Communicating Effectively

Our task this week was to observe and analyze a message between project members delivered using three different message modalities: email, voicemail and face-to-face (Laureate Education, Inc., n.d.).  Before starting the task, I made assumptions as to which modality I would prefer or would be most effective in sending the message.  My gut reaction told me that email would be the least effective, voicemail more effective and face-to-face the most effective.  It was interesting to how my interpretation of the message changed from one modality to the next and how those interpretations related to my initial assumptions. 

The email message initially seemed to the point and delivered a clear message.  The difficulty with email however is the lack of tone and expression, which can be “inappropriate for messages that might be interpreted as critical or emotional” (Anderson, 2009).  When I re-read the email, I could see how it could be interpreted in two very different tones, a lot of which depends on the mood of the reader.  On the other hand, I can see where this email might be more effective than a voicemail.  For one, many people who have a busy schedule may be more apt to check an email than to pause, dial-up and listen to a voicemail message.  Additionally, I think that emails are effective because they provide a source of documentation for the message, which is an important aspect of project communication (Laureate Education, Inc., n.d.). 

When I listened to the voicemail of the same message I felt the message carried a stronger urgency than I initially interpreted from the email.  The tone of the message seemed to have an air of stress. Dr. Stolovitch points out that informal communication is often delivered  orally, but important communication, such as the need for a missing report and critical data, is best delivered live and with all people present (Laureate Education, Inc., n.d.).  In terms of effectiveness at sending a message, I think the voicemail was succinct and followed some key rules for leaving a message.  For example, Anderson (2009), suggests that voicemails are limited to 100 words or less, include a compelling reason for a return call or action and include some emotion to make a personal connection.

When I watched the face-to-face interaction, my interpretation changed a bit.  The face-to-face delivery was a much more positive interaction and demonstrates Dr. Stolovitch’s suggestion to “think of communications as not just words, spirit and attitude is more important than the words you use” (Laureate Education, Inc., n.d.).  Instead of an accusatory or stressed message that may have been interpreted by the receiver from the email or voicemail, the face-to-face message was more calming an enabled the sender to be “more persuasive and expressive” (College of Marin, n.d.).  Unfortunately, face-to-face communication for quick and critical messages, such as the one being delivered in this example, may not be feasible for members of a project team due to busy schedules or proximity issues.

My take-away from this activity is that there is not one perfect method of communication and “different methods of communication are more effective at certain tasks than others” (Martin, 2007).  Emails may be appropriate for coordinating and scheduling meetings, voicemails may be good for reminders or check-ins, and face-to-face meetings are best for formal project communications and anything that requires discussion or consensus (Martin, 2007).  I also think that different communication modalities work for some people better than others and that I may, as Vince Burdovich highlighted, need to tailor my communication methods and approach to fit the specific needs of the individual team stakeholders (Laureate Education, Inc., n.d.).  Finally, I think that starting out with strong communication is key.  Having personal face-to-face discussions early on with team members will establish a strong foundation and enable other forms of communication to flow throughout the project without as many misunderstandings (Martin, 2007). 

References:

Anderson, W.H. (2009, June).  Effective client communication: Choosing the right medium for your message.  GPSOLO.  Retrieved from https://www.americanbar.org/newsletter/publications/gp_solo_magazine_home/gp_solo_magazine_index/2009_jun_clientcommunication.html

Laureate Education (Producer). (n.d.). Communicating with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Practitioner voices: Strategies for working with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). The art of effective communication [Multimedia file]. Retrieved from: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Martin, C. (2007, March 6).  The importance of face-to-face communications at work [Blog post].  Retrieved from http://www.cio.com/article/2441851/it-organization/the-importance-of-face-to-face-communication-at-work.html

Wilson, B. (n.d.). Business communication online: Critical thinking questions.  Retrieved from http://www.marin.edu/buscom/index_files/page1387.htm

Learning From A Project Post-Mortem

The project that I participated in that is the basis for my post-mortem analysis entailed a group project for an asynchronous online class that I took.  The team members and roles were assigned randomly by our course instructor and included a project manager to help run the project and participate in the other duties of the team.  None of us had worked together before and we all lived across different time zones, represented different backgrounds and very different personality types.  To summarize the story, our team failed to establish any effective communication throughout the project.  We jumped past the “forming” stage of small group team development, into the “storming” phase, and never left (Tuckman, 1965).  At the end of the course, we had a project to deliver, but I would not at all call the project a success.

I think there were two major factors that contributed to the project failure.  The first problem, which I think allowed for the development of the other problems, was that we had no established leader.  Greer (2010) addresses this in the post-mortem project analysis by asking, “Did we have the right people assigned to all the project roles?” (p. 42).  Since the instructor randomly assigned the roles, I would say the answer was definitely not.   The initial assigned PM backed out of the leadership role the second week and the individual who replaced him was self appointed and not respected by several members of the team.  The lack of a clearly defined leader created communication issues and personality conflicts amongst the team.  Instead of acting as a team, a few members branched off and did their own work, which didn’t meld with the rest of the team project when needed.  Buhl (n.d.), stresses that a good leader needs to “focus on issues, not personalities.”  Additionally, we didn’t get the help we needed from the course instructor to assist in managing or mediating our team issues.  This could have been because we didn’t seek the help appropriately.  Buhl (n.d.) also points out that if all the leaders efforts to formulate a successful team fail, that it is imperative to know to how involve a superior. 

The second major issue was the lack of effective communication amongst our team.  I think if we had established a means to regularly and clearly communicate throughout the project, a lot of misunderstandings and negative feelings would have been avoided.  I have learned of the importance of the project manager establishing a formal communication plan during the planning phase of a project (Project Management Institute, 2013).  I think if our project manager had worked at the start to “define the preferred communication style, frequency and format” for the members, we would have been much more successful (PMI, 2013, p. 9). 

It is interesting to do a post-mortem analysis on a project and analyze what could have turned the project around.  I was so frustrated during the project and so thankful when it was over that I never took time to reflect on how we could have potentially made it successful.  I will continue to wonder if we could have made it work, had we had some of the different circumstances I described above.  If nothing else, it allows me to approach my future projects with a better understanding of how to have a positive impact on my team. 

References:

Buhl, L. (n.d.).  How to survive a bad team leader.  Retrieved from http://managerlink.monster.com/training-leadership/articles/870-how-to-survive-a-bad-team-leader

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.

The Project Management Institute.  (2013). Communication: The message is clear [White paper]. Newtown Square, PA: Author.  Retrieved from http://www.pmi.org/~/media/PDF/Knowledge%20Center/Communications_whitepaper_v2.ashx

Tuckman, B.W. (1965).  Developmental sequence in small groups.  Psychological Bulletin, 63(6), 384-399.

Project Management Group 1 Welcome

Hello all and Happy New Year,
It seems like it was a short, but well needed hiatus from blogging and project work!  I look forward to exploring project management with you over the next eight weeks. I am excited to follow you all and have your feedback on my own reflections here!

Distance Learning Reflection

There is a current trend toward a greater societal acceptance in distance education, which seems to be tied to the increasing prevalence of enrollment in online learning (DiStasi, 2013).  Dr. Simonson discusses how distance education is starting to be expected as much as accepted, just as the evolution of the computer followed the same trend decades ago (Laureate Education, Inc., n.d.).  I see a growing positive shift toward distance learning in the future for several reasons.  Dr. Siemens highlighted, there is an increase in the online learning community across all levels of education (Laureate Education, Inc., n.d.).  As more of the public becomes part of this learning community, I envision the shift from misconception to understanding and acceptance for the value of distance education.   Another factor I think that will greatly influence the future perception of distance learning is the neo-millennial generation.  According to Van Der Warf and Sabatier (2009), these neo-millennial learners “see their educational futures built almost entirely around technology” (p. 7).  As this generation enters higher education and the workforce, there is great potential for a shift in the overall public perception on distance education to a favorable view. 

When I first entered this course, my perceptions of distance education were based solely on my personal experiences.  My perceptions have changed dramatically via the research, discourse and critical thinking that have occurred through this class.  I think the public bases much of its opinion on online learning solely on word of mouth or experience, and rarely has the opportunity to reflect on a wider view.  As an instructional designer I can be an advocate for distance learning through a sharing of my knowledge.  Dr. Siemens discusses that distance education will be impacted by contributions from experts around the world, and I think that includes advocacy (Laureate Education, Inc., n.d.).  As a K-12 teacher and instructional designer, I can advocate at the building and district level for the positive impact of online and blended learning models.  As a board member of the Alaska Society for Technology in Education, I have potential to advocate at the state level as well. 

As an instructional designer and scholar practitioner, my role includes a focus on continuous improvement for the field and myself.   Dr. Simonson discusses how there needed to be significant promotion of the computer in teaching and learning prior to acceptance into education (Laureate Education, Inc., n.d.).  I think the same goes for distance education.  I need to not just advocate for distance education, I need to demonstrate the positive impact through my expert analysis, design, development, implementation and evaluation.  Saad, Busteed, and Ogisi (2013), point out that if we want distance education to have equal status with brick and mortar institutions, than we need to do more to demonstrate high standards for instruction, assessment, and evaluation.  As an instructional designer, I can work to create powerful online courses and programs that are not just about flexibility and lower cost, but also about improved student learning outcomes.

In order to meet the needs of a changing world, distance learning will have to continue to improve and evolve.  Future learning will need to incorporate ever-changing innovations in technology and be adaptable to the global marketplace (International Association for Distance Learning, n.d.).  As a designer, I need to assure that I stay on top of my learning so I can effectively apply this to my distance learning design.  Aside from my personal practice, I need to be part of this greater collaborative effort. Additionally, as Dr. Siemens and the IADL point out, partnerships between institutions, governments and corporations will foster vast improvements in the distance learning landscape and I need to work collaboratively within these partnerships (Laureate Education, Inc., n.d., IADL, n.d.).  Dede (2005) summarizes the future of distance education and the potential for improvement and change:

“We now have the technological infrastructure to facilitate a reinvention of our historic approach, as well as promising models from many other sectors of civilization that have already reinvented their missions and organizational structures based on the capabilities of information technology.  Hopefully, the changes in student learning styles from the infusion of media in our societal context will inspire us to reinvent as well” (p. 11). 

As a future instructional designer, I see imagine myself as part of this reinvention and sustained effort for a powerful and productive distance learning environment. 

References:.

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly, 28(1), 7–12.  Retrieved from https://net.educause.edu/ir/library/pdf/eqm0511.pdf

DiStaci, C. (2013, March 6).  On opinions of online education: hit “refresh” [Web log post].  Retrieved from http://www.publicagenda.org/blogs/on-opinions-of-online-education-hit-refresh

Laureate Education (Producer). (n.d.). Distance education: The next generation [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

Saad, L., Busteed, B., & Ogisi, M. (2013).  In U.S., online education rated best for value and options.  Retrieved from http://www.gallup.com/poll/165425/online-education-rated-best-value-options.aspx

Van Der Werf, M., & Sabatier, G. (2009).  The college of 2020: students.  The Chronicle of Higher Education Inc., Washington, DC.  Retrieved from http://www.uwec.edu/CETL/bundles/upload/college2020-dl.pdf

Converting to a Distance Learning Format

Much time and effort must be put into the planning, design and delivery of a successful blended learning course, especially one that has been converted from a traditional face-to-face training model.  "Moving content online is not simply about transferring content, it is about transforming content" (Gutierrez, 2012).  The following Blended Learning Design and Implementation Best Practice Guide highlights tips for a trainer in undertaking this task.  Beginning with planning strategies, to a focus on a shifting role and techniques that foster engaging discussion and learner interaction, this guide follows a checklist template supported by current research.

References:
Gutierrez, K. (2012, September 18).  Best practices: Converting from traditional training to elearning [Web post log]. Retrieved from http://info.shiftelearning.com/blog/bid/222701/Best-Practices-Converting-from-Traditional-Training-to-eLearning

The Impact of Open Source

I began my search for an Open Courseware (OCW) class this week unsure of what to expect in terms of a complete online free course.  I immediately began to run into OCW programs that seemed to be repositories of course materials, but struggled to find a complete course I thought I could actually take as a learner.  I felt if I could look at the course from the learner lens, than I would do a better job in my analysis of the course design.  I finally landed on MIT’s OCW Scholar courses and honed in on Fundamentals of Biology (Lander, E., Weinberg, R., Jacks, T., Sive, H., Walker, G., Chisholm, S., & Mischke, M., 2011).  My first impression of the course was that is was thorough and complete in terms of its course content.  But I found myself struggling with who the course was designed for and realized that before I could truly critique the design, I needed to answer this question. 

Anderson (2008) explains that “all teaching & learning systems should be built from two vantage points: the needs of the intended students and the intended learning outcomes of the course or program – i.e. the knowledge, skills, and attributes that students will gain.  An ideal online learning system will be based on a plan that flows from a full understanding of these two fundamentals” (p. 123).   Keeping this in mind, I went in search of who the intended students were for these OCW Scholar courses and then felt I could reflect back on whether this was an ideal online learning system. 

I wrestled with trying to determine who would take this biology course or any of the OCW Scholar courses when no credit is conferred, and no certificate is awarded for the effort and completion.  Simply taking the course for knowledge gain seems like a refreshing idea, and as a motivated, insatiable learner, I personally could see benefit.  However, I wasn’t sure who the larger learner audience was.  After researching this aspect, I quickly realized that the intended users for these courses are diverse, global learners of all ages.  The course materials serve “as ingredients of learning that can then be combined with teacher-student interaction somewhere else or simply explored by, say, professors in Chile or precocious high school students in Bangladesh” (Goldberg, 2001).  Furthermore, statistics collected from the past ten years of OCW use at MIT, reveal a vast learning audience.

“Currently, more than 93% of undergraduates and 82% of graduate students say they use the site as a supplement to their course material or to study beyond their formal coursework. Eighty-four percent of faculty members use the site for advising, course materials creation, and personal learning. More than half of MIT alumni report using the site as well, keeping up with developments in their field, revisiting the materials of favorite professors, and exploring new topics” (Miyagawa, 2010).

Further research revealed that the original OCW course design was intended not for outside students, but rather as a resource for educator use in their own classrooms (MIT OpenCourseWare, 2014).  Global users beta tested these initial OCW courses and the feedback gathered by the designers allowed for a reshaping of the courses, a key feature in planning a distance learning program (Laureate Educaiton, Inc., n.d.).  The outcome was OCW Scholar, a set of more robust courses intentionally designed to serve independent learners who have limited access to extra resources (MIT OpenCourseWare, 2014). 

In reflecting on whether the course appears to be pre-planned and designed for a distance learning environment, I would say absolutely.  I believe the designers use Knowles andragogical theory, which is understood as the theory of adult learning as a basis for this course design (Conlan, Grabowski, & Smith, 2003).  One assumption of adults as learners is that they are more self-directed and independent, and thus better able to handle a self-paced study course (Simonson, Smaldino, Albright, & Zvacek, 2012).  The course content is presented in a way that the learner can interact with and control in a way that fits their skill level, learning style and need.  Additionally, adults are internally motivated, rather than extrinsically, and thus approach the learning process in an individualistic manner (Conlan, et. al., 2003).  In the OCW Scholar Biology course, there is no extrinsic motivation provided for the learning process.  There is no instructor feedback on the work and no grade provided to the learner.  Rather the motivation must come internally from the learner as they reflect on how they can personally benefit from the knowledge gain through completing the course. 

In addition to planning the Fundamentals of Biology for a particular learner, the course developers followed many recommendations for online instruction design.  For example, Simonson, Smaldino, Albright, and Zvacek discuss the importance of avoiding dumping face-to-face course content into the web environment (2012, p. 134).  The course designers at MIT, specifically highlight that the course materials include custom-created content for the online environment in addition to enhanced materials from the face-to-face classroom (MIT OpenCourseWare, 2014).  Additionally, Simonson, et. al. (2012), discuss the importance of course organization online and a detailed syllabus.  I immediately had a clear picture of the entire course from the home page.  There was a detailed course overview and syllabus with clearly defined learning objectives for each section and overall course.  Each topic also contains information, including what will be learned in the section how it ties to the learning objectives for the unit and course.  Supplemental course readings and videos are embedded into each unit to help the learner gain knowledge outside the course text, another important feature discussed by Simonson, et. al. (2012). 

A final component of my analysis of the Fundamentals of Biology OCW Scholar course was the examination of the design of course activities to maximize learning for students.  Swan (2003) highlights interactions in an online environment that are necessary for effective learning.  Specifically there should be clarity and consistency the course design with opportunities for active learning and assessment (Swan, 2003).  Each topic unit in The Fundamentals of Biology course include an overview, a session activity, a check yourself section, practice problems, and outside extra resource links.  The session activities are infused with multimedia, such as videos from instructors, simulations or tutorials.  Additionally, Swan (2003) discusses the importance of frequent learner feedback.  At first I thought the lack of student-instructor interaction in this OCW setting would inhibit this process.  However, after exploring the course more thoroughly, I found ample opportunities for learner feedback and assessment of learning.  Each learning activity is followed by a check for understanding that provides immediate feedback.  Additionally, all practice problems have a separate solutions attached.  Each unit exam includes a test that is clearly linked to the objectives and also includes solutions.  In this sense, the learner can self-monitor their achievement of each of the objectives as they work through the course and spend more time on areas of deficiency.  A last built in component of the OCW Scholar courses is a course study group that allows for peer interaction and support.  This allows for some important social contact for the learner and additional feedback on the learning process that helps fill the gap for no instructor presence.

Overall, I was quite impressed with this OCW Scholar course.  I was surprised at what I learned through my exploration both on the MIT site as well as outside, in terms of the use and success of these programs for global independent learners.  I look forward to having the time in the future to accessing and utilizing such as course for my own personal learning. 

References:

Anderson, T. (2008). Theory and Practice of Online Learning (2^nd ed.) Athabasca University, Canada: AU press.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Goldberg, C. (2001, April 4).  Auditing classes at M.I.T., on the web and free.  The New York Times. Retrieved from http://www.nytimes.com/2001/04/04/us/auditing-classes-at-mit-on-the-web-and-free.html

Lander, E., Weinberg, R., Jacks, T., Sive, H., Walker, G., Chisholm, S., & Mischke, M. (2011). 7.01SC Fundamentals of Biology.  MIT OpenCourseWare: Massachusetts Institute of Technology. License: Creative Commons BY-NC-SA. Retreived from http://ocw.mit.edu/courses/biology/7-01sc-fundamentals-of-biology-fall-2011

Laureate Education (Producer). (n.d.). Developing online courses [Video file]. Retrieved from https://class.waldenu.edu

MIT OpenCourseWare. (2014).  FAQ: OCW scholar.  Retrieved from http://ocw.mit.edu/help/faq-ocw-scholar/

MIT OpenCourseWare. (2014).  OCW scholar.  Retrieved from http://ocw.mit.edu/courses/ocw-scholar/

Miyagawa, S. (2010).  MIT OpenCourseWare: A decade of global benefit.  MIT Faculty Newsletter, 23(1). Retrieved from http://web.mit.edu/fnl/volume/231/miyagawa.html

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45.

Selecting Distance Learning Technologies: Interactive Tours

This week, in evaluating a real-world example of a distance learning challenge, I selected example two to research and provide appropriate technology solutions.  Example two involves a high school history class, in which the teacher is looking to bring exhibits from museums from across the country into her classroom for her students to tour, interact with, and critically analyze.  There are two main issues to consider in this example, one is the challenge of the “tour,” the other is the challenge of having the students collaborate as a group to critique a piece of art from one of the exhibits on the tour. 

Distance learning technologies have evolved over the past decade to make field trips possible across the globe without leaving the walls of the classroom.  These virtual field trips (VTFs) can be delivered in either an asynchronous or synchronous setting.  “Interactive VFTs are synchronous, real-time experiences in which students in one location learn from informal educators in another location, such as a museum, historic castle, or organization such as NASA” (Zanetis, 2010, p. 21).  Videoconferencing requires a basic setup of a camera and microphone on the sending and receiving end, usually transmitted via the Internet using a coding and decoding device called a codec (University of Iowa, 2014).

  

Common technologies that provide Internet based videoconferencing solutions for schools include Tandberg, Polycom, and Lifesize.  Many school districts around the country have installed this type of videoconferencing equipment (Zanetis, 2010).  Additionally, this equipment is often housed on “special distance learning carts…that can be wheeled into any classroom” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 110).  A backup option for this type of interactive tour if this large-scale videoconferencing equipment is not available is to use free software, such as Skype or FaceTime, on portable devices, such as an iPad.  Another exciting new option that is building a significant provider base is called FieldTripZoom.  FieldTripZoom (2014) provides a cloud-based service that only requires classrooms to have a PC or Mac to connect to museum, zoos and parks.  A simple search of museums offering VTFs via some sort of videoconferencing reveals pages of results.  The solution for this teacher is to engage with a museum educator who can interact from New York with the west coast students via a real-time videoconferencing event.  The museum experts are often adept at showcasing their exhibits to students and tying these presentations into curricular standards (Zanetis, 2010). 

A successful field trip does not necessarily equate to successful learning.  The pre and post activities in the classroom are often more important to enable the students to make connections to the content and truly make the lesson a learning experience.  To engage her students beyond the VFT, this educator desires to have her student participate in a group critique of artwork that she selects from the viewed exhibits.  According to Laureate Education, Inc. (n.d.) media sharing sites lend well to this type of activity, in which students can form a collaborative group to provide feedback on content.  An excellent example of a media-sharing site is VoiceThread.   

VoiceThread is a collaborative cloud-based tool that allows users to add commentary in multiple media formats to an artifact, such as a photo of an art piece.  Participants in the sharing process can add their input via voice or text, all of which are saved together with the original artifact in a Flash animation (Educause Learning Initiative, 2009).  The VoiceThread allows for discussion and critique of an art piece and the ability of the students to share their critique back with the museum educators for further feedback.  VoiceThreads can be shared with different levels of public viewing and can be easily incorporated into most CMS that the school or classroom may use (VoiceThread, 2014).  Peers and/or the museum curators could then evaluate the VoiceThreads to create a deeper understanding of the art pieces and the process of critique.  “By far the greatest potential of VoiceThread lies in the creative opportunity it provides for students to tell their own stories and to contribute to or directly critique the narratives of their peers” (Educause Learning Initiative, 2009, p. 2). 

The most exciting part of generating solutions to challenges in selecting distance learning technologies is researching and finding all the amazing examples of the actual use of these technologies.  I feel that as videoconferencing technologies continue to be refined, the opportunities for engaging interactive VFTs will grow exponentially.  There are a variety of examples of videoconferencing being used by museums across the world.  Two examples of museums that seem to have robust and award winning programs include The National WWII Museum in New Orleans and the Smithsonian American Art Museum and the Renwick Gallery.  I however would like to share a program that I have personal experience with as a science and health educator.  The Center of Science and Industry (COSI) out of Ohio State University offers a variety of amazing science interactive videoconferences, my favorite of which is the Virtual Autopsy.  For several years I have been able to have my students participate in a multi-point interactive videoconference, connecting up to 6 schools at a time, with a live pathologist in Ohio to observe an actual autopsy (COSI, 2013).  Teachers are provided with pre and post supporting curriculum, which is tied to national science standards.  Students must work through the patient case and collect data to solve for the cause of death.  The program has been an invaluable addition to my Anatomy and Physiology classes in the past and currently my Advanced Health Career Pathways class in which we explore forensic medicine. 

In addition to a wealth of examples of videoconferencing, I found wonderful examples of VoiceThread as a media-sharing site for distance learning.  I came across a digital library of successful VoiceThreads in k-12 and higher education across a variety of content areas.   Two in particular caught my eye as being relevant to the history example from this case study.  One was a narrative completed by fifth grade students studying immigration and Ellis Island (De Santis, n.d.).  The students contributed their thoughts and impressions of photos of immigrants.  Hearing the student’s voices and interpretations of the feelings of the immigrants in the photos truly captured the essence of what the teacher was striving for in this activity.  A second example was a VoiceThread at the higher education level for an art history class.  The instructor, Pacansky-Brock (n.d.), summed it up perfectly in her description:

Instructionally, the VoiceThread required students to discuss and reflect on specific images and ideas that they learned about in the current learning unit that was tied to this VoiceThread.  I use a VoiceThread at the end of each online learning unit as a way to recap and discuss the major concepts and ensure students meet the learning objectives for the learning unit.  My students' comments are insightful, engaging and demonstrate evidence of discussing ideas in a group setting.

It appears that no matter what the content, VoiceThread is an excellent example of a media sharing site that is an technological innovation with the ability to influence the future of distance education (Laureate Education, Inc., n.d.).

References

Center of Science and Industry.  (2013).  Interactive videoconferencing: In depth: Autopsy.  Retrieved from http://www.cosi.org/educators/educator-ivc

De Santis, B. (n.d.).  5th Grade - Ellis is. narratives from Barbara De Santis.  Retrieved from http://voicethread.com/about/library/5th_Grade__Ellis_Is_Narratives_from_Barbara_De_Santis/

Educause Learning Initiative.  (2009).  7 Things you should know about VoiceThread.  Retrieved from https://net.educause.edu/ir/library/pdf/ELI7050.pdf

FieldTripZoom.  (2014).  Our mission.  Retrieved from http://www.fieldtripzoom.com/Home_Page.html

Laureate Education (Producer). (n.d.). The technology of distance education [Multimedia program]. Retrieved from https://class.waldenu.edu

Pacansky-Brock, M. (n.d.).  Higher ed online learning from Michelle Pacansky-Brock 2.  Retrieved from http://voicethread.com/about/library/Higher_Ed_Online_Learning_from_Michelle_PacanskyBrock_2/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Smithsonian Institution.  (n.d.).  Education: Classroom videoconferences.  Retrieved from http://americanart.si.edu/education/video/

The National WWII Museum.  (n.d.).  Virtual field trips.  Retrieved from http://www.nationalww2museum.org/learn/education/for-teachers/distance-learning/virtual-field-trips.html

University of Iowa. (2014).  Video conferencing: FAQ.  Retrieved from http://its.uiowa.edu/support/article/100451

VoiceThread.  (2014).  Communicate, collaborate and connect.  Retrieved from http://voicethread.com/about/features/

VoiceThread.  (2014).  Digital library.  Retrieved from http://voicethread.com/about/library/

Zanetis, J. (2010).  The beginner’s guide to interactive virtual field trips. Learning and Leading  with Technology, 37(6), 20-23.  Retrieved from http://files.eric.ed.gov/fulltext/EJ886387.pdf