VoiceThread as a Tool in Online BSW Education

Joiner, Janet M.; Patterson, Debra

doi:10.1080/08841233.2019.1649787

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…Once on VoiceThread, students could individually annotate slides while conferring with one another about transitions to create a coherent presentation. This version of asynchronous group work has been used in a variety of disciplines, especially in social work (Joiner & Patterson, 2019) and nursing (Hannans, 2019;Kaminski, 2016;Merriam & Hobba-Glose, 2021;Price et al, 2015), where presentation skills are of utmost importance. Last, we reinforced academic writing by having students submit an individual reflection paper on the group activity, where they provided additional insight on workplace application, equity, and implications for diverse learners.…”

Section: Google Slides/voicethreadmentioning

confidence: 99%

“…The use of VoiceThread's audio and written commenting features has been shown to help students feel more connected to the class and also improves the overall classroom community (Delmas, 2017). Relatedly, Joiner and Patterson (2019) found students in an online social work program felt "known" by using VoiceThread. Based on end-of-course evaluation feedback, our students felt VoiceThread helped them engage with other classmates and learn course content at a deeper level.…”

Section: Google Slides/voicethreadmentioning

confidence: 99%

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Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Kerrigan

Andres

2022

Journal of Educational Technology Systems

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Many undergraduate and graduate courses have been recently converted to fully remote offerings due to the COVID-19 pandemic. Even within the remote structure, courses vary in their frequency of synchronous and asynchronous meetings. Fostering collaboration through students’ idea-sharing and supporting their learning is especially challenging in the asynchronous setting where it is challenging to replicate in-person communities of practice. This is especially the case in courses that are very theoretical and have traditionally relied on discussion boards for engaging students asynchronously. This paper aims to contribute to the research on technology-enhanced communities of practice by offering examples of digital discourse among peers that can be implemented asynchronously, including social annotations and jointly-developed slideshows with voice annotation. These methods allow for higher-quality interaction between learners, between learners and content, and between learners and the instructor.

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Section: Google Slides/voicethreadmentioning

confidence: 99%

Section: Google Slides/voicethreadmentioning

confidence: 99%

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Kerrigan

Andres

2022

Journal of Educational Technology Systems

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“…Real student voice work aims to put students in a position to identify and assess issues that they believe are important about their schools and learning (Joiner & Patterson, 2019;Ranalli et al, 2018). The respondents have spoken their voices to affect the language regulations in schools that have been implemented.…”

Section: Discussionmentioning

confidence: 99%

Voices and Identity Positionality in EFL Teaching and Learning Policy in an Islamic Bilingual Boarding School in Indonesia

Octavianah

Putra

Sumardi

2023

j. pendidik. indonesia.

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Students' interactions in school-based activities across subject areas and linguistic groups have been the focus of study on the relationship between identity and learning. Likewise with what happened in the bilingual class which is very interesting to be studied further. Therefore the current study aims to analyze the positionality of students considering the voices of students, subject teachers, and school administrators influenced by school language policies. This study uses case study research. The data were collected out of 102 students that participated in the initial interview, four focal participants were chosen. Two of the students were female, and two were male. Semi-structured interviews and observations were performed. The qualitative content analysis utilizes the gathered data to produce unique representations of the transcripts, such as what is being discussed at a specific time. The findings of this study share students' positive and negative voices toward the implemented language policy at the school. They position themselves as passive and active English users in recognizing their identity positionality. This study may be of relevance to those active in secondary or higher education research, decision-making and advocacy in the non-profit and public sectors, school leadership and governance, and teaching and learning.

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“…For instance, instead of an end-of-term research paper, consider breaking the research paper up into four main parts, giving feedback at each part that guides improvement in the next part. Another way to support relational connection when using feedback, including rubrics, is to narrate the feedback using voice; for instance, through the tools Voicethread or Flipgrid (Fox, 2017;Joiner & Patterson, 2019). Rubrics that provide detailed feedback about what is high-quality versus low-quality work can help speed the feedback process, as can peer review that uses feedback and rubrics (Turbow & Evener, 2016).…”

Section: Trauma-informed Instructional Practicesmentioning

confidence: 99%

Social Work Educators’ Opportunities During COVID-19: A Roadmap for Trauma-Informed Teaching During Crisis

Hitchcock¹,

Baez²,

Sage³

et al. 2021

Journal of Social Work Education

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The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption.

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VoiceThread as a Tool in Online BSW Education

Cited by 8 publications

References 14 publications

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Technology-Enhanced Communities of Practice in an Asynchronous Graduate Course

Voices and Identity Positionality in EFL Teaching and Learning Policy in an Islamic Bilingual Boarding School in Indonesia

Social Work Educators’ Opportunities During COVID-19: A Roadmap for Trauma-Informed Teaching During Crisis

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