Category: Uncategorised (Page 1 of 5)

For this activity I have chosen to work with a lesson I use with my Educational Assisant certificate program where we learn about conflict scenarios and how to identify non verbal emotions.

Learning Outcome – Student is able to identify emotions from images.

Students, sometimes it can be hard to identify emotions by only looking at someone’s face. Looking at the following images, can you identify which face is:

Image is from Pexels Creative Common License

Digital literacy is the central focus of the assessment because students in this project navigate multiple technological tools to create a cohesive and engaging audiobook.

When designing the digital literacy interactive text, I really saw the impact of adding title text, explanations of key terms, and links to further information. These small additions can make a big difference in supporting student learning and independence. Instead of getting stuck on unfamiliar terms or concepts, students could quickly access a definition or explore a topic further with just a click.

I also found that this approach aligns well with different learning styles and supports Universal Design for Learning (UDL). By providing multiple ways for students to access and process information, we’re removing barriers before they even appear. Some students might just need a quick explanation, while others benefit from exploring external resources or engaging with the content in different ways. This is especially beneficial for English language learners (ELLs) who may not be familiar with specific vocabulary. Having key terms defined in context, along with links to further explanations, allows them to build their language skills while engaging with the course content. It also reduces frustration and helps them keep pace with their peers without feeling lost. This process ensures that all learners, regardless of background or ability, have the tools they need to succeed.

1. In the educational context where you teach or support learning, what outcomes and associated content could be supported by interactive media?

I teach pre-service teachers about inclusion in a post-secondary setting, with a focus on understanding the need for interventions and how to implement them based on students’ strengths. While reading Exploring the Use of Interactive Digital Storytelling in a University Course, I recognized the potential of integrating this technology into my course. Since this is a first-year course, many of my students are recent high school graduates with limited in-depth knowledge of diverse student needs. The ability to provide them with “vicarious experiences that exceed the range of their experiences” (Shelton et al., 2016, p. 446) through student profiles and scenario-based learning is an exciting opportunity to enhance their understanding and application of inclusive practices.

1. What challenges would you or your institution face in developing interactive media and integrating it into your courses?

I can not think of limitations for the development for these materials except being provided the time to create them as well as the knowledge of how to use the technology to ensure they are professional. However, a challenge I do see is that I find that engagement outside of the face-to-face environment can definitely be a challenge, especially when students don’t complete readings ahead of time. Relying on them to fully engage with digital scenarios before class could be difficult if they aren’t coming prepared. However, I really like the idea of using these scenarios in class instead. It would allow for guided exploration, discussion, and immediate feedback, making the experience more meaningful. Maybe incorporating brief pre-class prompts or reflections—rather than full engagement beforehand—could help ease them into the material and make the in-class experience even more effective. Definitely something to consider. 

References

Shelton, C., Warren, A., & Archambault, L. (2016). Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course. TechTrends: Linking Research & Practice to Improve Learning, 60(5), 465–474. https://doi-org.ezproxy.tru.ca/10.1007/s11528-016-0082-z

Portfolio Post: Creating a Mystery Audiobook – Student Video Activities

Course: Language Arts

Topic: Mystery Writing & Digital Storytelling
Grade Level: 7 (Ages 12–13

Short Individual Video Activity – Mystery Story Voice Audition

Learning Outcome: Students will demonstrate expressive reading and character interpretation by performing a passage from their original mystery story.

Activity Overview:
Students will record a 2-minute (or less) video of themselves reading a suspenseful excerpt from their own mystery story. They will focus on vocal expression, pacing, and tone to build suspense and bring their characters to life.

Software & Hardware:

• Hardware: Chromebook, tablet, or smartphone with a microphone
• Software: Flip (formerly Flipgrid) or Adobe Express Video
  

Platform for Sharing:
Students will upload their videos to Flip or Google Classroom for peer and teacher feedback.

Substantial Team Video Project – Mystery Audiobook Production

Learning Outcome: Students will collaboratively produce an audiobook adaptation of their original mystery story, using voice acting and sound design to enhance storytelling.

Activity Overview:
Over two or more weeks, student teams will create a 5-15 minute audiobook adaptation of their mystery story. Each group will assign voice roles, record dialogue, add sound effects (e.g., footsteps, eerie music, door creaks), and incorporate visuals or captions to build atmosphere and tension.

Software & Hardware:

• Hardware: School computers, tablets, or smartphones with microphones and headphones
• Software: Audacity, or Soundtrap for audio editing, WeVideo or iMovie for final production

Platform for Sharing:
Completed audiobooks will be published on YouTube (with closed captions for accessibility) or shared via Google Drive/Classroom for a class showcase.

These activities will allow students to engage creatively with the mystery genre, develop storytelling and digital literacy skills, and explore the power of voice and sound in storytelling.

Activity 3 – Record a video

Creating a video introduction about audiobooks and sound effects was a bigger challenge than I expected!

1. Finding the Right Location
   The first hurdle was choosing a spot in my home with good lighting. I moved around quite a bit and finally settled on a brick wall. While it looked nice, it created a static “talking head” effect, which wasn’t what I wanted. I tried using hand gestures and movement, but since the camera had to be close, any motion felt distracting. In the future, I’ll need to choose a location that allows for better movement and expression.
2. Eye Contact & Scripting Struggles
   Watching my takes back, I noticed that my eye gaze felt off, depending on where my script was placed. This made me look disconnected and less genuine. I experimented with different placements until I found one that worked, but it was still tricky. I realized that memorizing at least some parts might be the only way to keep a natural connection with the audience.
3. Unwanted Background Noise
   Filming at home came with another unexpected challenge—distractions! My husband was moving around, and even though he thought he was quiet, the microphone still picked up the noise, forcing me to redo several takes. This made me realize how important it is to have a dedicated, interruption-free space for future videos.

Overall, while I’m happy with my progress, I know there’s room for improvement. Finding ways to balance authenticity, movement, and a quiet environment will be key for future videos!

Activity 4 – Record a screencast

For this portion of the activity, I chose to use Screencastify because I am highly familiar with the program. I have used it extensively in the past to create embedded tutorial videos within my online lessons and to support students during online teaching throughout the pandemic. My prior experience with Screencastify made it a natural choice, allowing me to efficiently record and edit the video with ease.

Activity 5 – Edit a Video

For this part of the activity, I decided to use the Shotcut editor included in our lesson, as it was a tool I had not worked with before. The instructional video provided in the lesson was incredibly helpful, offering a clear and straightforward demonstration of how to navigate the software. I found the process intuitive and easy to follow, making it simple to locate the necessary features and apply them effectively. I really appreciated how accessible and well-explained the tutorial was, as it made learning the new editing software a smooth experience.

Activity 6 – Transcript

Accessibility is a key priority in my audiobook project, which is why I’ve chosen to use YouTube. One of the main reasons is its built-in closed captioning function, which automatically generates transcripts. This feature helps ensure that my content is accessible to a wider audience, including those who are Deaf or hard of hearing, as well as anyone who benefits from reading along with the audio. By using YouTube, I can provide multiple ways for people to engage with my work—whether they prefer listening, reading, or both. I’m excited to share my progress and hear your thoughts! Stay tuned for updates.

What is Soundtrap?
Soundtrap, an online digital audio workstation (DAW) owned by Spotify, enables users to create, edit, and collaborate on audio projects. Founded in 2012 and launched in 2013, Soundtrap has become a widely-used platform in education since its expansion into schools in 2015. It offers classroom management tools, student privacy protections, and integrations with Google Classroom and Microsoft Teams, making it particularly popular in K-12 and higher education for music production, podcasting, and storytelling (Soundtrap, 2025).

Educational Benefits of Soundtrap
Academic Articles
According to an article in the Journal of Music, Technology & Education, DAWs like Soundtrap allow students creative control over their music by adjusting tempo, key, and sound layers. This opens up new opportunities for musical exploration that extend beyond traditional performance-based learning. Soundtrap offers flexibility, enabling students to create, edit, and collaborate at any time, unlike live performances that require specific schedules (Dockan et al., 2023). Students can work from any device—computer, tablet, or smartphone—making music education more accessible.

Soundtrap existed before COVID-19, but its impact on education grew significantly during the pandemic. Knapp (2023) highlights this shift in the Canadian Music Educator, emphasizing that the future of music creation for students in the digital age depends on its ability to expand access and enhance creativity. He specifically recommends Soundtrap as a key tool for this transformation. Knapp also stresses the need for teacher education programs to prepare music educators for classrooms where technology like Soundtrap plays a central role (Knapp, 2023, p. 24).

Informal Articles
The New York Times highlighted a project where students create podcasts, developing communication, storytelling, and technical skills all while using Soundtrap. The author contended that this hands-on experience enhanced critical thinking and problem-solving while allowing students to explore topics (Levin, 2018).

An article from Soundtrap shares the story of a teacher in Uganda using Soundtrap in a remote community with limited technology. Despite these challenges, students successfully created an audio project, demonstrating Soundtrap’s ability to connect communities and foster creativity (Fischer, 2019) around the globe. .

Articles from Soundtrap for Education
Benefits for Teachers and Students

Soundtrap is a user-friendly tool for teachers, offering seamless integration with Google Classroom and Microsoft Teams to manage assignments and track student progress. Teachers can assign groups, provide feedback, and access student projects in real-time, ensuring smooth collaboration (Soundtrap, 2025). The platform supports a range of subjects, enabling teachers to create lessons for English Language Arts, math, and social studies. Its cloud-based design ensures accessibility across devices, enhancing flexibility.

Beyond music, Soundtrap offers students innovative ways to engage with other subjects, such as using music to memorize the periodic table of elements, learn about fractions, or enhance literacy and language development through podcast creation. The platform’s collaboration tools also allow students to work together on projects in real-time, promoting teamwork and shared creativity (Soundtrap, 2025).

An important benefit of Soundtrap is that it provides a safe, closed system, ensuring a secure environment for students to learn and create. The platform also includes transcription tools, which automatically convert recorded speech into text, supporting podcast projects and aiding students who are new to English (Soundtrap, 2025).

Finally, Cross-device access allows students to continue working on their projects from any device—computer, tablet, or phone—offering flexibility and accessibility. Together, these features support student creativity, collaboration, and learning across subjects and media, making Soundtrap a powerful tool for education (Soundtrap 2025).

Universal Design for Learning (UDL) and Project-Based Learning (PBL)
Soundtrap supports Universal Design for Learning (UDL) by providing students with multiple means of expression. It allows learners to create podcasts, compose music, and use spoken word, making content more accessible and engaging for diverse learning styles (Soundtrap, 2025). The platform is accessible through keyboard shortcuts and the use of a screen reader if students require these accommodations (Soundtrap 2025).
Soundtrap enhances project-based learning (PBL) by providing students of all ages and skill levels with a collaborative, creative, and technology-driven platform to explore real-world challenges. Through Soundtrap for Education, teachers can engage students in hands-on projects such as podcast creation and digital storytelling, empowering them to express their ideas in meaningful ways (Soundtrap.2025).

One of the key strengths of PBL is fostering collaboration as both a process and a skill. Soundtrap enables students to work together—whether in the same classroom or across the globe. A powerful example of this occurred when students in Oss, Netherlands, and Ann Arbor, Michigan collaborated on a shared Soundtrap project without ever meeting in person (Soundtrap, 2019). This opportunity, sparked by a social media exchange, demonstrates how Soundtrap breaks down barriers and connects students worldwide through shared creativity and learning experiences.

By integrating Soundtrap into a classroom, educators can create engaging, student-centered learning environments that emphasize teamwork, communication, and critical thinking, preparing students for success in an increasingly digital world.

References
Dockan, D., Knapp, D., Clauhs, M., & Powell, B. (2023). An exploratory study on the impact of the COVID-19 pandemic on music teacher engagement with Soundtrap. Journal of Music, Technology & Education, 16(1/2), 25–40. https://doi-org.ezproxy.tru.ca/10.1386/jmte_00058_1 EdTech Books. (n.d.). Soundtrap. Retrieved March 10, 2025, from https://edtechbooks.org/onlinetools/soundtrap

Fischer, G. (2019, January 16). Uganda students introduced to recording online. Soundtrap. https://edu.soundtrap.com/uganda-students-introduced-to-recording-online/

Knapp, D. (2023). The effects of the COVID-19 Pandemic in Canada on the use «of Soundtrap. Canadian Music Educator / Musicien Educateur Au Canada, 64(3), 20–24.

Levin, D. (2018, April 19). Project audio: Teaching students how to produce their own podcasts. The New York Times. https://www.nytimes.com/2018/04/19/learning/lesson-plans/project-audio-teaching-students-howto-produce-their-own-podcasts.html

Soundtrap. (2019). Collaboration: From the Netherlands to the US. Retrieved March 14, 2025. https://edu.soundtrap.com/collaboration-from-the-netherlands-to-the-us/

Soundtrap. (2025). Soundtrap Accessibility. Retrieved 13, 2025. https://support.soundtrap.com/hc/en-us/articles/6262048247058-Soundtrap-Accessibility-Navigation

Soundtrap. (2025.). About Soundtrap. Soundtrap. Retrieved March 10, 2025, from https://www.soundtrap.com/about

Soundtrap. (2025). Soundtrap for Education. Retrieved March 14, 2025 from https://www.soundtrap.com/edu/

Soundtrap. (2025). Utilizing Soundtrap for education in project based learning. Retrieved March 9, 2025. https://edu.soundtrap.com/utilizing-soundtrap-for-education-in-project-based-learning/

Grade Level: Post-Secondary

Time Required: One 45-minute class period

Learning Outcome: Students will be able to create a sensory tube that can be used as a calming technique for neurodivergent students.

Materials Needed:

• Plastic bottle or clear tube (e.g., empty water bottle or a clear craft tube with a secure lid)
• Warm water
• Clear glue, clear soap, clear corn syrup (to slow the movement of objects inside). Another option is to use baby oil and this will create a wave motion for your tube.
• Glitter or beads
• Food coloring (optional)
• Small sensory objects (e.g., buttons, sequins, foam shapes)
• Hot glue gun or strong tape (to secure the lid)

Step-by-Step Instructions

1. Introduction to Sensory Tools (5 minutes)

• Discuss the importance of sensory tools for neurodivergent students. Sensory tubes can help with self-regulation, reduce anxiety, and provide a calming focus.
• Briefly explain different types of sensory tools used in classrooms.

2. Planning Your Sensory Tube (5 minutes)

• Have students decide what they want their sensory tube to look like.
• Encourage creativity in choosing colors and materials while considering the needs of different students (e.g., using soft colors for relaxation or bright colors for focus).

3. Creating the Sensory Tube (15 minutes)

• Step 1: Fill the bottle with any dry ingredients first but if you forget you can add this later.
• Step 2: Fill the bottle or tube halfway with warm water.
• Step 3: Add clear glue, clear syrup, clear soap, or baby oil until the container is about ¾ full.
• Step 4: Add a drop or two of food coloring (optional).
• Step 5: Seal the bottle tightly and shake to test the movement of the materials inside. Adjust if needed.
• Step 6: Secure the lid using a hot glue gun or strong tape to prevent leaks.
• Watch this instructional video for a step-by-step demonstration for oil and water sensory bottle:
• Watch this instructional video for a step-by-step demonstration for soap/clear glue/clear syrup sensory botte

4. Testing & Reflection (10 minutes)

• Encourage students to observe how the materials move and how it feels to use the sensory tube.
• Ask them to consider: How might this tool benefit different students? What variations could be made for different needs?

5. Submission & Feedback (10 minutes)

• Deliverables:
  • Take a clear photo of the completed sensory tube.
  • Write a 3-5 sentence reflection on the experience, including challenges, observations, and potential modifications.
  • Submit both the photo and reflection to the class discussion board for peer and instructor feedback.

As an online instructor for Educational Assistant practicum students across Alberta, I rely on video to create meaningful connections and enhance instruction in our virtual meetings. One key approach I use is the “talking head” affordance, as described by Woolfit (2015). This style allows me to appear on screen while speaking, which helps build rapport with my students. Seeing my facial expressions and body language adds a human element to our discussions, making interactions more engaging and personal. This is especially important in an online setting, where the absence of in-person cues can sometimes make communication feel distant or impersonal. By using this method, I can foster a sense of presence and connection, which is crucial for supporting students as they navigate their practicum experiences.

When transitioning into the instructional portion of our lessons, I shift to a “presentation with voice-over” style (Woolfit, 2015). This approach allows me to clearly present content, demonstrate key concepts, and provide structured guidance. By combining visuals with narration, I can break down complex topics, walk students through step-by-step processes, and highlight essential information in a way that is both engaging and easy to follow. This format ensures that students receive clear, consistent instruction that they can review as needed, supporting their learning in a flexible and accessible way. By integrating both of these video strategies, I create a dynamic and interactive online learning experience that meets the needs of my students across the province.

References

Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

Activity 3, 4, 5, 6, 7

Technology for Recording: Soundtrap 

Purpose of recording: Introduction to the start of a mystery audio story that will be part of an audio book presentation

Recording 1: First voice recording and addition of two sound bites (clicking clock, and scary laugh)

Recording 2: Once I listened to my voice I did not want the echo (reverb) and did another one with Clean sound

Recording 3:  In this version I created a layered sounds with the addition of the wind

Recording 4: In this version I was able to clean up sections, change fade in and out of sounds for impact, and change the volume of each sound to ensure my voice is the main element to make a final recording that I really liked for my introduction.

Overview:  Soundtrap is a tool I am familiar with, both personally and professionally, as it has allowed me to create meaningful audio projects in different aspects of my life thus I did not have challenges while working creating my initial voice recording. I remembered that it was important to ensure the microphone was set to clean or there would be an echo in my voice which I did not want for this project. I was also aware of the process of how to edit sound clips, move sound bites, and download sounds to MP3 formats which were all required for this project. 

VIDEO LINK – Activity 7.

I have embedded my audio, combined with visual created with creative commons license, and then added in video. For this activity, I also added in the transcription fuction for students who may need for accessibility. I was also able to make subtitles accessible on you tube which was very helpful.  The following is the transcript for the video.

HOST (with a smooth, foreboding tone):
The clock strikes twelve, and the veil between our world and the unknown grows thin. Shadows come alive, secrets stir from their slumber, and whispers weave a tale of intrigue, suspense… and the supernatural. Tonight, dear listeners, we invite you on a journey into the heart of the uncanny. Welcome to… The Midnight Hour.