Hello and welcome to a very special video on their channel because not only do we have dinosaurs because we always have dinosaurs on the channel but we have been invited to the Toyahashi Natural History Museum after hours so we basically get a private tour of this amazing space. This whole park here is filled with loads of life-size dinosaurs in loads of Bonnie colours. Some of them looking very angry so I'll not stay here too long. And I don't know what I'm saying now. I got carried away. Actually what makes this even more special is that there is a Pokemon exhibit on at the moment. Prehistoric fossilised Pokemon which are basically just dinosaurs. So why don't you join me on this amazing adventure? See what this whole place has to offer. Let's go. So here we are inside. Oh wow okay so we've got like giant owl. These are iron. Wow. Iron dinos. Dynonicus. You can put your head inside. You can put your head inside. This is what the T-Rex is.  I don't think this is what the T-Rex is. Look at this. You need the music. T-Rex. That is ginormous. Like a dream come true. Oh if only you knew we're just getting started. That would be interesting to have like a natural sort of depiction of a T-Rex and then Jurassic Park's recreation. Because the one in Jurassic Park would be like I don't know like twice as big.  The details are gorgeous and then of course next to it you have the triceratops and when one would get bigger the other one would also respond and you kind of see that in evolution. So as you had nano-tyranus or I don't even know if that's a real dinosaur anymore I'm sure there's going to be people that would be like that's not real anymore. It's me. There's so many things to look at when we start here. I can't. We have an Edmontosaurus. I'll always remember it being what was it in J-Pog. It was T-Rex's favourite food. Found fossils of Edmontosaurus with actual teeth marks from T-Rex embedded in them showing that there was actually like a predator-prey relationship there. The mummy of Edmontosaurus. This one looks interesting because you got I think that's like a Lambeosaurus Caritasaurus Parasaurolophus and then possibly a mutaburraaurus. It is an Edmontosaurus. But I got the other ones right. We'll get points. Masa, I need you to translate. This was found in 1910 in Wyoming. What it says I don't know. I don't understand that. Perfect. The actual mummy is in Zankenburg in Germany. Be right back we're gonna flash to Germany. That would be an expensive video. And to accompany all of those fossils, they also had a mock-up of what a dinosaur dig site would look like. But really we had just scratched the surface of what this museum had to offer. Wow. Oh, okay. Here we go. It is so weird not having to like shuffle around people and just be like, where'd you start? Oh, look at that. You can definitely tell like loads of thought has went into this museum putting the shadows of the skeleton. They're like, you know, the Jurassic Park silhouette up there. There's a polka one. It's like erudactyl. Paleobotany here. You're like fossilized plants. There's one. So then I spent the next half an hour. Then I spent the next half hour. James, I'm doing it professionally. Okay, do it. And then I spent the next half hour looking at all the goodies this shop had to offer. This is not a shop to museum. And then. I love this as well. Like Ramparencus and like feathered birds as well or like dinosaurs. It's not a goose. It's like an Archaeopteryx. That's where they all ended up. Happily ever after. Dead. It's caputo. It's caputo. Whitney's now shooing me along because we're only allowed so long in here. It's already been 30 minutes. We're in a timer in the top corner. You know, like Mario runs out of time. Oh, that's a little overraptor. He likes eggs. Close-up of that. That's why we're here. It's beautiful. You need to get it from the front hole. That's the thumbnail. That's the look. Now there it is. After circling it and walking underneath it, we finally have it. It is a Yuan Maosaurus. Oh, that's interesting. I've never heard of that one before. Oh wow. They have a whole studio. Look at that. By showing like how big like an actual leg would be. Oh, that's a Brachiosaurus leg. The Zifactinus lived in what they called Hell's Aquarium. Play soundtrack. There we go. Now we're approaching the time before the dinosaurs actually. But then we head over to like the metrodon. Oh wow. Yes. Why wasn't that in Dominion? Now that's terrifying. Give the parents nightmares. Unfortunately, I couldn't film everything that the museum had to offer because we were under time constraints and all that. They also had a thrilled shark on display. Normally these sharks live at the very depths of the ocean. I would have preferred to have seen it alive but I'm not going down in a submarine anytime soon. It will be. There we go. There we go. Ready? There it is. Got a little grime coming out of the bin. Now we can feed grime. Here you go. Yum, yum, yum, yum. Yes. Never remember what that one is. Crane on us? I don't know. We'll find out when we go inside. Gun Aridacta with a Pikachu. Ammonite being the inspiration for Ammonite. They took place of liberties with that one. Big googly eyes. Omostar. Oh, it's still called Omostar. In Japanese as well. First off, I just want to apologize for the flickering you can see here. I swear in the preview finder, it didn't show any of this. But hey ho. Here we are. The Pokemon exhibit was a whole lot bigger than I was expecting. They had almost all of the fossil Pokemon in either a fossil form, skeletal form, or even they're in game form. I can't tell you how cool it was to see all these Pokemon in person. Back when I was a kid playing Pokemon Red on my Game Boy, I would have never believed something like this could have existed. And for anyone who's a Pokemon fan like I am, there are little lore Easter eggs in the descriptions here. Like how Ommonite and Tortuga are the ancestors of artillery and war total respectively. Even though the signs in the exhibit itself were only in Japanese, they had a QR code you could scan that let you see them in English. Yeah, some of the pieces had really bad flickering, so I'll have to just show you them in still image form. You of course still have to see them. Look at the effort that went into these. What was amazing to see was the level of detail that went into not only the fossil pieces themselves, but also the information boards. It was great seeing the artists take on dinosaurs. One, two, three, four. Oh, okay. Fight. And it was at this point I was told that one of the two people that shaperoning us round the museum was the paleontologist that appears on the Pokemon illustration boards, Ichidasan. Oh, really? That's you. So is he a paleontologist? Yes. Oh really? Now that I knew Ichidasan was a paleontologist, I of course couldn't waste this opportunity. So with only one camera and one microphone, I asked Ichidasan if he would agree to an interview. And luckily, he said yes. I just wish I'd brought more cameras and equipment. So we are with the paleontologist that is actually featured on the Pokemon billboards that you've seen everywhere. Would you like to introduce yourself and what your name is and what you do here? So my name is Masahiro Ichida. So I'm a curator of this Toyohashi Museum of Natural History. What is it that you specialize in? The thing I like the most is how to make a living fossil. That's what I'm most interested in. What I find most interesting is how to make a living fossil. And then... I'll explain. How to make a living fossil. To find out the two points, I'm researching how to make a living fossil. That's quite complicated. It's fun. So I'm kind of curious, because you're an actual paleontologist. I wasn't expecting to see a real scientist when it's a Pokemon museum. So how did you get involved in this whole museum that we have going on right here? You make it sound so easy. It sounds so easy. Because I love fossils, too. When I was a kid, I loved dinosaurs.  And for that to become what you do is just amazing. Congratulations on all that. I've went dig sites all around the world. What was your most interesting dig site that you went to? The most fun? I usually do fieldwork by myself. When I'm doing it by myself, I like to find my favorite fossil. I'm the happiest when I find a fossil in a mountain. They're summoned to you. They're drawn to you. They're drawn to you. That's right. I think even when you're driving, you can tell that a fossil is likely to be there. Even when he's driving. Really? That's a gift. That's a talent. That's a talent. That's a talent. If you look at the stone's surface, it looks like a fossil. Right. So you can tell by the look of the rock. It's hard to explain. If you had advice to give to someone who wants to become a paleontologist, what would you tell them? It's good to see the exhibition but it's also good to go and look for it. I think it's good. The first time I took a fossil on a family trip was in the beginning. The fossil I took at the beginning was a normal one, so I've been doing it all the time. I think it's good to go outside first. I can't forget the feeling I had when I took it. What's the biggest distance? Distance? It's hard to explain. It's hard to explain. It's hard to explain, but what I like the most is what I like the most is Aeoraptor. Aeoraptor? It's a very primitive dinosaur. It's a dinosaur from the time when the dinosaur was still weak. So I like it. It started from there. That's a very good answer. Do you still have your first fossil you got when you found it as a kid? I don't have it, but I think my parents and my mother have it at home. I found the first fossil and the same kind of fossil in a completely different area. I couldn't find it from there. That's why I went to the fossil. How is it like working with the Pokémon company for the six of us? That's right. I've seen a lot of individual scientists from the paleontologists and the Pokémon, the fossil Pokémon, are amazing. The Pokémon... Normally, in the pumpkin field or in the seawall, the seawall is usually like this. If it's a Special Exhibition, there's no exhibition. It's a minor fossil. But if you make an exhibition with Pokémon, you'll be able to see a minor fossil. It's a minor fossil, but it's very important. That's amazing. I think it's amazing that it's not a regular fossil. I never thought of that. That's good. That's brilliant. Do you have a favourite Pokémon then? Favourite Pokémon? In English name. Anomalacharis? Yes. That one. Anorith, I think that one is. When this exhibition is over, you're taking that one home then. After that, we got a surprise. We're now going into the living, working... museum. Let's see the master at work. I've only ever seen this in Jurassic Park with Billy gone rough, smooth. This is actually how it works. Achitasan was kind enough to do a little bit of excavation in front of us, as well as talking us through the different tools he uses to get the fossils out of the rock. He showed us some of the previous ammonites he had been working on, spanning all sorts of shapes and sizes. How do you know which bits to cut? If it's the fossil and which bits to rock. Yeah, I bet. Oh, really? Wow, that's a big ammonite. That's a lot of work. How long would it take you to excavate all of that, would you say? Oh, wow, okay, okay. You have to be quite delicate, I assume, because you don't want to break it. Oh, this one? Okay. Only. This is Cretaceous. Oh, Cretaceous, period. Wow, okay, okay. It was 68 million years ago-ish. 68 million years ago or so, it could be further. But around about 65 million years ago was my Cretaceous period, and the tracic goes all the way back to 200 million years ago. So do you know when ammonites were at their biggest? Oh, wow. Oh, wow. I feel like we need to let you get back to work, then, if we... Open you up, yeah. And now to check out the best part of any museum, the gift shop. So come with me, because we've got some exclusive Pokemon merchandise. We have a Pikachu. It's dressed very much similar to kind of what Alan Grant wears in Jurassic Park with the red bandana. And I think I might need to take this with me. But then, not only have you got that, you've got loads of other sort of Pokemon. Oh, I was thinking if they got all the fossil Pokemon, but you've got Kecklion, Donfan, Fampy, Tropius. That's the one you were thinking was a Dancer. It kind of is. Technically, that is a fossil new because there was like the Pokemon movie where it had a fossil. You've got Giraffe Rig, Omenite there because you've got to have an Omenite. I might have to get that. That looks really cool. You have to just come here just to friggin' buy the merchandise. Look at that. Brilliant. I never used to rate the Karatomy, because I was like, oh, they're all like bits and stuff, but actually after, you know, having to buy some because it's all the head over here, I was pleasantly surprised. And I'm now converted to Karatomy fan. That's so cool. The detail on him. That's awesome. Oh, he's so cute. Okay, we're going to have to buy a lot. Okay. Oh, we come I don't think we can come because no one's working. And you've got this is a brilliant idea. Polo for the skeleton. And that looks so good. And here you go. It's his favorite Anirith, I think it is. And if you've enjoyed that video, but I can until next time. I'll see you cuties later. Oh, buh-bye. There's loads of things to see here in the the Toyahashi natural the Toyahashi city. Hello, everyone, and welcome to a special video where today we're in to... We're doing all the science is what we're doing.


This is an audio test, audio test. Governor and Mrs. Ariyoshi, Admiral and Mrs. Crow and fellow Americans, Nancy and I want to thank you for your warm and very generous welcome. To all the people of Hawaii, we want to convey our thanks for the aloha spirit of your greeting and to say how thrilled we are to begin a long journey for peace in this place of overpowering beauty and tranquility. It is also appropriate that this journey should begin on Easter Sunday, a day of peace proclaimed, a day of triumph over evil and suffering. In a short time, we will be worshiping at St. Andrew's Cathedral, and I can assure you that our prayers this afternoon will not just be for the success of this mission, but for an enduring peace among the peoples of all nations. On this Easter in the year of our Lord, 1984, I ask for the prayers of all Americans and the peoples of the world for peace among men and peace among nations. Let the nations and the peoples of the world renounce war, and let us pledge ourselves to its permitted abolition. Let us forsake its anguish and agony and live in love with one another. Like all Americans, the people of these islands cherish peace. Unlike most of their countrymen, the people of Hawaii have known firsthand the destruction wrought by nations that take up arms against each other. As we passed over Pearl Harbor this afternoon, I don't have to tell you of our silence as we reflected on the Arizona Memorial beneath us. The building that is now the Pacific Air Force's headquarters is still pockmarked with bullets from that fateful Sunday almost 43 years ago, and 32 years later, it was here to this airport that our first prisoners of war returned from an awful captivity in North Vietnam. The American people have never sought war nor the test of arms. And yet in my lifetime I have seen four such wars, none of them because the United States was too strong or too ready. The United States has resolved to avoid war, pursue peace, and to do so by remaining strong and remaining ready. Hawaii remains key to this resolve and readiness. To our men and women in uniform today, I bring the greetings and gratitude of your countrymen. In these islands there is testimony to the heroism and courage of others who have worn their country's uniform before you, and today you continue in that valiant tradition. Your vigilance makes peace possible. Your readiness protects freedom and brings closer the day when mankind will renounce forever the use of force. Our fervent hope that the events of this coming week will also bring us closer to that day. One of the critical developments in our country's post-war foreign relations is our opening to China and the establishment of diplomatic relations with that nation of a billion people. Today in the economic, educational, and cultural areas, we have a wide range of agreements with the Chinese, and the United States is now China's third leading trade partner. And we share similar concerns on many critically important geopolitical situations, such as our disapproval of the aggression waged against the peoples of Kampuchea and Afghanistan. Our shared progress did not happen instantly. It took more than a decade to build. This week, we hope to continue the process of reconciliation. I believe the mission that we undertake is another careful yet sure step toward peace and friendship between the Chinese and American people. While our friendship is vital to the cause of world peace, we should also acknowledge that our vital national interests are at stake. The Pacific Basin is one of the fastest growing markets for American goods, services, and investment. To a great extent, our nature's future is in the Pacific. And this is why we're especially glad to begin our journey here in Hawaii, the crossroads of the Pacific. All Americans are proud of Hawaii, proud of her 25 years of statehood, proud of her history, her people, and proud of the role that she's played in the struggle for progress and human freedom. In the years and decades to come, Hawaii's importance will continue to grow. And it is America's great good fortune that Hawaii is her 50th and youngest state. We're grateful to you for your hospitality, for this chance to rest and relax, to enjoy Hawaii's beauty, and the warmth of her people. So again, I'll just say happy Easter, and thank you, and God bless all of you. Thank you.


Reduplication is a morphological operation of repetition, whereby the form of an affix reflects certain phonological characteristics of the base. Cross-linguistically, it is used in inflection to convey a grammatical dimension, such as number, and in derivation to create new words. Furthermore, reduplication is often used when a speaker adopts a tone that is more expressive or figurative than ordinary speech, and it is also often, but not exclusively, iconic in meaning. We will show some examples later. We will proceed as following. We will first of all classify reduplication. We will then look at reduplication in present-day English, and we'll finally exemplify reduplication across languages. Let's start with the classification. There are two main types of reduplication. On the one hand, we can have total reduplication, like in 50-50, or in present-day English, we have things like yum-yum, which is an interjection that expresses some sort of pleasure from eating or the prospect of eating. Or here is a nice example, we-we. Well, this means of course the act or an instance of urinating or the urine itself. Children use this quite often. And then we have partial reduplication, where not the entire word is repeated, the entire base form, but only part of the base. And the reduplicated part itself may involve some additional phonological changes. So we have sing-song, or let's take another example here, ding-dong, ding-dong, which is the sound of a bell, or the sound of alternate chimes. We have things like willy-nilly, and you see again it's not the entire base that is repeated, but part of it, and some change, here, continental changes. This means whether one likes it or not. So these are examples in present-day English. Let's now look at the cases of partial reduplication in more detail. Total reduplication is simply a repetition, so there nothing has to be added. But partial reduplication is quite interesting because there are two phonological principles that are applied. On the one hand we can have the operation of ablouting or phonological change that is involved in reduplication. So normally, ablout refers to a simple vowel change. For example, in flexion you have something like drink-drank, so e becomes a, or in derivation you have something like long, which becomes length. So here you have or becoming a, long length in British English. The ablout type of reduplication does not involve any grammatical changes in present-day English. It changes just the stressed vowel of the base where the rest of the word is simply repeated. So an example here would be in reduplication ding-dong, so e becomes o, ding-dong. So this is a typical example of ablouting in reduplication. Another example would be something like mishmash, ea. In rhyme-motivated examples of reduplication the onset consonant changes while the rest of the base form is repeated. So for example the vowels they are maintained. So our example was willy-nilly where we have a change of the onset consonant willy-nilly and the rest remains as it was. Other examples are well let's take walkie-talkie, you know this word I think, where again we have a change of the onset consonant and the remaining part of the word remains as it was beforehand. In present-day English then reduplication is not really a productive morphological process and it is thus considered marginal as far as linguistic usage is concerned. Let's therefore look at these particular contexts and situations for reduplication in present-day English. Here are the contexts. For example one context concerns borrowing, examples of borrowing from other languages. We have a word in English which is ilang which is simply a type of tree coming from the language malay into the English language, a language spoken in Southeast Asia. A second example would be words that are phonetically suggestive in many cases examples of onomatopoeia. So an example here would be toot-toot. Do I have to explain this word? I don't think so you know what it means. Then sometimes we might put special emphasis on what we want to say. So this is very often a substandard use of present-day English. For example you could say something like this is a no-no with an exclamation mark. This is certainly out. Well and then we will illustrate that in a second we may have examples from pigeons and creoles. Let's postpone that for a second and finally turn at child language. Here you see the young child and young children use very often reduplicated forms like dada which is daddy or bobo so bobo dada etc. So here we have total reduplication. The major motivation for children to produce reduplications may be simply the need to play with sounds and to practice them. So this is some sort of phonetic practice for them. Let's now come back to the case of pigeons and creoles where we might say of course is this really a variety of present-day English or not. We will discuss this question in another video clip in our collection dealing with language dialect and variety. Now here you have an example of Jamaican Creole from the VLC Language Index. An example where someone speaks a Basilect and comes from Portmore that's a district in the southeast of Jamaica. And this is the Jamaican version of the story of the North Wind and the Sun. Now listen to this short part here. And what you found here is something like hard hard. The North Wind started to blow hard hard which is simply reduplication and means very hard. So our example from Jamaican Creole then was hard hard which means very hard. An example of reduplication. Let's now look at further examples from other languages and see what sort of dimensions can be marked with reduplication. Now the languages employ reduplication as a way of expressing various meanings. And here we can identify the following categories. For example, augmentation that is some sort of increase of quantity. And of course the most well-known effect here is the use of reduplication in plural formation. Let's look at an example from Indonesian. Again I have consulted the language index on the VLC to find an example from Indonesian. Well here it is a speaker from the capital Jakarta and here you quite nicely see well let's choose the phonetics. The singular of book is buku. Well in the plural here is a reduplicated form buku buku. There you are inflection via reduplication in Indonesian. The next category can be called intensification that is the increase of degree this time. And the most well-known example here is of course adjectival gradation. Let's look at two examples from African languages this time. And again I will consult the VLC language index. Now in Medumba a Niger-Congo language spoken in Cameroon we can observe the following. The big book is Muikot Muani. And the very big book clearly an example of reduplication. Our next example is from Wolof another Niger-Congo language spoken in Senegal. Here is the example whereas in the previous examples from Indonesian and Medumba we had a total reduplication. Here we have partial reduplication. Let's look at the same thing. The big book is Erebu Makbi. Again Erebu Makbi. And the very big book Erebu Magamakbi. Magamakbi versus Makbi. And here you see we have partial reduplication. Let's return to our final screen. The two categories increase can be contrasted with decrease. And now there of course we find it extremely difficult to find examples across languages. The decrease of quantity, well again we could perhaps look at the following. Here is an example from Indonesian but I don't have sound support this time. The example would be Anak which means child. And Anak means the small child in other words the baby. So that would be the diminution. Or for example in German you have words like this is an interesting thing that comes to my mind. A word like well let's put it here Klein which means small or little. And if a football team plays Klein Klein then they use very short distances for their passing. So that would be an example of diminution in German. The final category concerns attenuation. And this means simply the decrease of degree. So the opposite of the comparative or adjectival gradation. I haven't got an example though but the one which is often used in the literature is something like Dalawa. A word which means wet in Tagalog. Tagalog a language spoken on the Philippines. And if I partially reduplicate that word I get Dalawa which means well let's put it in inverted commas here. Somewhat or a little bit of wet. Among the world's languages the tendency to use reduplication is mainly used to express increase rather than decrease. The operation as such however is applied to inflectional as well as to derivational processes.


Finally, the away points have come back to Everton Football Club. Woo! What's that coming down the tracks? It's the 3500 Evertonians tuned up for attack. They ain't nothing finer in the land, baby. Okay? Then the match going, Everton supporting away going toffy fan. Go blues. Woo! Let me tell you something, baby. That is what y'all have been waiting on all season long. That undying, unwavering support has finally, finally been paid back. And God, it feels good to be a toffy. Okay? Now let me tell y'all something right now. Ukrainian cruise missiles, baby. They're not just good enough to put Cossack battleships at the bottom of the Black Sea, baby. They're also used to put that ball in the back of the net. Woo! Tell you something, Michelinco. That helped us climb up them charts, baby. Climb up them standards and then tables. Let me tell you something else. Jason Holgate made up for his mistake and put that ball in the back of the net. Let me tell you something, baby. Just talk about Holgate and mistakes. I'm not going to let that little hiccup that happened besmirch the good, fine and upstanding name of the eighth wonder of the world. Woo! Say it with me, baby. England's number one, Jordan gets you some Pickford. Let me tell y'all something right now. I may not be James Brown, but let me tell you something, baby. I am from Georgia. I got soul. Woo! And I'm super bad. And let me tell you something right now, all I'm thinking about, just like the hardest working man in show business, Godfather of Soul James Brown, I'm thinking about the big payback. Woo! Let me tell you something, Watford. You next. The beat goes on. The volume's turned up. Let me tell you something. What you need to be worried about right now, it ain't relegation, okay? It's what you're going to do, okay? In the toffee blue, road warrior, a waste-supporting, get-fresh crew, yandalf to blue and astro. Woo!  That's what you need to be worried about, Watford. Because we owe you from early in this season, and we own the payback. We own the takeback. Woo! And we're going to get back to safety.  Woo! Up them toffies, baby!


A quick video to apologize, I just wanted to send a quick video, I know that I've promised some videos on every Monday, Wednesday, and Friday and for the last couple of weeks I've actually been a little hit and miss with that, I've either posted on a Thursday or posted two on a Friday or whatever it may be and there's a reason for that, currently the building that I'm in is under construction and when I say construction I mean pretty much they're like ripping out the entire inside and outside of my building and a lot of the construction is happening right outside the office door here and so recording videos has been really, really tricky especially when they're trying to get a concrete cement block wall out from the foyer here and they're running huge jackhammers, it really makes recording audio in here extremely difficult so I apologize for the sporadic uploads, thank you for your patience, everyone has been really awesome, no complaints, they've been watching videos, leaving comments, leaving thumbs up, subscribing so I just wanted to let you guys know what's happening behind the scenes just so you're in the know and I just wanted to say that I appreciate all of you and hopefully next week or the week after I should be back to our normal every Monday, Wednesday, Friday schedule if you guys have questions or anything in the meanwhile you can hit us up on Twitter or Instagram and you can always leave comments down below or even find us on Facebook so until then thank you so much for watching have a great day everybody


OTAN, Outreach and Technical Assistance Network. Hello everyone, I'm Melinda Holt, the project specialist for OTAN, the Outreach and Technical Assistance Network, and I will be your host for this OTAN Tech Talk. The title for this OTT is Student Voice and Empowerment through Technology, and we'll discuss research-based strategies that explore digital preferences when learning in adult education settings. Our presenter, Yacenia Delgado Lorenzo is a counselor at Hacienda La Puente and is also an OTAN subject matter expert. Yacie, it's all yours. Thank you Melinda and thank you for being in today's presentation. Today I'm going to be discussing student voice and we're going to be talking about, you know, how we can improve that through technology and how we can empower our students. So as Melinda mentioned, we're going to be looking at research-based strategies that explore digital ways that we can help our students express themselves. So what is student voice? It refers to the expression, sorry, give me one second, I'm having a little bit of technical difficulty. Here we go. So what is student voice? It refers to the expression of values, opinions, beliefs, and perspectives of individual groups of students in a school to instructional approaches and techniques that are based on students' choices, interests, passions, and ambitions. So student voice is really more than just simply listening to our students in the classroom. It's listening to the entire student body and as we listen, it's really responding to what really matters to our students. So our response is going to be one of the most important things. So as we learn about student voice, students' voice gives our learners a chance to share their opinions about something they really believe in. The learning environment changes as you encourage voice and can see learners taking more control over their own learning. And when we talk about student voice, we're actually looking at a student continuum of learning, which includes all cognitive, intellectual, and emotional and behavioral change through a lifetime of new experiences, which modifies the way that they look at the world and the way that they learn. The spectrum of voice was actually adopted through research that was done by Tosales and Nakala, and they looked at research in motivation, engagement, and student voice. One thing that we do know about student voice is that it's personal. It's very individual. When we talk about voice, our personal or individual voice is very personal, and it changes and is different for everyone. So one learner may be at one expression level when we look at the continuum. One learner may be at one expression level because they feel comfortable with sharing or in a particular class or in a particular situation, but yet that same student is going to be in a different place on the continuum based in a different environment or a different situation. So in one class, a student may not feel very comfortable, so they might be on the continuum in the expression. They might just be volunteering information where in a different class, they may be at a leadership level. So when we look at the continuum, it kind of travels from expression, consultation, participation, partnership, activism, and leadership. And we're going to be discussing the continuum today so we can learn a little bit more about how student voice travels along this continuum. So teachers can be the catalyst for students to find their voice in their own learning. However, as we know, learning is personal and voice is very personal to each learner. So that's why it's important for us to know what role this continuum plays. Research has shown us that without motivation, there is no push to learn. Without engagement, there is no way to learn. And without a voice, what we have learned through research is that there's no authenticity in learning. So having this knowledge, knowing that we need not only to teach our class, but also to provide that motivation, that engagement, to give our students that voice, we're going to take a look at the spectrum a little bit more closely and we're going to discuss the continuum at each level. So the first level we're going to look at is expression. So in expression, the goal is for learners to have a voice in the partnership, activism and leadership roles. As one moves from the left side of the continuum of the spectrum to the right side, the roles and responsibilities and decision-making authority grow. So our learners are going to be coming to school with preconceived ideas, right? They come with different notions about what learning is. And as we know in adult education, we have a broad spectrum of students that come from all over the world, all places of life and all different age bands. We're not teaching our basic K-12 class. We're teaching a very large population and very broad base of learners. So really, our learners are very individual and they each come with all these preconceived ideas of what they believe school should be like, what they believe their teacher should be like, what they believe the teacher should teach with. So at their level, we should be asking our students to, in the expression level, we should be asking our students to really volunteer their opinions, right? If they're at this level of the spectrum, then we need to inquire for their opinions, help them create answers, answer questions, while us as instructors are really praising and directing the flow of their voice or asking them to share their ideas with us. And there are some tools that help us and some of these tools are very individual. We'll talk a little bit at the end, but some of the tools that help with supporting expression are going to be tools like Kahoot, Clickers, Nearpod. All of these tools are going to be able to provide some real time feedback that are going to help you adjust instruction on the spot. We want to be able to make changes. A lot of us come to class and we think our lesson is going to go a specific way. And right in the middle, you start to see expressions in our student spaces. They're thinking something completely different. And a lot of us have to make those on-the-spot decisions of where are we going, right? And some of these tools can really help us with guiding and adjusting that instruction, right? It gives us those fast responses that we need. So some teacher-driven discussion topics that are tools that we can use to help us are Google Classroom, Padlet, Flipgrid, and Microsoft Teams. A lot of us already use these. So these are just some of the tools that we can use with supporting expression. Next is consultation. So in consultation, the teacher really invites students to take surveys and polls for a consensus on issues, right? The students consult with the teacher to share how they learn best and have conversations about their strengths, interests, and challenges. During consultation, the teacher and the student determine the most appropriate tools, resources, and learning strategies to support their learning, right? And this conversation should be happening every day in our classrooms. Maybe some of our students may have different points of use as we develop different lessons as the semester goes on. There's going to be different interest levels, and we want to continue to do those surveys throughout our classes so we can know what are some of the challenges that are happening, right? What are some of the interest changes? Sometimes even the news, our world, COVID changes the way that we think and how we want our learning to happen. So we do want to determine the most appropriate tools and resources and learning strategies to support our student learning. This is where the teacher really, as instructors, we begin to develop that relationship that's individual with each learner that helps us change things as we teach our class on an everyday basis. So this is the consultation part of the spectrum where we're really asking our students to tell us, what do they like about our class? What don't they like? How do they want us to change that instruction? And how do we, you know, how do we provide that space for them to feel comfortable in giving us that feedback? In this space, our instructors really become vulnerable in accepting that constructive feedback from our students to us as instructors. Some of the tools that may help us in consultation to develop these personal learning plans are to find out their interests are going to be like SurveyMonkey, SurveyPlanet. Google Forms are one of my favorites to use because you can create a Google Form really quickly and develop it and send it off right away. But these are going to be more tools that are going to help you get that informative feedback that you need right away. And they also provide a chance where students can provide that feedback in an anonymous way where they won't be afraid to share their thoughts and concerns. In participation, students are going to define their learning targets with the teacher. So how they plan to meet their learning goals. And in this area, they start to articulate how they will demonstrate their mastery or their evidence of learning. What is their goal? Where do they plan on going? And how do they plan on getting there? The students' voice and participation is encouraged because now they are more invested in how and what they want to learn. So once we do consultation, once we know the way that they like to learn or what is helping them best learn in the classroom, now they become a little bit more invested in how and what they want to learn. They are encouraged to attend class meetings and participate in brainstorming ideas. A lot of us are so used to just going through our book. We pick up one of our English as a second language books and we or any subject that you're teaching, as a matter of fact. And we just kind of go with the chapters one through ten. Right. How many chapters or how many units does that book have? And we just kind of go straight through the book. But what if we are able to modify and change the different units? Right. We kind of use our book as a guide. But yet we're really teaching to the needs of our students. And that's really where it becomes important for us to consider a student voice. So each student is going to be working alone or with other students as they design their thinking process around topics either individually or in groups. So this is where we begin to get these ideas of what they want to learn, how they want to learn it, and we begin to build the interest groups so they can have their voice in their learning process. So in this step, students are really responsible for how they design and meet their learning goals. How are they going to get to that next step? If they're in an English class, how are they going to get from level one to level four? Right. They demonstrate evidence of their learning and their participation and they discuss their ideas and their plans for moving along the spectrum or for moving along within their goal that they have in mind for themselves. To increase participation, there are some tools. So this is where we really want them to start sharing their ideas, having choices, being able to utilize their knowledge and what they come with and being able to use that to participate within class activities. So there's some blogging tools such as 365 Project, CSAW, Weebly, creativity tools such as Do-It-Ink, Screen iOS, Microsoft Sway or Scratch are going to be tools that really meet different, several different learning styles. They really foster learning ownership. We want our students to own their learning. That's really what's going to get them engaged and they're going to be solid in your class so they're able to really participate and have a voice in your classroom. Partnership becomes really important. So partnership is when learners begin to make plans that contribute to the lessons. So this is where we begin to look at students, not just as individual learners, but really they're the owners of our classroom. They're the ones that really own what is going to be taught next. How are we going to guide that discussion in the classroom? And they build a partnership not only with their instructor but also with your school as a community and other students within the classroom, right? Like what is the classroom feeling going to be like? What is that collaboration and that partnership among students? A lot of the times if students are able to build that partnership together, then they're going to have a stronger bond. They kind of pull each other into the classroom and create that positive learning environment. So tools that allow students to share with their partner or their teacher are going to be Microsoft Teams, Class Dojo, Edmodo, Seesaw, Flipgrid, Zoom is going to be a tool that we are currently using a lot with COVID time. So these are all collaborative tools that help students with learning and sharing and having that partnership in their learning process. In activism, learners have identified an authentic and real-world problem or challenge that they want to tackle. So here's where we ask our students, what are they passionate in, right? What motivates them? What keeps them coming to our class? Is it immigration? Is it getting a degree? What is something that they are really passionate about that they want to make a difference in? So you may see learners in areas in your school with excitement about maybe a specific information, maybe they've discovered something new and their brainstorming ideas and generating solutions. So these are going to be us bringing those real-world subjects into the classroom and not being afraid to discuss them with our students or letting them guide that discussion and through that create our learning process. So learners are using in activism, they're also using technology effectively to make connections and build a network of peers. So they're starting to use those tools that they know to research. So they are showcasing evidence of what they have mastered, right? They're demonstrating how they're going to be solving the problem. So they may even create a plan to maybe exhibit or maybe even becoming activists for themselves, developing those self-regulating skills. This is the area where students really become their own empowered activists, right? Within the curriculum of our learning class. It is okay for students to ask to questions, right? And it's okay for them to wonder about different things that maybe are not in the book. This is how we're going to have our students and teach them how to resolve those problems, how to find those answers, and how to do something about something that they're really passionate in. Tech tools that support activism are going to be tools, you know, maybe a lot of our social media tools through Twitter, YouTube, Pinterest, TikTok. I see a lot of our students using TikTok videos, Flick Grid, Google, and then Skype are going to be some of our tools that are going to promote students to reach out outside of the classroom walls, to build their own connection and to be able to express what they're learning through social media tools. Leadership. So this is at the end of the spectrum, right? So this is where learners take on leadership role around their passion's interest and what they want to do to make a difference. They believe in a cause to the point that drives everything that they are doing now. They self-direct their learning and are responsible for outcomes. So the teacher takes on a role of an advisor providing feedback and any support that the student needs in finding those connections and meeting the goals around what each learner believes is their own purpose in their learning. So some of the tools that are gonna help us with leadership is gonna be, again, we have Worldwide Workshop, Scratch, Google Expedition, Google Sites. All of these tools are gonna help our students connect and have resources globally that are filled with different projects that they can do, they can find different causes. So really they choose their own inquiry-based question or problem in getting some of their own personal research. So as we look at student voice, really student voice can be defined as any attempt to represent and utilize the opinions of students to promote a change in adult education practices. So student voice research has really, has really changed, right? Because we're looking at a specific population with our group of students, we're looking at adults. So student voice research has followed trajectory away from simple elicitation of student views to improve student teaching standards towards a more complex conceptualization of students as equal collaborators in educational practices. So this takes us as instructors to really actively allow that role of our students being equal collaborators within our own classroom to engage in that practice of being free and open to express that voice. Student engagement is gonna be the key to attempt to amplify student voice through traditional power imbalances that are gonna be redistributed from teaching professionals to students, right? We're gonna change the dynamic of our classrooms where the students are really empowered to make that change, be involved, having that voice. So it's giving back the power to students by further involving them in the actions taken as a result of listening to their views. So this is gonna affect the way that they view the classroom and the way that they feel as they're learning a specific topic. So student engagement is gonna be super important in this process. It is the engagement of learning that makes learners come alive. That's what's gonna hook them. That's what's gonna engage them. So early studies of student engagement have composed of physical and mental energy. A lot of these early studies support social construct of learning engagement as incorporating three key areas. So behaviors, emotions, and cognitive engagement. Behavioral engagement involves students participating in activities that they really enjoy doing. We want to pay close attention to the engagement when we build our course assignments and what we're asking our students to do in our classrooms. So one of the first questions we ask ourselves is, is this engaging? Am I just teaching out of the book or am I meeting my students needs? Am I teaching to those who need this the most? So we wanna really tap into emotional engagement and really tap into allowing our student connections and their cognitive engagement. So them evaluating the course content both of how it's relevant to them and how they're gonna be using that information. So research indicates that as students gain experience through learning, they're gonna come to take more responsibility of their own learning. So here's some ideas to improve engagement and student voice. So we wanna help our students lift up under-engaged voices. So listen to students whose voices are seldomly heard, including students from minority groups, students that are really quiet, maybe have different cultural backgrounds, maybe they're sitting in the back of the class and they never speak. Students that are maybe not doing so well in class, we wanna, you know, the quieter students, students that usually just kinda come to class and not say very much. We wanna really lift up those under-engaged voices and, you know, ask those questions, get them to express, right? Start with the first part of the spectrum. And we wanna communicate to them in different styles. So we wanna be able to use those communication tools to engage our students through email, audio, video messages, any type of message that we can get to our students that's gonna increase their participation in the class. Provide active learning opportunities and more discipline and more discussion time. I do apologize. So provide active learning opportunities and more discussion time to explore and develop their ideas. A common misconception about learning is that students only sit in the classroom and absorb knowledge, right? We're talking about banking education, right? They come to class and we just feed them and they're kind of just absorbing it. So that might be true if the course is designed that way, but one way to engage your students is to get them out of their chairs or their beds if you're teaching from home and get them involved and active in their learning. So one definition of active learning is hands-on learning, which is not only a suggestion, but actually assigning our students to interview, right? If we're teaching a specific subject is going out into the community and talking to others about that subject. It's hard to formulate an opinion on something when you are still trying to figure out what it is, but if we're providing opportunities for students to go out into the community and discuss it with others and understanding the topic from many different perspectives, they're gonna be able to engage in that process. So giving them that time to allow for creative expression is gonna be one of the most powerful tools and encouraging them to maybe write their voice down or express it through the social media outlets, right? So making your lessons personally relevant having students express those diverse opinions and providing that voice to understand is gonna create confidence with their familiar environments. So making learning social, encouraging our students to post what they learned and some of their social media outlets, what are they learning? Sharing with each other, creating groups within the social media of students where they're able to share their different thoughts and opinions. So finding ways to incorporate some of the social media is gonna be effective because students are already using it. Provide timely and useful feedback. We wanna provide students with their performance in a timely manner. So quick responses is gonna be key to keeping them engaged. The turnaround time of us giving feedback is gonna entail positive nature trends that are gonna be more effective as the students become more engaged in the learning process. Add self-assessment opportunities allowing students to take more responsibility for their own learning, creating some of their own work even providing feedback on their own discussion, those critical thinking times at the end are walking out the door ticket. You know, what are their thoughts on their participation that day? Providing them with opportunities to really be humble about their experience and their own learning process. Recognize those who speak up and encourage debate. Don't forget, we wanna be able to reward risks. Creating classroom culture where students are rewarded for taking the risk, showing courage can foster a more open environment and a more open learning environment. So encouraging that debate to create that curiosity, listening to them and articulate arguments that foster a stronger voice. So engage different forms of leadership. Leadership is not always demonstrated throughout spoken students. So students can demonstrate leadership by teaching and mentoring others, visual storytelling through maybe community or even volunteering opportunities. So when students have a voice, they are three times more likely to experience self-worth in the classroom. They are five times more likely to experience engagement in school. And when students have a voice, they are five times more likely to experience a purpose in their goals. So we wanna make student voice an important part of our learning process and our teaching process. Research has highlighted the need to encourage teachers to become more enthusiastic and embrace technology in order to make a change in their classrooms. So what we see through research is that there's a reluctance amongst teachers to really embrace technology. So through the use of technology, students can be more engaged in the classroom participation and dialogue. In a democratic classroom, students have a voice that becomes feasible when we begin to include technology as a means to empower students to really express what they're feeling. So technology opens a door to new opportunities for students who are reluctant. Maybe students that have a disability or are unable to speak up and discuss things openly. So it just provides that outlet for them to really be able to open up and share their voice. So as teachers, a question that we should ask ourselves, are we a digital native or an immigrant? So students are now in our... The classes that we're teaching right now, really our students are digital natives, right? They know technology. They have phones in their hands. They know how to use them. They use social media outlets. So we are working with students who are natives to technology. They're used to multitasking and finding answers through digital means. I taught an ESL level one class and a lot of my students were already researching a vocabulary word before I even put it on the whiteboard. So a modern teacher who is not proficient in the use of technology can be considered a digital immigrant or perceived as an instructor within an inability to speak, teach, and learn using technology. So technology has a direct impact on changing the way students learn and therefore can have a major influence in their education. So education should be reshaped around the need of the student learner rather than the learner conforming to the system of the teacher. There's still a lot of teachers that are very resistant to technology, right? And we're making our students conform to not using technology in the classroom. I still have one of our instructors that says there's no cell phone use in the class. Instead of trying to embrace the technology that our students are holding and utilizing that as a tool and a resource that we can use in our classroom. So there is a lot of innovative ways but I did wanna share one with you before I let you guys go regarding student voice and technology. So a research that was done at the Oxford University in England, they looked at an adult education setting which showed that through the use of technology and appointing leaders, empowered students to have a greater use of technology and really amplify their student voice. So the way that they did this research was teachers worked with other departments. So they're technology specialists, the technology teacher that taught their Microsoft class to emerge in learning technology. And really what they did was they created this culture shift by embedding really high quality experience and training and learning together. So what they did is they took one tool. So let's just say we're gonna take Google Sites. They took one tool and they created a lesson around that specific tool. What they did was the instructors chose what they called digital pals. They were identified in a classroom. So they chose two digital pals out of every classroom setting. And together what they did is they built a partnership. So the instructor and the students that they identified as leaders, their digital pals took the course or the learning class together. And what they did is together the instructor and the student learned a specific application which then in return, they would come back and teach it to the classroom. So digital pals were given a leadership role. It was kind of, they kind of went through the whole study and looked at how they kind of went through an interview. They applied for the specific position. So they utilized different resources to have students apply. It was a non-paying leadership position at the school where they were working as collaborators with the teachers. So the way these students got paid was really interesting which they were really excited about. Students were given identifying hoodies, t-shirts, buttons, backpacks, different things that kind of marketed their role as digital pals along with their teacher and to carry out their new roles. And one of the things that the school did do is they provided them with the school issued iPad or Chromebook. The positions did include the students signing a contract with the expectation of regular attendance both in the training sessions and classroom class meetings, okay? So what they did together was, so they would learn a specific tool, they would come back to class and assist the teacher in teaching that application, that technology application back to the students. The research that they found or what it showed was that the digital pals felt their role to be significant and their voice to be heard and their contribution was valued. They also served as motivators within the classroom and many times served as co-collaborators with the teacher in learning that application and mastering how it was used within the classroom walls. So they described their role as empowering and as a partnership with staff, which was truly collaborative. So one of the amazing things about the study is that it really showed how innovation is fostered through collaboration, not only internally but externally and that it really, what it really did was it bridged that gap between teachers, learners and technology. So through the use of technology, students can really be more engaged in the classroom participation and dialogue. I wanted to bring this research to you not only to kind of motivate you to maybe identify a leadership, technology leadership leader or a technology leadership group within your classroom that you can come back and teach them or have them research a specific application with you and utilize them in turn to motivate the other students to start using it. Even us as teachers, a lot of the times our students know a little bit more about phones and technology than we do ourselves. So not being scared to have that collaboration with your students where we research something together whether it's a technology tool, whether it's a specific classroom subject, but we research it together as a group and then we teach each other what we learned from that application and how we can use it within our classroom walls. So I really wanna encourage you not to be afraid of technology but actually utilizing it to increase your student voice in your classroom. So with this, I'm gonna end my presentation. I am running out of time. I'm gonna hand it back over to Melinda who is our O10 representative. Thank you. Alrighty, thanks, Yessie. And that is the end of this OTAN Tech Talk. I'd also like to encourage everyone to subscribe to OTAN's YouTube channel where instructional tech videos related to adult education can be found, including more OTAN Tech Talks. All of this information and more is available on the OTAN website at otan.us. Thank you for watching this OTAN Tech Talk.