Sentence examples similar to pedagogical voice from inspiring English sources

As his projectionist, I had the nerve-racking job of showing films backward, forward and frame by frame as Ken improvised a pedagogical voice-over.

In the context of science education, we examine spaces created through inquiry-based pedagogical approaches for student voice (e.g. Wilmes 2017a), as well as how student voice can be used as methodology through photo-elicitation (e.g. Ali-Khan and Siry 2014) and through participatory approaches to curricula (e.g. Siry and Max 2013).

For example, our earlier research showed that learners' emotional, motivational, and perception outcomes were negatively affected when there was a mismatch between pedagogical agent's affective voice tone and facial expression [48].

The re- emergence of pupil voice as a pedagogical approach to inform curriculum design is encouraged throughout.

For this to occur teachers and coaches must embrace and prioritise the student voice as a key pedagogical skill (Armour, 2011).

Research has also shown that pedagogical agents should emulate human-like qualities, such that an agent voice should be narrated by a human voice rather than a computer-synthesized voice [7, 8].

In the future, the nascent text-to-speech and animation technologies may allow for real-time artificial expressions of agent emotional cues, via immediate controls of voice tones, facial expressions, and animation gestures of a pedagogical agent.

Investigations have tended to focus on the media used to realize the pedagogical agent, e.g., the use of animated talking heads and voices, and the results have been mixed.

While the orchestra tweeted and tooted and blatted, to represent the different characters — "Peter," lovely show that it is, is also a pedagogical tool, aimed at teaching children the sounds of the different instruments — Mizrahi did something similar: jaunty voice for brave Peter, creepy voice for the Wolf, Flatbush voice for Grandfather, and so on.

Epistemologically, it prioritises giving agency and voice to an increasingly disempowered collective, online learners, who often are institutionally pursued for economic advantage, rather than pedagogical interest in serving students' unique, individual needs/preferences.

There was also a voice pointing out that, for some kinds of classes, it's just not feasible within the class design and pedagogical goals, although this might also be more about the on-off kind of access we have to the Internet.