1. AUDIO TECHNOLOGY

2. TYPES OF AUDIO TECHNOLOGIES Voicemail: “Allows students to leave messages for instructors regardless of the time. Allows instructors to leave messages for individuals or groups Can be used to administer quizzes Voicemail is generally used as a supplement to other technologies in a course”

3. TYPES OF AUDIO TECHNOLOGIES Audio Files: “Can be used to deliver lectures, panel discussions, or instructions for the distant learner. Audio files are easy to create, easy to duplicate and easy to use” (Florida Center for Instructional Technology, 2009).

4. TYPES OF AUDIO TECHNOLOGIES Telephone conferencing: In synchronous e-learning environments “you can use teleconferencing to facilitate group discussion and collaboration” (). Telephone conferencing provides opportunities to discuss issues in-depth, clarify ideas, offer feedback, brainstorm, set course pace, and develop cooperative problem solving” (Learning and Scholarly Technologies, 2011).

5. TYPES OF AUDIO TECHNOLOGIES Podcasts: “Podcasting is a method for making digital audio and video files available on the internet in such a way that others can set their computers to automatically download new episodes in a series posted online. The information in the feed file tells the software where to go to find and download the files for individual episodes that make up your subscribed podcasts” (Florida Center for Instructional Technology, 2009).

6. TELEPHONE CONFERENCING Appropriate Uses Great for short team sharing meetings and check ins. Used for connecting over great distances and time zones.

7. AUDIO FILES Appropriate Uses Sharing recorded previous materials. Allows for the delivery of both a visual and auditory cue. Only when recorded with high level equipment can it be effective.

8. PODCASTS Appropriate Uses Sharing an audio and video recording of a lecture. Sharing Videos form other Universities and instructional aids. Can be set to update automatically with the latest podcast material.

9. VOICEMAIL Appropriate Uses Access or Leave messages at any time. Can be used to administer quizzes. Serves as an alternative back up email. Use as a back up supplement to other technologies.

10. HOW EFFECTIVE IS IT? Audio allows immersive learning Through immersive learning, facilitators as well as learners are able to combine visual and audio components together and recreate the information through videos or a virtual simulation allowing for a real world problem solving (University Business, 2011). Prevents cognitive overload by combining text with spoken information Learners can listen to what is being said and relate it to the text or to the visuals presented which leads to better understanding of the information, which in turn reinforces the information being presented and allows for better retention of information (Clark & Mayer, 2008). Allows for the personalization of the information Audio allows for personalization of e-learning which leads to better results for transferring learning as it allows for a more conversation tone which can increase learners comfort level therefore leading to increased participation and bonding between learner and facilitator as well as learner to learner bonding (Clark & Mayer, 2008).

11. HOW THE INTEGRATION OF AUDIO WITH TEXT ENHANCES LEARNING The use of audio can help to lessen an overload of visual with text and graphics. The graphics are explained by audio and not by on screen text. The use of audio also allows for the personalization of the information It extends the amount and type of information available to different types of learners Research has shown the use of audio combined with text improves learning and retention. www.cemca.org www.thevalueofmultimedia.com

12. REFERENCES: Florida Center for Instructional Technology. (2009). Audio Technologies. Retrieved from http://fcit.usf.edu/distance/chap7.htm http://fcit.usf.edu/distance/chap7.htm Learning and Scholarly Technologies. (2011). Using Audio in a Distance Learning Course. Retrieved fromhttp://www.washington.edu/lst/help/planning/ dlaudio_planhttp://www.washington.edu/lst/help/planning/ dlaudio_plan Clark, R. C., & Mayer, R. E (2008). E-learning and the science of instruction: Proven guidelines for consumer and designer of multimedia learning (2 nd ed.) San Francisco, CA: Pfeiffer. University Business. (2011). Retrieved from http:// www.universitybusiness.com/article/ball-state- universitys-immersive-learning www.universitybusiness.com/article/ball-state-