Web 2.

0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

Introduction
In modern education, there has been a definite shift to constructivist principles and methods of teaching and learning (Olsen, 1999), which has been the driving-force behind the need to create environments for engaging students in becoming self-directed and reflective learners (Towers, Smith & Burns, 2005, p.1). With the advent of the internet and Web 2.0 affordances allowing everyday users of the web to use the web as a platform to generate, repurpose, and consume shared content (Franklin & Harmelen, 2007, p.4), educators have been finding creative ways to incorporate Web 2.0 applications into cooperative, constructivist online learning environments.

Web 2.0 affordances have the ability to challenge traditional educational approaches to technology. According to Duffy (2008), Web 2.0 applications represent a shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint, websites, animation) towards a ubiquitous user-centric, user-content generated and user-guided experience (p.119). Web 2.0 tools have been shown to have a positive impact on constructivist, student-centered learning as they:

provide educators with many possibilities for engaging students in desirable practices such as collaborative content creation, peer assessment and motivation of students through innovative use of media, which can be used in the development of authentic learning tasks and enhance the learning experience. (Duffy, 2008, p.119)

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

Voice Thread
Of the myriad of Web 2.0 affordances available to students and teachers, there has been much examination into the educational implications of a particular tool called `Voice Thread`. Voice Thread is a program that facilitates conversations and collaborations based on images, presentations, documents and videos (Nakagawa, 2010, para.10) making it a solution for sharing images, text, video, drawing, and personalized voice messages (Holland, 2010, p.84). Due to the versatility of this program, teachers can use Voice Thread to enhance collaborative learning across multiple subject areas, addressing multiple competencies. Through Voice Thread, instructors and students have access to an exciting innovative multimodal platform taking advantage of both visual and auditory narratives (Holland, 2010, p.84) and as a result, students have higher motivation and more engagement in learning (Huang & Taylor, 2011, p.4).

Generally, Brunvand and Byrd (2011) found Voice Thread is regarded by students and teachers as a positive Web 2.0 presence in the learner-centered online educational environment (p.35). In order to fully understand the variety of ways this tool fits into current theoretical models of online learning, an in-depth examination of the specific facets and uses of this tool is required.

The HCHI Model

To properly analyze Voice Thread as a Web 2.0 teaching tool, it is necessary to examine it through the lens of a theoretical framework related to the use of information and communication technology (ICT) in an educational setting (Blair, Lacasse, & Desjardins,

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

2001, p.213). For the purposes of this analysis, the Human-Computer-Human-Interaction (HCHI) model (Desjardins, 2001, 2005) has been selected.

The HCHI model outlines four distinct orders related to specific competencies of ICT in education. These orders have been identified as Technical, Epistemological, Informational and Social (Desjardins, 2001, 2005). With these competencies in mind, the four orders of the Human-Computer-Human-Interaction model will be used to frame an examination of Voice Thread software as a Web 2.0 educational tool.

Technical Order
According to the HCHI model, the technical order is based on the notion that the computer itself [is] the object of study and one [is] expected to learn the basics of operation (Blair et al., 2001, p.213). In a variety of ways, Voice Thread addresses technical competencies, which are identified as the array of conceptual and procedural knowledge usually constructed when experimenting with computers, then applied as useful methods to operate ICT tools efficiently (Blair et al., 2001, p.213).

The technological skills required to use Voice Thread are relatively simple to acquire. It is noted that it is easy for teachers to master the basics of Voice Thread with a minimal amount of time and effort (Nakagawa, 2010, para.8), which is shown to facilitate the use of this technology (Nakagawa, 2010, para.8). Additionally, the technical skills required by Voice Thread are the same regardless of the learning activity, content area, or grade level (Brunvand & Byrd, 2011, p.32) and once students learn how to use Voice Thread, they are able to use this

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

technology over and over again for a wide range of purposes (Brunvand & Byrd, 2011, p.32). Through ease of use, Voice Thread is a Web 2.0 tool that can be operated efficiently by both students and teachers alike for specific purposes within an online learning environment.

Voice Thread is also extremely versatile as it supports PDF, Word, Excel, PowerPoint, images, [and users can] import images from Flickr, Facebook, or the web (Holland, 2010, p.88) and commenting can be accomplished through several different ways including: voice microphone or telephone, text, audio file, or video web cam (Nakagawa, 2010, para.10).

The versatility of Voice Thread opens possibilities for constructing new technical knowledge. Huang and Taylor (2011) found that the use of Voice Thread in the classroom enhances digital literacy skills (para.2). Through the use of a wide array of file formats, exploration of information from outside web-resources, and the use of multi-media communication techniques which may be new to certain users, Voice Thread has the capacity to introduce students to a variety of technical tools, enhancing digital literacy. Exposure to the wide array of ICT models could serve to help strengthen `conceptual and procedural knowledge (Blair et al., 2001, p.214) related to competencies of the technical order, aiding in the efficient operation of ICT tools by the user.

Epistemological Order
Competencies within the Epistemological order are defined as the array of conceptual knowledge, usually constructed by reflecting on and anticipating what the technology can do, to draw analogies, connections, operational schemes and methods to be used in problem solving

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

tasks (Blair et al., 2001, p.214). Competencies of this order allow the user to get the most out of the use of the computer in problem solving tasks or in stating and verifying hypotheses (Desjardins, 2005).

Through the interactive and accessible nature of Voice Thread software, students can benefit from enhancing higher level critical thinking (Huang & Taylor, 2011, para.2), allowing them to capitalize on the power of computers to solve problems (Blair et al., 2001, p.214), a key component of the Epistemological order.

Voice Thread is specifically designed to promote the collaborative development of knowledge by providing students the opportunity to share their voice, quite literally, and express opinions regardless of their ability (Brunvand & Byrd, 2011, p.36). Voice Thread also enables teachers to capitalize on student learning strengths and preferred learning modalities by encouraging active participation in the learning process (Brunvand & Byrd, 2011, p.33). Through the accessible and versatile collaborative learning environment created by this affordance, Voice Thread encourages all students, regardless of their cognitive abilities, to participate in making connections and solving problems as a group. This occurs through active engaged authentic inquiry-based learner critiques, explanations, analysis, interpretations, demonstrations, reports, presentations, debates, collaborative interactions, practice, and motivation (Holland, 2010, p.86). The broad range of learning and teaching strategies available to users through Voice Thread make it a perfect example of the kind of epistemological shift from more traditional classroom instructional practices(Brunvand & Byrd, 2011, p.36).

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

Informational Order
Competencies of the Informational Order are characterized as the array of conceptual and procedural knowledge usually constructed while searching for specific information using a variety of databases or search engines, in order to extract useful procedures for identifying, selecting, classifying and coherent grouping of data (Blair et al., 2001, p.214). Overall, Voice Thread addresses Informational competencies by allowing for the analyzing, accessing, managing, integrating, evaluating and creating of information in different forms, using different media instruments (Chicioreanu, 2010, para.8).

According to the HCHI model, Informational competencies allow us to draw on information available through ICT in an effective and efficient manner (Blair et al., 2001, p.214). The technology required to participate in Voice Thread is minimal. In order to access it, a computer with Internet access is needed [and] no software needs to be installed; Voice Thread is web based and runs in a variety of browsers (e.g., Explorer, Firefox, Safari) and on multiple operating systems (Windows, Mac, Linux) (Brunvand & Byrd, 2011, 2011, p.31). The minimal technological requirements of Voice Thread allow for efficient and effective access to the information produced and shared within the program, as access is not limited to a narrow range of operating systems, can be accessed on any computer from a wide range of internet browsers, and does not need to be installed locally.

Voice Thread can also be employed as an accessible informational resource built by an entire learning community, serving as an archive where comments, conversations, and images

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

are stored and made available for access at a later time (Brunvand & Byrd, 2011, 2011, p.32). This aspect of Voice Thread allows for the construction of a unique classroom database of information, including student conversations and opinions that can be easily accessed. This promotes and reinforces informational competencies well after the classroom session has ended as students and teachers can retrieve the data anytime, anywhere (Huang & Taylor, 2011, p.4). An online database of Voice Threads allows for efficient access to information beyond the time and space constraints of the typical classroom environment (Huang & Taylor, 2011, p.4).

Social Order
According to the HCHI model, competencies of the Social Order allow us to interact with other individuals or groups by way of ICT (Blair et al., 2001, p.214). Generally, the collaborative nature of Voice Thread addresses competencies of this order by allow[ing] students to participate in learning communities beyond the walls of their own classroom to engage in conversations around topics of mutual interest (Yildiz, McNeal, & Salika, 2009), which can contribute to enhanced social interactions for collaborative learning (Holland, 2010, p.90).

It has been observed that the nature of online learning environments can create a lack of human being interaction and the feeling of isolation (Huang & Taylor, 2011, p.4). Through the collaborative on-screen interface provided by a Voice Thread, educators can create a more interactive platform to overcome these challenges (Huang & Taylor, 2011, para.10). If used properly, Voice Thread can be a tool that enhances online social competencies by supporting the

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

development, implement[ation] and communicat[ion] of new ideas to others (Chicioreanu, 2010, para.8).

The social order is also characterized by the array of mostly procedural knowledge usually constructed while reflecting on communication experiences, where a concern for the needs of others emerges, thus establishing a viable way of thinking and acting with other individuals or groups (Blair et al., 2001, p.214). Voice Thread has been seen to touch specifically on this aspect of social order competencies in that it can be used to foster a caring and supportive classroom environment, addressing both [the] cultural and social needs of students (Holland, 2010, p.90). With appropriate teacher guidance, the social interactions that occur through Voice Thread have the potential to promote the construction of an interactive, online learning community where students learn to support one another in a safe, nurturing environment.

Conclusion
When used to its full educational potential, Voice Thread is a Web 2.0 affordance that can act as a collaborative, constructivist online learning environment which addresses aspects of all four competencies of the HCHI model. Voice Thread builds and reinforces technical competencies while enhancing online learning experiences and involving learners in the development of reflective critical thinking and problem solving techniques. Voice thread is also an affordance that permits efficient access to information that can serve as a repository of stored data, easily accessed by students from anywhere, at any time. Finally, the interactive nature of

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

Voice Thread can help teachers promote and enrich a supportive online social environment in which all community members feel a sense of safety and belonging.

In order for Web 2.0 innovations such as Voice Thread to reach their full educational potential, it is important for educators to note that these technologies are only a tool which, when used properly, still require that academic staff facilitate the student learning (Littlejohn & Stefani, 1999, p.69). Voice Thread requires an engaged teacher to creatively apply the curriculum, actively direct and moderate the applications of the program, and take full advantage of the variety of ways it can address competencies within the HCHI model in order for it to be a valuable educational tool that nurtures reflective and self-directed learning.

Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

References
Blair, L., Lacasse, R., Desjardins, F. (2001). Toward a Definition of four orders of competency for the use of information and communication technology (ICT) in education . The IASTED International Conference, COMPUTERS AND ADVANCED TECHNOLOGY IN EDUCATION, June 27-29, Banff, Canada, p.219-217. Brunvand, S. & Byrd, S. (2011). Using VoiceThread to Promote Learning Engagement and Success for All Students. Teaching Exceptional Children. Volume 43, Number 4, pp. 28-37. Chicioreanu, T. (2010). Voicethread 4 Education. Proceedings from the 6th International Scientific Conference, ELearning and Software for Education, April 15-16, Bucharest. Desjardins, F. J., (2005) La reprsentation par les enseignants, quant leurs profils de comptences relatives lordinateur : vers une thorie des TIC en ducation , La revue canadienne de lapprentissage et de la technologie, Vol. 31 (1) 27-49. Duffy, P. (2008). Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. The Electronic Journal of e-Learning Volume 6, Issue 2, pp 119 130. Franklin, T. & Van Harmelen, M. (2007). Web 2.0 for Learning and Teaching in Higher Education. London: The Observatory of Borderless Higher Education. Retrieved March 12, 2012 from http://www.obhe.ac.uk/resources-new/pdf/651.Pdf Holland, J. (2010). Use VoiceThread to merge audio-based chat with interactive media for dynamic online multimodal teaching and learning. National Social Science Proceedings, Volume 44, no.2. pp.84-92. Huang, H. & Taylor, L. (2011). Using Voicethread and Worlde in Course Curriculum. Proceedings of the 3rd International Conference on Computer and Network Technologies in Education, Taiyuan: February 26, 2011, p. 1-4. Littlejohn, Allison and Stefani, Lorraine (1999) Effective use of communication and information technology: Bridging the skills gap. Association for Learning Technology Journal, 7 (2). p.6676. Nakagawa, A. (2010). Using Voicethread for professional development: Probeware training for science teachers. PowerPoint presented at the 15th Annual Technology, Colleges, and Community Worldwide Online Conference. Olsen, D. (1999). Constructivist Principles of Learning and Teaching Methods. Education, Vol. 120.

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Web 2.0 Affordance Review - Charlie Berger, 100384876 EDUC 5101G-001

Towers, S., Smith, J. & Bruns, Axel. (2005). Elearning environments: Generation C the missing link. In Proceedings Symposium on Teaching Technology in Higher Education: The 24/7 e- University, Perth, Western Australia. Yildiz, M., McNeal, K., & Salika, L. (2009). The power of social interaction technologies in teacher education. Paper presented at the National Educational Computing Conference, Washington, DC.

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