opening the chat to the world wide web, since schools and/or businesses many need closed and secure communication, TodaysMeet is a more viable option than chatting using Twitter. With archiving using YouTube, Google Hangouts allow for a variety of connections, including hanging out with President Obama. Politics aside, if the President uses Google Hangout as a modern version of Roosevelt's Fireside Chats, then why not apply this tool in the classroom? By using technology that appeals to student behaviors and needs, we can give all students a voice and opportunity to be in the spotlight. References
Using Screencast-O-Matic and Windows Live Movie Maker, here is a "quick" tour of how I integrate technology in my classroom. Be sure to check out the complete list of projects and resources by clicking on the Integrating Technology tab.
Students often view presenting in front of the whole class with the same disdain as facing a firing squad or are so self-conscience that they act like idiots. Additionally, finding precious time for whole class presentations can eat into high-paced curricular calendars. We are still trying to get back on track from Hurricane Sandy, so this project was a quick way to get students to present and share without the stress of being in front of the class or take up class time. Students need to be able to present to audiences in person, but I do not agree with a "sink or swim" approach. This is an initial project for scaffolding the teaching of presentation skills.
Using OMM & BYOD for Recording Student Voices
As an introductory activity for John Steinbeck's novella, Of Mice and Men, students worked in groups to record a quick conversation using idioms (not idiots) from the 1930's.
Open those ears and try to figure out what they are talking about in those hackney country accents (I apologize to those of you who live in the country).
Equipment Needed
One student in the group needed a device (smartphone or ipod) with a voice recorder. I recommend encouraging students to use a free MP3 voice recorder instead of a standard voice recorder that saves files as .m4a for easier integration into Edmodo.
If students record in .m4a format, files can be converted using a free web program such as Fileminx (just be mindful of the pin-up ladies in the background if you direct students to the site). I did the conversions for the students.
The Process
Edmodo easily embeds MP3's- just click play
(on Edmodo, not on this picture), no downloading!
Students used one smartphone/ipod per group to record about a 30 second conversation. In some cases, I even let a few groups use my Android phone to record.
The recordings were emailed me to me because they would not upload directly to Edmodo from students' phones. We tried a few different techniques (go through Google Drive and Edmodo's library), but none seemed to work. I also wanted to minimize clogging the class' main page with too many posts.
I saved the files and converted as needed and then uploaded groups of them to Edmodo as a note. I didn't save the students' names to each project, just give each recording a different number.
Students listen to the recordings and reply with comments. No grading for this assignment because the focus is on the process, but feedback was provided about how to improve performances.
Alternatively, for sharing audio files using YouTube instead of on Edmodo, I created title slides in PowerPoint which I saved as JPEG's, and used Windows Movie Maker to combine the visual and audio elements. It only took a few minutes of trial and error to create the video above.
I'm not keen on uploading the audio files to Youtube without some sort of proper visual, but the visual needs to not be distracting or too complex because the emphasis is on the audio for this project. I did not want to create a video, but to share the student recordings on this blog, I needed to. I'm figuring out the BYOD as I go, so if you, dear reader, have more efficient techniques, please share!
Projecting Future Presentations
For the first time using this process, the collaboration and anonymity of the project allowed reluctant students to get into character and enjoy the project. Students didn't have to feel like self-conscience idiots because no one other than their other group members could recognize their voices and listeners would be too focused on figuring out the idioms.
When students record an oral presentation again (this went so well that I guarantee we will do this again!), they will be solo and identified. The next project will eventually lead into a group video using their devices and finally an individual video or screencast.
I am a fanatic about Homer's Odyssey and all things related to the epic poem. I am such a fanatic that I convinced my colleagues the past 4 years to let me give a 2-day lecture to the entire 9th grade on background information associated with the Trojan War. I cram 10 years of war and mythology into two 45 minute periods (repeated 7 times for the various class periods). It is an epic task that I love. I may be the sage on the stage, but I use engaging story-telling techniques so that students can practice auditory processing. For the visual learners, my lecture is supplemented with a PowerPoint presentation and complimentary handouts.
For those students who are absent and those who want to review the presentation at home or on devices in class, I created a video version of the PPT with enhanced notes that students can pause and rewind to gain understanding.
After the 2-day lecture has concluded, students return to their respective classrooms and complete review activities of the material via review sheets on paper and on Edmodo and group Socrative Space Races. All of this culminates in a multiple choice test taken on Edmodo on the characters and plot of the Trojan War. Once students have demonstrated understanding of the material, study of the text of The Odyssey begins.
Using the FREE and super easy Screencast O Matic web tool and a $25 headset, I've started to create videos that will supplement my explanation of concepts studied in class. I haven't really used videos all the much for flipping my classes because of accessibility and inequity with technology in the classroom, but now that those issues are close to being resolved, I am very interested in learning how to to add videos to my bag of tricks.
This is a 15 minute video that I created which explains elements of an adapted version of "The Cask of Amontillado" by Edgar Allan Poe. I just made this video today during the 2nd half of my prep period in one take. I had the document previously created, and I recorded myself discussing the text. Students don't have a copy of my answer sheet, but now they can use the video to make sure their pages are complete.
For one of my students on homebound instruction, I created a personalized screencast to show her how to navigate Edmodo and answer some of her questions. As I always tell my writers, showing is much more effective than telling. Now I can show them showing is more effective!
For our study of Steinbeck's Of Mice and Men, I opened the book using the Kindle Cloud Reader and recorded myself discussing elements of Chapter 1. Students then completed various tasks reviewing Chapter 1 and viewed the screencasts prior to taking a quiz. Many students stated that they preferred the screencasts to a live lecture because they could control the pace. As a delivery method for information, the screencast is efficient, and using Screencast-O-Matic, I was able to create the video in under about 20 minutes taking into account the time for uploading to Youtube.
Smartphone
And while this isn't a screencast, I used my android cellphone to record a quick video of students reviewing the site No Red Ink. Students were using No Red Ink for the first time and since they were really enjoying using the site for grammar instruction, I captured their responses. Using cellphone video recorders are an easy way for students to do book reports, show group work in process, or record a group discussion.
And for something REALLY COOL, Karl Lindgren-Streicher, a 9/10 world hisotry teacher in San Mateo, CA used his iPhone and a time lapse app to create a video showing a day in his class.
Whether for information delivery or capturing the moment, video production in the classroom can be as easy as using a screencasting or smartphone app. If you have any tips, tricks or feedback for making videos and using them for supplemental purposes, please share your ideas and examples.
With all this use of technology and the notion that prospective employers and college admissions officers are researching applicants, students should learn how to be responsible digital citizens and consider the effects of their digital footprints. Are students stomping through the online world, tip-toeing delicately, or dancing madly through the streets a la Mardi Gras?
This topic came up in last night's #engchat on Twitter about college admissions essays. Students tracking their digital footprint could make for a horrifying or surprising project and very relevant in this world where social media puts one's actions on full display.
In thinking about Wordle for analyzing texts, students could complete similar steps for social network aggregation and create a word cloud of their Twitter tweets and blog posts by using Tagxedo or copy/pasting FaceBook status updates into Wordle.
The Process:
Students would go to Tagxedo.com and enter in their Twitter handle. Tagxedo collects the tweets and creates the word cloud. Students can adjust the shape, color, font, and layout of the word cloud to create a desired effect. Students could also use a social network aggregator or copy-paste the statuses and tweets into Wordle and create a word cloud.
Students would analyze the word clouds and write a reflection journal entry. Is this an accurate portrayal of the student?
The teacher could share with the class the word clouds (without the owner's name) and have the class infer and make judgments about the owner of the Wordle.
The class could discuss ways to "clean up" profiles and how to market one's self appropriately on social media. Brainpop offers a site where users can take online quizzes on various digital topics and teachers can access additional lesson plans on digital citizenship.
This project requires some honesty and openness to not leave out "scandalous" posts. The point is to see the messiness and the nefariousness of social networking to open students' eyes to how other's perceive their actions on the web: Enlightenment should then lead to personal growth and improvement.
Grading
Students can be graded on the completion of the process, the journal writing, and discussion participation using the OSU rubric. The epiphany and final outcome is more important than the grade. I'm actually reluctant to grade an assignment such as this because the formative process is much more valuable for the students' learning than a summative grade.
Sample
This word cloud was created on Tagxedo using my blog posts. It is obvious what I write most about!
Having all students involved in a focused class discussion instead of being prompted and lead by the teacher, requires all students to be invested in the process. When the discussion is structured so that all students are vested in the process, students can use critical thinking to practice crafting and supporting arguments.
In this video posted on Edutopia, KIPP King Collegiate High School teachers learn to facilitate fishbowl discussions to promote the Socratic process in class.Using a critical thinking model, the teacher serves as a facilitator of the discussion and orchestrator of the activity. While this isn't a new technique, there are key components mentioned in the video that are applicable for any classroom.
The Socratic Seminar or fishbowl discussion begins with the layout of the classroom and the assigning of roles to students. The classroom is set up with an inner square of about 12 desks, surrounded by an outer square of 12-14 desks. Students sitting in the inner square are discussing, debating, and arguing the specific topic as they reference texts, use analytic language, connect to other statements made, and agree or disagree with the other participants. Students sitting in the outer square evaluate the participants in the discussion by being assigned a specific role: reporter, silent contributor, and shadow-er.
The video does not explain in great detail the exact tasks each role plays. Generally, the reporter "reports" on the action of the discussion (provides a report after or during the discussion?); the silent contributor participates in the discussion as if he/she were in the middle, but is not allowed to speak until the conversation has ended; and the shadow-er is directly assigned a student in the inner square to evaluate on specific and multiple points.I would think it is awkward for the silent contributor to contribute at the end of the discussion-- although both the reporter and silent contributor would provide an opportunity for reviewing the discussion overall. The silent contributor would also have to be a student who has self-control, something many students need practice one. The shadower would be the most assigned role by pairing up students in both the inner and outer squares.
Why I like this...
Students need structure: The classroom set up promotes the discussion and puts students on the spot and the specific roles keep everyone involved. The roles are different from the ones I've seen before and I can see practical application-- my favorite being the shadow-er. I also like that it is another opportunity for peer review/evaluation and that the students are taking responsibility for the discussion instead of listening to the teacher lecturing. I also like that this activity promotes face to face conversation--something modern students need to practice since they like having their faces glued to a computer or cell phone screen.
What I dislike...
The 4:22 video does not provide suggestions for shy students to overcome fear of speaking in class nor does it provide specific examples of what happens after the discussion. The video assumes that all students will be prepared and responsible in the discussion process-- I can't always assume students will be model citizens of the process. Also, specific rubrics are not provided. In theory, I like the possibilities of this activity, but realistically, the teacher and students need to be organized, prepared, and structured.
Previously, I've used a koosh ball or other soft material ball to facilitate whole class discussions. The room is arranged so that all students are facing one another in a large square or circle (no one in the middle). Students come to class having written down 3 questions on the assigned topic. They take turns throwing the ball to either ask a question or answer a question. One student is charged with keeping track of who speaks and how many times. The goal is to have everyone in class ask at least one question and add to an answer for one question. This works well as an introductory activity to class discussions, but the conversation becomes too disjointed having to rely on the throwing of the ball to keep it going. I will say that the baseball players in the class usually get a kick out of this type of discussion.
Applying the KIPP fishbowl technique in my classroom, instead of being in small groups (which is my usual set up for structured discussions), my students could as a whole class argue answers to open-ended questions. Since my classroom layout is similar to the fishbowl layout, it would be easy enough to move some desks around so that students could debate on topics that connect to the literature studied (heroism, leadership, euthanasia, resolving conflict, civil rights, attaining the American Dream, etc). The Socratic discussion could be used as a precursor for writing an argumentative essay. Also, as stated in the video, the skills used in a Socratic discussion are the same skills that are used in daily life when arguing or supporting any point made. Small group, whole class, or just speaking to one person, the critical thinking skills used in the Socratic discussion are skills that students need for every class and beyond.
Update 12/7/12: Applying the Socratic Seminar in Class
Students engaged in their first Socratic Seminar based on questions connected to Chapters 1-2 in Steinbeck's Of Mice and Men. I adapted the process shown in the video above.
My Process:
Desks were arranged to create an inner circle of about 8 students and outer circle with the remaining members of class. Ground rules and expectations were discussed.
Students in the outer circle used their devices or a netbook to sign on to TodaysMeet.com and join the chat room I created for the backchannel discussion. The outer circle asked questions and made comments.
The discussion questions were posted one at a time on the front board and I moved the conversation along as needed.
After about 10-15 minutes, the students changed roles and new questions were asked of the inner circle.
The questions themselves were open-ended, connected to the novel, and controversial so that students could reference the text, provide numerous opinions, and support their arguments. Students stated that they liked being given the choice to participate in the spotlight of the inner circle or keep a lower profile, but still strong presence, in the chat room.
After some initial trepidation, silliness in the backchannel chat room, and the inner circle learning not to talk over each other, the conversation progressed smoothly. I was able to moderate and facilitate the conversation as needed--which was minimal, except as you'll see towards the end of period 2's conversation. Notice the students aren't shy for calling out the inner circle or noting when students are monopolizing the conversation.
For the first time doing a backchannel discussion, things went well. I'm pleased with the level of engagement and can ignore the silly comments. Some of the students' comments were spot on and most haven't read to the end of the novella. One student stated that George was the kind of friend who would take a bullet for Lennie-- little does he know where George will "take" that bullet! A few knowing students did chuckle at the use of the cliche in period 8.
Today went so well because it was structured but still allowed the students to take control. I just hovered and monitored until needed. The next step will be to add the role of the shadower so that students can get peer evaluations on their speaking and participation skills.
Creating a Voki is very easy and can be done quickly. Even in the free version there are a plethora of options and characters to choose from. Users can change the background image and customize the look of the stock characters. Publishing Vokis is easy too and users can publish directly to sites as well as copy/paste a hyperlink or embed code.
