Avatars may be created for free from websites such as Voki.com. This service allows you to customise avatars to include your own recorded voice or apply text-to-speech recognition. The text-to-speech recognition allows the creator to choose from an extensive range of English accents or chose from a list of other multiple languages.
Avatars can be a valuable resource within education. As a Learning Manager, I will be using avatars in numerous ways. This may be to introduce the topic of a lesson; or, to draw the student attention so that an instruction may be issued as displayed within the example above; or, to break down communication barriers where a learners understanding of English is limited due to this being their second language. Although, extended application may be better served using other ICT's such as electronic interpretation resources, or require human interpreters, an avatar may be suitable for brief educational instructions. The following avatar first states a phrase in Japanese and then repeats the same phrase in English with a Japanese accent. To convert English text to Japanese text I used a free online translator.
Students may also benefit from an increase in interest, motivation and engagement simply by allowing then to use this ICT within school project work or by the teacher applying it within classroom activities. The majority of today's students would be able to identify with, or have even used, this type of technology in their daily lives. Research states, "students must be engaged in their course work in order for effective learning to occur" (Kearsley & Shneiderman, 1999, p.7).
The additional of an avatar to deliver poetry written by a student who may have a speech impediment or fear of public speaking may prove invaluable for the student and the teacher. Who knows if this student may eventually publish a book or website involving their passion for writing poetry; and, they need not have spoken a word of it. ICT's such as this can assist in providing a level playing field for students who may have speech impediments or generally be disadvantaged in some form within the classroom environment (Blackmore, Hardcastle, Bamblett & Owens, 2003, pp. v-vi, x-xii).
Students may apply avatars to their blogs or wiki's to explain specific declarative knowledge. A teacher of manual arts can embed an avatar within a video tutorial specifically highlighting safety issues. The avatar might take the shape of a medic, doctor, inspector or other character that fits within the theme or it may provide a total contrast so that it stands well out within the lesson.
Students attending classes in 2010 and beyond require ICTs to be integrated within lessons if we wish to engage them in learning. These students interact with these ICT's on a daily basis mainly to manage social networks but also to stimulate their minds through often complex problem based gaming. In reality, they are learning to use these technologies to engage their world and their future. Students of the 21st century have acquired an aptitude toward technological advancements due to the impact upon their livelihood. As a result, they are unconsciously being drawn furthermore into this technological domain. This paragraph is supported by Mark Pescy (2008) from Future Street Consulting, Sydney, in his presentation “Those Wacky Kids” by indicating the gap that exists between the way students communicate today compared to how attempts are made to teach them using old ways.
Mark Pescy (2008).
These technologies provide a unique opportunity for teachers to engage learners of the 21st Century in a student-centred environment. As Marc Prensky (2005, p.60) suggested what teachers need to do to students today involves: engaging them and not enraging them. Scot Aldred (2007) developed a model suggesting a students learning transcends the classroom to an individual learning space that is; neither, confined to a place or controlled by time. This model indicates a less formal network of interactions with ICT's students are often familiar with; also, linking the teacher's responsibilities and their functional ability to provide a flexible student-centred learning environment.
References
Aldred, S. (2007). Rethinking the learning space: Personal learning space model. Retrieved from CQUniversity e-courses, FAHE11001Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44151
Blackmore, J., Hardcastle, L., Bamblett, E. & Owens, J. (2003). Effective use of information and communication technology (ICT) to enhance learning for disadvantaged school students. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D63F92A3-6931-464F-9970-D599BE3E390E/4520/ICTreport.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Pescy, M. (2008). Those wacky kids [Video file]. Retrieved from http://www.viddler.com/explore/mpesce/videos/14/2686.04/
Prensky. M. (2005). Engage me or enrage me: What today’s learners demand. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Avatars can be a valuable resource within education. As a Learning Manager, I will be using avatars in numerous ways. This may be to introduce the topic of a lesson; or, to draw the student attention so that an instruction may be issued as displayed within the example above; or, to break down communication barriers where a learners understanding of English is limited due to this being their second language. Although, extended application may be better served using other ICT's such as electronic interpretation resources, or require human interpreters, an avatar may be suitable for brief educational instructions. The following avatar first states a phrase in Japanese and then repeats the same phrase in English with a Japanese accent. To convert English text to Japanese text I used a free online translator.
Students may also benefit from an increase in interest, motivation and engagement simply by allowing then to use this ICT within school project work or by the teacher applying it within classroom activities. The majority of today's students would be able to identify with, or have even used, this type of technology in their daily lives. Research states, "students must be engaged in their course work in order for effective learning to occur" (Kearsley & Shneiderman, 1999, p.7).
The additional of an avatar to deliver poetry written by a student who may have a speech impediment or fear of public speaking may prove invaluable for the student and the teacher. Who knows if this student may eventually publish a book or website involving their passion for writing poetry; and, they need not have spoken a word of it. ICT's such as this can assist in providing a level playing field for students who may have speech impediments or generally be disadvantaged in some form within the classroom environment (Blackmore, Hardcastle, Bamblett & Owens, 2003, pp. v-vi, x-xii).
Students may apply avatars to their blogs or wiki's to explain specific declarative knowledge. A teacher of manual arts can embed an avatar within a video tutorial specifically highlighting safety issues. The avatar might take the shape of a medic, doctor, inspector or other character that fits within the theme or it may provide a total contrast so that it stands well out within the lesson.
Students attending classes in 2010 and beyond require ICTs to be integrated within lessons if we wish to engage them in learning. These students interact with these ICT's on a daily basis mainly to manage social networks but also to stimulate their minds through often complex problem based gaming. In reality, they are learning to use these technologies to engage their world and their future. Students of the 21st century have acquired an aptitude toward technological advancements due to the impact upon their livelihood. As a result, they are unconsciously being drawn furthermore into this technological domain. This paragraph is supported by Mark Pescy (2008) from Future Street Consulting, Sydney, in his presentation “Those Wacky Kids” by indicating the gap that exists between the way students communicate today compared to how attempts are made to teach them using old ways.
Mark Pescy (2008).
These technologies provide a unique opportunity for teachers to engage learners of the 21st Century in a student-centred environment. As Marc Prensky (2005, p.60) suggested what teachers need to do to students today involves: engaging them and not enraging them. Scot Aldred (2007) developed a model suggesting a students learning transcends the classroom to an individual learning space that is; neither, confined to a place or controlled by time. This model indicates a less formal network of interactions with ICT's students are often familiar with; also, linking the teacher's responsibilities and their functional ability to provide a flexible student-centred learning environment.
Aldred, 2007
References
Aldred, S. (2007). Rethinking the learning space: Personal learning space model. Retrieved from CQUniversity e-courses, FAHE11001Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=44151
Blackmore, J., Hardcastle, L., Bamblett, E. & Owens, J. (2003). Effective use of information and communication technology (ICT) to enhance learning for disadvantaged school students. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D63F92A3-6931-464F-9970-D599BE3E390E/4520/ICTreport.pdf
Kearsley, G. & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm
Pescy, M. (2008). Those wacky kids [Video file]. Retrieved from http://www.viddler.com/explore/mpesce/videos/14/2686.04/
Prensky. M. (2005). Engage me or enrage me: What today’s learners demand. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
