Communication ToolsIT 648

Summer 2014University of Southern Mississippi

Cynthia BaertichHuiruo Chen

Tiffany MaddoxEdmund SentenoLashanta Smart

Jennifer Tannehill

Introduction

A group of six students enrolled in IT 648, Telecommunications in Education, at the University of Southern Mississippi during the Summer 2014 semester worked collaboratively to explore different communication tools available in Blackboard Learn. Tiffany Maddox explored the features of Blackboard Instant Messenger by communicating with different students in the group. A predetermined time was established for members of the group to meet online for using IM. Both text and voice options were explored. For voice podcaster, Jennifer Tannehill created a podcast talking about the features of the tool. She posed two questions at the end of the podcast and invited group members to respond. With Collaborate, our group was moderated by Edmund Senteno and met online using the Bb Collaborate Web Conference functionality linked to Bb IM, exploring basic features and appearance. For voice board, Cynthia Baertich explained what voice board is and how it can be used in a language course. She provided an example of a type of activity that can be used in foreign languages. Huiruo Chen sent voice emails to the group, and LaShanta Smart used Voice Presentation to create an audio summary of an article. Each tool had its advantages and disadvantages along with several possibilities for classroom use.

Blackboard Instant Messenger (formerly Wimba Pronto)

Blackboard Instant Messenger, previously known as Wimba Pronto, is a text or voice messaging tool available to students enrolled in a Blackboard course. The program can be used outside of Blackboard, which means students do not have to log in to their Blackboard accounts to use it. The program does have to be installed on the computer the student is using; an account must be created with a separate username and password. Once the account has been created, Blackboard Learn automatically adds all current as well as past Blackboard classes in which the student is or has been enrolled. Other students and instructors who have installed Blackboard Instant Messenger will appear, and the program will indicate if the students are online or not. It also lists students who do not have IM installed. The scroll bar on the right side can be used to move up or down the list of classes, instructors, and students available. The graphic to the right is an example of what the user sees upon logging into the program. The program's features are very similar to other Instant Messaging platforms such as Windows Live Messenger or Facebook Messenger. Users can type live, real-time messages to other users that are online. The recipient can type a reply back to the sender. There is also a voice function which allows users to

speak to each other. Text or voice chats can be between individuals or between groups of users. Multiple individual conversations can also occur at the same time. The tabs across the bottom of the window indicate multiple individual conversations. Text conversations are archived so that the user has the ability to refer back to a previous session. A window with multiple individual conversations open is shown in the graphic below.

In addition to the text and voice messaging options, there is also a collaborate option. This is like the "white board" portion of Blackboard Collaborate. Students can use this area for visual collaboration to include graphics, web sites, or other files. Using this feature allows students to see visuals as well as type text or speak to each other while doing so. There are several advantages to using Blackboard IM. The first noticeable one is that all members of the class were already listed in the program. There is no need to have to contact each person individually to ask a username or a way to contact them. Another advantage is that students do not have to be logged in to Blackboard to use the program. It can be open and running in the background while students are working on other things. It could be a very useful tool for instructors to use for office hours. Students who are not on campus would have the ability to chat with the instructor without having to travel to do so. Also, if a student is working on an assignment and has a question, it is very easy to see if any other members from the class are online. Students can use this tool to collaborate about assignments or to help each other with questions about an assignment. Users can also easily contact past instructors or classmates.

One of the challenges of using Blackboard IM is that it is used for synchronous communication. Because it depends on real-time interaction, it is not beneficial to use for asynchronous communication. If a group of students needs to collaborate, the group would have to decide on a predetermined time to log in to the program so that they could chat. When the authors of this project discussed using this tool to communicate, they all decided on a particular day and time when they were all available. One person would have to invite each of the group members to participate in the group chat. An example of the invitation

window is shown to the right. As each member accepts the chat invitation, he or she is added to the group and can see the conversation taking place between the other group members. This group chat platform can be in the form of text or voice chat. The IM technology can be integrated into teaching in several different ways. In addition to student collaboration for group work, teachers could designate a time that they will be available online for questions related to assignments. For K-12 students, it would be like having the teacher at home to help with homework. If the technology is available at school, it could be a tool for students to use to ask questions in class. This would encourage participation by all students, including those who may be too shy to speak in front of the entire class. Questions could also be asked during instruction without having to interrupt the teacher. Other students may be able to answer the question, or the question will be available when the teacher is finished speaking. Many students enjoy studying together before tests. While this strategy works for some, others prefer to study in quiet. When students study together in class, the noise level in the classroom can get loud, so that is distracting to the students who prefer to study in quiet. Using instant messaging technology would allow both kinds of students to study in the way that they prefer. Students could use this same studying technique from home and still enjoy the benefits of studying with a classmate.

Voice Podcaster

Voice podcaster is a tool that allows asynchronous communication via audio. The podcaster allows recording of up to 20 minutes. This tool does not have a reply feature like Voice Board, however others can respond in a separate podcast. Users can subscribe to the podcasts, download them, or open the RSS feed for more options.

This tool has several advantages. Because it is asynchronous, the student has more flexibility on when to listen. The option to download the podcast allows the user to take it on the go and have flexibility on where to listen. Mr.Senteno pointed out that it would be beneficial to someone who could not type. In that way, it serves as an accessibility option for a student with a disability. Speaking does not require editing like typing does. This frees up time for the instructor. Another advantage is the chance to hear your instructorʼs or classmateʼs voice. Often

with text based discussion, it is difficult to determine tone or inflection, so Podcaster allows for clearer communication between participants. Although it presents great benefits, instructors must weigh the challenges before making a choice to use it.

Podcaster presents challenges, but not any more than other tools. One difficulty could be access. The software only works on laptops or computers. The group found that many of the tools shared this disadvantage. Use on mobile devices was impossible with this tool due to lack of Java software. However, the solution to that would be to subscribe to the podcast feed. This automatically downloads new episodes, and, depending on the userʼs settings, it allows access on a mobile device. This presents another challenge of setting up the subscription. Each user must determine how to do this for their device. Aside from technical challenges, a use challenge could be information overload. Since the podcast allows for twenty minutes of audio, it is possible for an instructor to provide too much information in one sitting. Because podcaster support visuals, students might lose focus on what is being presented. A simple solution to this is to break the podcasts up into smaller time increments.

While Podcaster may not be the best choice for two-way communication, there are many ways to use it in distance classes. A language teacher might introduce weekly vocabulary, phrases, greetings, and other situational conversations for students to hear and practice repeating. Any class that requires listening would benefit from this tool. In the pilot study at Brigham Young university (Griffiths & Graham, 2009), asynchronous video was used as a form of feedback with positive impressions from students. The Podcaster can be used in the same way, but with less hardware required. This would be beneficial for providing feedback to groups, because the instructor can provide feedback to the entire group in one central place. Ms. Smart thought the podcast would be a great way to supplement content heavy courses. The instructor might use it to present the major highlights, so students do not lose focus of the big picture. As a method of one way communication, Podcaster can be used on a weekly basis to post announcements or answer questions that many students are having. This would save time by eliminating the need to send individual emails or typing and editing a text announcement.

Overall, Voice Podcaster has many potential uses. It is up to the class facilitator to choose which activities are best suited to this tool. Podcaster is best used as a way of one-way communication from instructor to students or a way to present non-visual information. While two-way communication is technically possible with Voice Podcaster, Voice Board is the better choice when responses are required.

Voice Email

Blackboard Voice Email is a tool for using asynchronous education via email. People record their voice in Voice Email and send the record as regular email to others. The Voice Email allows recording for less than 3 minutes (not include 3 minutes), and sends this record as an email to others. People can reply to the voice email through regular email or as a voice email to the sender. Receivers will get an email like the image below:

The recipient can listen to the voice email by clicking the link in the email, and there will be a new webpage. After installing JAVA in their computers or laptops, people can hear and save the voice record.

The Voice Email tool has several advantages. First, it is easy to access the Voice Email tool. People do not need to install this tool in their computers, they can use the Voice Email through their Blackboard account webpage. The Voice Email is asynchronous, it gives much freedom and flexibility to users. People can listen to the voice email whenever they want, and they can also save the voice email record in their computers for later use. Another advantage for the Voice Email is convenience for recording the message. When you get into the Voice Email webpage, you just need to click record button and record your voice as using regular online recorders.

One challenge for the Voice Email is that it only allowed a small amount of time to record. Users are only allowed to record for 3 minutes in Voice Email. Another challenge is users cannot select who receives Voice Email, because the system has already chosen everyone in the class as email recipients. Senders cannot

make any changes or choose recipients by themselves. Sending the voice email to all students in the class may bother those students who are not related to the group discussion in a certain

group. Besides, people may need good recording equipment and make sure you are not in a noisy surrounding. Good recording equipment and a quiet surrounding will help people reduce the background noise and make a clear record in the Voice Email, and also it will give convenience to receivers.

The Voice Email is a useful tool in class. Teachers can communicate with all students in the classroom via Voice Email. Teachers can send a record about the requirements for small assignments, class activities, and discussions to all the students in class. Teachers can also share some small pieces of music with all students via Video Email.

Voice Board

What is voice board? Voice board is an asynchronous tool available on blackboard, which can be used to begin a threaded discussion. Instructors can record questions for students where they can respond, and share their opinions. Students need a good microphone and good speakers to record themselves, and be able to hear others. When using the tools in blackboard, students will also need computer with javascript installation. The board can be used for activities between two students, groups or for an entire class discussion. The instructor can type the instructions, to assist the students, and students can view each other’s comments by their names.

The voice board tool is very easy to use. When instructors want to begin a discussion question, they can click on the “new” button to begin a thread. When students enter the voice board, they can click on the tool and click on the instructors name and to listen to the question, the instructor can also use the screen to type the questions, or type instructions. Once a student replies to the question, their name will appear on the bottom portion, and students can listen to that student’s answer, and question if they continue the thread.

When the instructor is ready to record, a new window will pop-up and the instructor can click on

the red button and record the questions. The length is up to five minutes. There is a record, play, pause and stop button, so you can listen to the recording before you decide to post it for the class.

Once the recording is complete, the instructor can click on the bottom arrow and post the discussion question. Students can click on the “reply” button at the top of the board to respond to questions. Under options, you can also play on “click” for a specific message by the name, or “continuous play” for all of the messages on the board. This menu also gives you the options to “collapse” so you can only view the discussion recording, or “expand” so you can view everyone who has replied to the discussion.

There are many advantages with voice board, especially for a language course. With voice board instructors are able to put students in groups, or pairs to do interactive activities. Students are not only able to practice their speaking skills, but also their listening skills. In languages, students read the words but are not sure on how they are pronounced; with voice board students can hear the pronunciations from the instructor and classmates.

I believe that voice board can help students develop a confidence that is difficult to attain in the classroom. Most of the time when someone speaks in class, or a student is called to answer a question, the entire class turns to look at that student, causing anxiety and frustration. Voice board creates a private environment for students to express themselves, where they do not feel pressured by the instructor or other students. This tool is very effective for introverted students, as well as those who have presentation phobias. Students are able to respond to the questions when they feel prepared, confident and without stress that can develop in large classrooms.

There are several disadvantages to voice board, that instructors should consider before they decide to use this tool. Some of the challenges instructors can face are, technology failure, lack of editing tools, difficulty in sound because of equipment or students not speaking clear enough to be understood.

One of the main disadvantages of voice board can be the failure of technology. It is important for instructors to allow plenty of time for the assignments, in order for students to be able to access it, and respond. Voice board can fail if students are having Internet problems, if their computers are not equipped with the equipment needed, or if there is a system failure in general. Instructors need to allow more time on assignments to help students find a way to complete their work. By allowing enough time for the assignment, students can try to find a way to finish their work by using a computer from the laboratory at their university or borrowing one from a friend.

The other disadvantage of the tool is that it does not have an editing tool. Once you begin

to record on the device, if you make a mistake, you cannot go back and edit it. You can press stop, and then continue, but you cannot go back and delete something you said and record over that section. If you are going to speak, make sure you do not make any errors, or else you will have to begin all over again.

A major challenge for students and instructors would be the difficulty in sound. If students do not have the proper equipment, such as a microphone or appropriate speakers, it will make it difficult for them to complete their assignments, or hear their classmates. Instructors would have a difficult time trying to evaluate something they cannot understand because of the sound failure. It is important for students and instructors to test the equipment, and make sure they have good sound. Voice board is a technological tool available on blackboard that can assist instructors on interactive activities. Voice board can be a helpful tool when teaching languages because students can write and speak, by recording messages, listening and answering messages in a discussion thread. This tool is beneficial for those students who are introverted, or for those who have a fear of public speaking. Although there are many advantages to this tool, there are also some disadvantages such as lack of editing tools and difficulty in sound. Overall this tool can be beneficial for a variety of subjects because it provides students with an option to speak instead of writing. In combination with other technological tools available, instructors can accommodate a variety of learners.

Voice Presentation

I used Blackboard Voice Presentation to provide an audio summary of a pathology article from Advance Magazine for Laboratory Professional. The article discusses confronting the issues the future of laboratory medicine. I used Voice Presentation to present the article summary primarily because most of the group is unfamiliar with laboratory medicine. After logging onto Blackboard, the Voice Presentation link is located under Course Materials. To use Voice Presentation users begin by clicking ‘new’ in the top left hand corner, this allows for slide creation. Afterwards users need to type a subject for your slide in the text box next to subject, type the URL for their slide in the text box next to URL, type the information they want included in their slide in the large text box provided, click the Record button to begin recording your slide message, and then click the Stop button when they are finished recording their message (St. Thomas University, 2011). Students and instructors can then click a slide to view and view the url or web content to the right (St. Thomas University, 2011). By clicking the play button the message can be listened to while viewing the content (St. Thomas University, 2011). By clicking comment student and teachers can make comments about the slide (St. Thomas University, 2011).

Voice Presentation allows an instructor to integrate voice narration with web content presentation (Virginia Commonwealth University Center for Teaching Excellence, 2013). Voice Presentation creates an interactive learning environment by blending voice, text, and webpage content into one area (University of St. Thomas, 2014). Students can use Voice Presenter to create presentations by linking to multimedia content and annotating it with their voice, while educators can turn a Voice presentation into an asynchronous discussion by having students respond with comments on given slides (Cotos, 2011). One-on-one communication and individual feedback are also possible since private conversation is one of the features of Voice Presentation (Cotos, 2011).

Some advantages and potential instructional uses of Voice Presentation in education include: live discussions with distant student populations, enhanced communication to support student collaboration, ongoing debate and discussion without the need for text-based processes, virtual office hours, creation of engaging supplementary course content that can easily be reused, and enhanced foreign language instruction by emphasizing speaking and listening (Virginia Commonwealth University Center for Teaching Excellence, 2013). Specifically for language learning courses, such as foreign language, Voice Presentation can teach pronunciation, rhythm, stress, and emphasis (Wimba, 2009). It can also be used to verbally explain complex ideas, post assignments, or simply highlight important ideas that will be discussed in upcoming lessons (Blackboard Inc., 2014). Another advantage of Voice Presentation is that the audio associated with a Voice Presentation can be exported, downloaded, and saved (Saint Louis University, 2014).

Disadvantages to using Voice Presentation include system and technical requirements such as a java enabled browser, a sound card, and microphone (University of St. Thomas, 2014). For the Windows operating system, both AOL and Opera browsers are not supported (University

of St. Thomas, 2014). Many Apple, android, tablet, and Chomebook devices are not Java enabled, which limits the portability of Voice Presentation. Another disadvantage of Voice Presentation is that although the audio can be saved, the notes or links to any web content shown in the Presentation cannot be (Saint Louis University, 2014). An internet connection of at least 56K is also required when using Voice Presentation (Cotos, 2011). All of the disadvantages listed here can be resolved by providing a list of system requirements to students and giving them places such as a library or computer lab to complete assignments.

In conclusion, the Voice Presentation suite may be very appealing to distance educators because it affords various options that enhance asynchronous communication with audio and video modes. It may also be potentially useful for language learners and instructors. Its usefulness for learning will depend on the effectiveness of the tasks used with it.

Blackboard Collaborate

Blackboard (Bb) Collaborate combines audio functions (Voice Chat and IM) with a video capability to augment the quality of social presence. Social presence has been described as essential to effective online learning experiences (Griffiths and Graham, 2009). Collaborate can be used synchronously, from preparing and presenting class materials, through communicating between and among the moderator and participants both during and after formal meetings, to preparing and administering test materials. Asynchronous capability is also available by recording synchronous sessions and archiving classes for later access or review by participants.Bb Collaborate has functions needed for complete web conferencing capability with two-way audio, multi-point video, an interactive whiteboard, application and desktop sharing, rich media, breakout rooms, and session recording. There is a mobile Bb app which supports some of the features, but this seems best suited for limited use, e.g., playback of previously recorded Bb sessions (asynchronous). Logging in from Bb course content home screen, Collaborate classroom is indicated by a red arrow.

In a classroom setting, individual lessons can be accessed from a list of previously prepared classes:

After selecting the desired title, and allowing the application to run, Bb Collaborate opens up. The title bar shows which session is active, the menu bar has basic Windows functions (e.g., File, Edit, View, Tools, Windows and Help) to control participant access, and the audio/video panel has displays and adjustments for active communication or previewing video before transmission.

All Participants current status and activities are displayed, and just below that is a chat panel for providing non-verbal feedback. The Collaboration toolbar switches between modes in the Content area. The Information menu conveys session information and even has a timer, the Load Content button is for uploading content into the session (usually by the moderator); and the Record button is for starting, pausing, and stopping recording of the session in progress.The Content area is the main class window – the Whiteboard and its tools. Moderators use this to load presentations, prepare and edit classes to show up on the Whiteboard as shown in the following frames:

Examples of the advantages and rationale when lessons are set up on Collaborate include:· Moderator controls pace of delivery for synchronous lessons, focusing on studentso Deficits or difficulties may be easier to identify and address· Anyone can use the tools on the Whiteboard to draw or writeo Encourages class participation – being called to the head of the class· Whiteboard pages can be printed or saved by all participants if allowedo Can aid learning or be necessary if students have limited access to computer

· Audio and chat can be controlled by the moderator: Keep everyone from talking at onceo After setting global audio to off, student raising hand will have audio enabled to comment, ask question, or provide answer to question.· Video is optional for moderators and participantso Some instructors and students may not be comfortable with video presentation· Individual learners can be allowed to access asynchronous lessons at their own paceo Participants take more responsibility for their educationChallenges to administrators, educators and students include connectivity issues – lower bandwidth in rural areas and adequacy of school network infrastructure – budgetary constraints, participant focus, moderator training and competency assessment. Solutions to connectivity and training primarily fall under fiscal budgetary influence, while participant focus and competency assessment are intertwined. Getting parental support is critical to solving challenges, or at least sharing a common goal – education.

Examples of teaching strategies would be to use the breakout rooms for small group discussion, quiz testing for learning assessment, or calling on students to solve a math problem or answer a question. In Bb Collaborate a large class can be divided into smaller groups to discuss a question, then return to describe their consensus results. This peer-to-peer interaction would strengthen individuals socially and professionally. The quiz functionality can be used to assess achievement of course learning objectives, such as retention, synthesis and application of course knowledge in real time. Assessment of psychomotor domain learning objectives would be somewhat limited, but cognitive and affective domains should be easier to evaluate. Finally, calling on students to solve a problem or answer a question would give a student the mental space to think, and the monitored aspect of the class would discourage remarks or posts from the proverbial peanut gallery, and all members of the class would be accountable for every keystroke.

Summary This project was a great way to experience using these communication tools before the

group actually uses them with their own students in a classroom setting. Different students had different opinions of the different tools. All felt that some of the tools showed great potential, while some of them seemed to be more trouble than they were worth. Some of the group preferred using asynchronous tools, while others preferred synchronous tools. There could be times when synchronous communication would be necessary, but the flexibility of the asynchronous tools benefited everyone.

There was not one tool that was a unanimous favorite among the group. The group felt this was a reflection of what would occur in a classroom setting. As all students have different learning styles and preferences, so did the group. Students who learn better with audio would enjoy the voice board, podcast, voice email, voice presentation, and Blackboard Collaborate (the voice and video component). The kinesthetic student can benefit from Blackboard Instant Messenger and Blackboard Collaborate (the instant messenger component). These tools could be interchangeable, according to the assignment.

References

Blackboard (2013). Essentials for Moderators. Accessed from http://library.blackboard.com/ref/8186b6cd-7e8e-46f9-9551-74ccf99d6fdb/index.htm

Blackboard Inc. (2014). Blackboard Collaborate Voice Authoring. Retrieved from Blackboard Collaborate: http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Voice-Authoring.aspx

Cotos, E. (2011). Review of Wimba Voice 6.0 Collaboration Suite. Language Learning & Technology, 15(1), 29-35. Retrieved from http:/llt.msu.edu/issues/february2011/review3.pdf

Griffiths, E., Graham, C. (2009, March). Using asynchronous video in online classes: Resultsfrom a pilot study. International Journal of Instructional Technology & Distance Education [Online] Available: http://itdl.org/Journal/Mar_09/article06.htm

Saint Louis University. (2014, January 1). Wimba Voice Tools. Retrieved from Center for Transformative Teaching and Learning: http://www.slu.edu/its/services-and-

products/academic-resources/wimba-voice-tools

St. Thomas University. (2011, February 24). Blackboard 9.1 Wimba Voice Presentation. Retrieved from St. Thomas University: http://www.stthom.edu/ittraining/wimba/pdfs/WimbaVoicePresentation.pdf

Senteno, E. (Author). (2014, June 14). Summer 2014 Group 2 [Audio podcast]. Retrievedfrom IT648 Blackboard Course.

Smart, L. (Author). (2014, June 18). Summer_ 2014 Group 2 [Audio podcast]. Retrievedfrom IT648 Blackboard Course.

University of Illinois at Chicago. (2012, April 19). Academic Computing and Communications Center: Blackboard Instant Messenger. Retrieved from http://accc.uic.edu/service/blackboard/im.

University of St. Thomas. (2014, January 1). Wimba. Retrieved from University of St. Thomas ITT Help: http://www.stthom.edu/Public/index.asp?page_ID=4793

Virginia Commonwealth University Center for Teaching Excellence. (2013, June 20). Teaching with Technology: Wimba Voice Tools. Retrieved from VCU: Center for Teaching Excellence: http://www.vcu.edu/cte/resources/technology/WimbaVoiceTools.htm

Wimba. (2009). Wimba Voice 6.0. Retrieved from Wimba CMS Intergration: http://www.wimba.com/products/wimba_voice