Wimba Voice Critical to Successful Online Speech Language Pathology Assistant Courses

1. Wimba Voice Critical to Successful Online Speech Language Pathology Assistant Courses Amy Heck, MA CCC-SLP Program Director Kari Watson, MA CCC-SLP Adjunct Faculty Estrella Mountain Community College Avondale, Arizona

2. Speech Language Pathology Assistant Program • Program was initiated in the spring of 2007 • Prepares students for state licensure as Speech Language Pathology Assistants • Is entirely an online program, made up of 13 3-credit classes • Began with an initial enrollment of 25 students • As of spring 2009 enrollment is over 150 students

3. Speech Language Pathology Assistant Program • Blackboard course is structured around weekly modules • Learning objectives • Related learning activities • Assessment • Wimba Voice Authoring, Voice Boards, and Voice Direct are used extensively throughout all the programs courses

4. Why Wimba Voice Tool were chosen • To create real interactions and feedback from the instructor • To provide an auditory component to the online learning process • To provide active participation from students • To allow instructors to interact with students on a weekly basis • To allow instructors to assess verbal communication skills • To allow instructors to assess student progress toward learning objectives

5. WIMBA Voice Authoring • Wimba Voice Authoring is used weekly: • Overview the learning objectives and related learning activities for the students • Clarify information • Reinforce specific learning objectives • Vocabulary pronunciation

6. Wimba Voice Direct • Wimba Voice Direct is used weekly: • Online office hours • Times established by instructor and students are required to attend a minimum of 3 sessions throughout the course. • Students can ask instructors questions including clarification of concepts and best practices for specific situations in the profession • Instructors can clarify concepts, pre-teach difficult material, review information, and provide examples of real world application • Students can interact with other students

7. Wimba Voice Direct Continued • Archived office hours • Instructor can refer a student with questions to the archived hours • Assess student learning • subject knowledge • ability to present information in a logical sequence • ability to use correct grammar and word choice when presenting oral information.

8. Wimba Voice Boards • Wimba Voice Board is used weekly: • New terminology is introduced to the students as vocabulary, definitions, and practice assignments. Students listen to the correct pronunciations of the vocabulary, study the assignments, and then record examples of how they would use the terminology in professional settings onto voice boards for instructor review • Instructors then review the students’ examples and provide feedback as necessary by replying back to the students’ voice board posts

9. Wimba Voice Boards Continued • Students can hear samples of speech disorders and demonstrate that they understand the mechanics of these disorders • The voice boards facilitate both of these requirements. • Instructors can demonstrate a particular classification of voice disorder • Students then post their own example of the disorder using their own voice • Instructor’s then critique the students’ by replying back to the students’ voice board posts.

10. Wimba Voice Boards Continued • Allow instructors to listen and assess verbal speaking skills of the students • Students are asked to provide examples of concepts, explain what various concepts mean, and explain the differences between concepts

11. What problem(s) have been solved by using these tools? • Personal Touch • Without the Wimba tools, the courses were very “sterile” and not as inviting for many learners • The tools have allowed us to put more of a classroom feel into an online environment • Verbal Assessment • Without the Wimba tools, our faculty could not assess verbal communication skills • The tools have allowed us to assess verbal communication skills which are critical in our field

12. How is our teaching and the students learning different? • Teaching • When preparing information you have to put yourself in the learners shoes • Present information clearly and succinctly • Have a personal connection with students which allows them a comfort level to ask questions they might not ask in an only visual online environment • Allow multiple opportunities for the student to hear and review concepts

13. How is our teaching and the students learning different? • Students • Experience both visual and auditory information in an online format • Increased participation in online environment due to the personal connection from interacting and hearing their instructors/peers • Ability to hear and see other student’s work to get additional ideas for practical application

14. Summary • All information is archived within Blackboard and the Wimba Tools • Allows instructors the ability to refer students to various items such as archived office hours for information they may have questions about • Allows program director and peer reviewers to review course and look at which tools are most successful with each type of information and make suggestions for improvements or changes

15. Questions?