Video - Using the Assistive Touch setting on the iPad

I wanted to share a brief video overview of the assistive touch features for the iPad. This feature could be useful for anyone with limited mobility or fine motor control such as a student with Cerebral palsy.

In particular, I created this screencast to help support a high school student with CP. He was able to control the iPad quite well using one finger in most cases but had difficulty accessing any of the physical button. He also could not perform any of the multi-touch gestures.

On a personal note I found this feature useful after I broke my hand this winter and lost some control over my right ring finger. I had difficulty performing 4 and 5 finger swipes on the ipad for several months and used the assistive touch as an alternative means of accessing these features.

Curating the web with Scoop.it

I'm exploring options for curating and sharing the web as I find apps, articles and how-to's that support student centered learning. As you can see from the screenshot of my Chrome toolbar, I haven't exactly settled on one tool to use.

Diigo, Scoop.it, list.ly, livebinders, edmodo, twitter, pinterest - What tool are you using curate the web?

 

Early Elementary Literacy Apps

Trying out http://list.ly as a way to currate app lists. Let me know what you think. 

Getting Started with Educreations and Screencast-o-matic

Getting Started with Educreations and Screencast-o-matic

Educreations - http://educreations.com

Educreations is a recordable interactive whiteboard that captures your voice and handwriting to produce amazing video lessons that you can share online. Students and colleagues can replay your lessons in any web browser, or from within our app on their iPads.

Educreations works on both the iPad and on any internet browser.

FAQ - http://www.educreations.com/faq/

Educreations iPad app - http://goo.gl/jHwu8

Highlights

• Insert images and screenshots from the web to create narrated/annotated guides and tutorials.
• Create multiple pages for longer presentations (tip: pause recordings to preload images or draw annotations.
• Tutorials can be shared privately with students, by school, or with the whole world.
• Publicly shared screencasts made by other educators and students can be viewed, linked to and embedded in a class website.

Tips

• You cannot start over or re-edit a screencast once you begin recording. Be prepared and don’t worry if it isn’t perfect.
• Keep your presentations brief and engaging (your voice is a critical component)

Screencast-o-matic - http://www.screencast-o-matic.com/

One-click screen capture recording on Windows or Mac computers with no install for FREE! Record up to 15 minutes.

Screencast-o-matic is great for creating screencasts of powerpoints, TI-emulator tutorials, NCTM applet and Geometer’s sketchpad activities, and narrated directions or test accommodations.

Getting started video - http://www.youtube.com/watch?v=D4rk5ACdGk4

Highlights

• No account required (Great for quick use with students). However the free account lets you store and link to your files online as well as upload to youtube automatically.
• Capture anything on your computer screen and your webcam.
• Pro-version is only $15 for one year

Tips

• You cannot start over or re-edit a screencast once you begin recording. Be prepared and don’t worry if it isn’t perfect.
• Keep your presentations brief and engaging (your voice is a critical component)

Other screencasting resources

Kit’s screencasting website - https://sites.google.com/site/mctmmultimath/

Other iPad apps for sreencasting

• showme (FREE)- http://goo.gl/2MKKf
• screenchomp (FREE) - http://goo.gl/mQV3r
• explain everything ($2.99) - http://goo.gl/ZkhJb

Other screencasting software and websites

• Screenr (FREE) - http://screenr.com
• Camtasia ($299) - http://goo.gl/JRpFE

Upcoming PD:

• http://sccresa.org/toolsforschools/professionaldevelopment/workshopcalendar/
• June 26 iPads for beginners, June 28 iPads for intermediate, July 24th No more Death by PowerPoint, July 25 Cooperative Learning with or without and iPad, July 26 Blended learning with edmodo, August 9th screencasting for the classroom, August 14 iPads for beginners, August 16 iPads for intermediate

Kit Hard

Education Technology Consultant

St. Clair County RESA

hard.kit@sccresa.org

810-455-4121

website/blog: http://edtechkit.com

Friend or Foe? Mobile device cameras in the classroom.

One of our greatest fears as educators surrounding mobile devices like the iPad is the camera. The camera more than any other feature seems to have the potential for doing the most harm while simultaneously having countless educational value.

As we introduce mobile devices into the classroom or invite students to bring their own devices is there a way to effectively teach good digital citizenship and safety regarding the camera before it's too late?

I believe that the solution lies in asking students to use their mobile device camera frequently and repeatedly within the classroom to accomplish a variety of academic purposes each and every day and to conduct regular, purposeful checks of the images we ask them to take.

Here are some examples designed with a 1:1 or BYOD setting in mind with the potential for modification to fit in a shared device classroom. As students enter the room I might ask them to take a picture of the day’s agenda written on the board. This visual schedule will assist students with time management and provide a reference to the day's objectives when they are home. I might then ask students to open an app such as skitch or or paperport notes and have them photograph the day's bell ringer activity. They can then use annotation features to respond to the question and submit their response. Throughout a lesson I would encourage students to photograph notes on the board, their own notes and ancillary items in the room like posters or models. I would also ask students to take pictures of assignments I pass out or graded work that I've returned to them. And throughout this process, I would be explicit in my expectation that they refer to all of these photos for completing class tasks, homework, or as study guides. I would also do spot checks to see that students are taking photos of the required items and embed tasks within assignments that draw on information found in the photos. Finally, I would have students evaluate their photos for evidence of mastery and organize these photos for a portfolio.

Variations of these photo activities might also work in shared device settings by having students organize folders for the photos or by sharing the photos to an e-mail or dropbox account that the student can access using a different device. Designating student roles such as class photographer and class videographer would also help model appropriate use of mobile device cameras and turn the shared mobile device into a classroom resource.

Realistically, the storage on these mobile devices is limited and organizing the countless photos would require some room in our already crowded instructional schedules. But let’s be honest. This is not a storage or time crisis. This is about digital footprints and averting disaster.

In short, we hog the heck out the camera and expect not only access to the content but also encourage application, reflection, and the development of a final product using the photos taken. Not only does this reinforce the idea the camera is a tool and not a toy, it supports student organizational skills, provides multiple means of a representation (See Universal Design for Learning), and most importantly makes questionable content far less inviting.

M"DeI believe that given two weeks of near constant reinforcement of using the camera as a tool coupled with embedded instruction on the importance of digital citizenship and safety the majority of students would hesitate before taking and posting the kinds of pictures we all fear.

Today I came across this great infographic for helping students make good decisions about the pictures and videos they take. I also had the opportunity to share the poster with some Middle School students working in a nearby school. Yes, they’ve heard some of these “rules” before. But hearing it again and within the context of taking a picture of themselves (a reflection activity they were asked to complete) deepens their understanding and lets them apply the criteria we discussed.

By the way, there is an alternative. We can disable the cameras on devices we own. We can ban the devices they own. We can have once a year conversations about digital citizenship and safety that are isolated from the content of our lessons and that interfere with “real” teaching because “we have too.” Oh wait, that’s what we do right now. How’s that workin’ for ya?

In all seriousness, teaching digital citizenship and safety requires innovative strategies and deliberate effort. Let’s work together to find solutions that work. Please share how you are tackling the “fear of photos” in your classroom.

A few quick thoughts on why I like the iPad

No, the iPad will not fix education. And, no, it is not the right device for all settings. But here are a few reasons why I think the iPad has already had a significant impact in schools.

1. I believe that the iPad is encouraging schools to fast track infrastructure projects involving wireless access and to increase bandwidth.

2. I have encountered more conversations about "going 1:1" and "bring your own device" in the past year than ever before.

3. The iPad can't truly be locked down. I think that this is pushing educators to look at "digital citizenship" more closely and to revise their AUP's from what you "can't" do to what you "should" do. It also encourages meaningful and authentic learning over "you need to learn this just because". If we can't answer the question, "Why do I need to learn this?" then our students will turn elsewhere. Honestly, why shouldn't they?

4. It's mobile. That's right folks. This thing can move to any part of the room, can leave the room, can "gasp!" even go outside. The 4 walls and a stage with tidy desks in a row is not working. Our learning spaces can and should be more dynamic. If the iPad helps, Fantastic!

For me, it's not about the apps, the swipes, or cool. It's about shifting our focus toward student centered learning. If the iPad is pushing our conversations and practice toward this goal then I'm excited.

How to enable diigo bookmarking in Safari on the iPad

While I am no diigo guru, I have come to rely on the bookmarking and highlighting features it offers. I use the diigo browser extension for chrome to make saving websites and web highlights a snap. I recently learned how to enable similar features using the iPad's Safari browser and have create a brief tutorial showing how to set this up. The tutorial assumes that you have downloaded the diigo app for iPad and that you have created a diigo account.

For more information about diigo and its uses in education take a look at this resource.

Tech Tuesday Tip - Usernames and passwords #scced #ttdn

It's inevitable.You go to a professional development workshop, a colleague shares a cool website with you, or you've just downloaded a new app and you are asked to create a new account. You enter your username - taken! You enter a password - "12345" isn't secure, try again! What to do?

Image Attribution: Padlock by FreeFoto.com http://www.freefoto.com/images/11/42/11_42_1---Padlock_web.jpg

Here are a couple of links to suggestions on managing your countless accounts that will hopefully help you to develop your own system. Remember, these are only suggestions. A truly secure account is unique to you. I also recommend having separate systems for your highly sensitive accounts such as financial, e-mail, or sites with confidential or privacy related content (student data, etc.)

Teaching Parents and Others About Passwords - By Richard Byrne

Creating Effective Passwords - By Steve Katz

Another recommendation from a colleague is to use http://keepass.info/. KeePass is a free download that you install on a flashdrive for storing and securing all of your passwords. Having a secure and portable password locker is great idea for individuals on password overload.

So many Friday the 13th opportunities to learn, it's frightening!

My task list can wait. I've been virtually attending three different conferences all morning. You've got http://mobile2012.org/, Council for Exceptional Children 2012, and Breaking Tradion 2012. All three are rich with student centered resources and fantastic examples of Universally Designed instruction.  If you're on twitter check out these hashtags to follow the conversations surrounding these great confernces (#mobile2012, #cec2012 or follow @pammoran for updates on Breaking Traditions 2012)


Here are a couple video teasers I've picked up today to get you started. 


Choice in Action


and 

Using the iPad's zoom accessibilty feature to enhance screencasting apps like showme and educreations

Showing greater detail or handwriting text on iPad screencast apps such as educreations, showme, and screenchomp can be difficult. This tutorial shows you how to use the iPad's accessibility features to zoom in and out of your screencast canvas and provide greater levels of detail in your tutorials.

#macul12 Raw - My notes from Challenge Based Learning - Andy Losik @mrlosik

Apologies in advance for typos, boo boos, and all misinfomation - Hey, they're notes!

Challenge Based Learning - Andy Losik

alosik@hamiltonschools.us - tinyurl.com/cblstart

Introduction

• CBL teaches real world problems
• multi-disciplinary
• using flickr to gather resources
• researching news
• creating posters to promote resources
• use the technology the students already have
• tends to avoid content that is too politically or socially controversial
• Hamilton helping Hamilton project
• “I can learn why Hamilton needs our help” - Big question
• tornado relief
• local tv picked up story and assisted (authentic audience)
• mrlosik.blogspot.com

CBL project example - How can I be a leader in our school and a positive influence?
How can we make this a doable project?

• Technology benchmarks are backloaded rather than prescribed
• story boarded, wrote, directed, edited
• used google docs to collaborate
• 3-6 all have their own google docs accounts
• utilize language arts skills
• Students suggested a film festival style assembly
• Students will also deliver an auxiliary verbal message to support the video
• parents will act as
• after party in the media center
• Prove that iPads are impacting your learning
• Prove ‘em or lose ‘em
• difficult to push students beyond the “they’re cool”
• Used a google form to let students formulate their answers and have a working script

Teaching the path to innovation

• Edheads.org
• simulations for students
• has close captioning and video
• science (i.e. types of surgeries)
• Design a cell phone
• actually has very little to do with cell phones
• Problem is posed - Senior Citizens need a phone with different features than students
• What do you do first
• Site teaches the path of innovation
• research
• design
• test
• evaluate/reflect
• Good way to scaffold CBlearning

Essential questions to solutions

http://www.youtube.com/watch?feature=player_embedded&v=9tjxdTbtUvA

Setting up the environments

Physical environment

• Cave
• Private space to work
• Watering hole
• Space for collaboration
• Campfire
• projector and smartboard for local showcase
• Mountain top
• A place to showcase globally
• blogs, wikis, website

Virtual environment

• Collaborative online spaces
• access to experts
• provide immediate feedback
• provide an audience
• Peer feedback
• Using Google Docs (scripts, planning)
• Glogster

Suggested Technologies

tinyurl.com/cbletech

Using video reflection as evidence vs data

• more meaningful than dots on a spreadsheet
• parent reflection of student impact is very powerful

More resources are coming

• Apple is partnering with teachers to develop more CBL resources
• challengebasedlearning.org
• iTunes U app is a great way to access CBL resources

Challenge Time

How do we turn the thousands of families traveling from the Upper Great Lakes right past Henryville, IN on their way to Florida into a disaster relief delivery effort?

• Think impossilbe to possible
• What are the logistics that need to happen?
• Anticipate the questions from doubters

tinyurl.com/cblmaculguidingqs

Q/A skype with Katie Morrow

• She doesn’t do CBL all the time but it is an important part of creating engagement with her students
• Motivating students by connecting them to a great purpose
• She does or feels you can pre and post test
• But also
• Self-assessment
• reflection booth
• peer-asessment
• Document the journey
• take photos
• take video
• take screen shots
• Have students collect evidence of growth
• How have colleagues reacted to your CBL lessons
• Some teachers are afraid
• Failure is ok
• Building success with smaller groups or work with another colleague
• Adoption has been somewhat slower than she might have liked but even small attempts build momentum
• Biggest impact is in the long term effects on students
• Essential questions
• Sometimes teacher pre-created the essential questions
• Students build guiding questions
• Other times students work as a class to create the challenge questions
• Creates more buy-in
• Questioning is one of the harder skills to teach students
• They are too use to having students ask the questions
• QFT - questioning format technique
• Open ended vs closed questioning
• The essential questiona and the challenge are the same
• action verb of the challenge is just the “I dare you”
• Remaining open to possibilities
• Allow the questions to evolve toward good open ended questions
• What do you do to help students who still don’t buy in?
• Working in teams and peer pressure seems to have a big impact on participation
• Instill pride in teams
• team names
• work space
• defining roles
• Good tools in CBL community under support for roles
• Katie shared seeing students who sometimes struggled the most at first can have some of the biggest turn around and become the most involved

Reflections

(My Diigo Notes) Study touts benefits of a "wired" classroom

• Study touts benefits of a 'wired' classroom
  tags: research
  • The 40-year retrospective study, published in the Review of Educational Research journal, concluded that classrooms where computer technology was used to support teaching had a "small to moderate positive" effect on learning and attitude.
  • The literature shows that more recent, sophisticated applications of the technology produce greater positive gains than older applications, he said.
  • "There were many studies that said that it actually had a negative impact. But the preponderance of evidence suggests that it has a positive impact," said Schmid.
  • In a followup study now under way, Concordia researchers are looking not so much at whether computer technology in the classroom has a positive effect, but under what circumstances positive effects are observed.
  • If the technology is used solely as a content provider — for example, if iPads are used as alternatives to books — then there won't be any positive change, he said.
  • The researchers' preliminary analyses show that things such as PowerPoint presentations don't have much effect on student learning or attitude, Schmid said
  • "Where technology does have a positive impact is when it actively engages students, when it's used as a communication tool, when it's used for things like simulations or games that enable students to actively manipulate the environment."
  • Herzliah has been piloting a digital/human exam reader in Grades 7 and 8, an iPad application that the Jewish day school adapted for its needs.
    
    Students who are auditory learners — who do better when things are read to them — can use the iPad to listen to exam questions. The questions are read into the computer tablet by staff members.
  • Students said the process made them more independent in exam writing, Grumberg said. And by using headphones, they were able to block out external noise, allowing them to focus better on the test.

Posted from Diigo. The rest of my favorite links are here.

Classroom audio recording is a Cinch

Update: Cinch.fm and it's app are no longer in service. I recommend replacing these with AudioBoo or Soundcloud.

Cinch.fm and the cinch app for iOS devices have become my go to audio recording and podcasting tool. Let me tell you why.

My son listening to a Cinch recording of his favorite  book

First is ease of use. Both the cinch.fm website and the app are very easy to use when it comes to sign-up, recording, and listening to recordings. Second is the unlimited recording time (unlike audioboo.fm which limits recordings to three minutes). Third is the ability to make recordings using your computer and a microphone (website), using an iPad, iPhone, or 4th generation iPod touch (app), or record using any phone associated to your Cinch account.

The classroom applications are endless but here are just a few of the reasons why Cinch is the best option in my opinion.

• Recording lectures that are immediately available online for students who are absent or need to hear the material again
• Parent communication podcast (Audio newsletter, Daily activity and homework reporting)
• Audio directions for worksheets or test accommodations
• Student interviews and observational data 
• Student recordings of think alouds, group projects, audio notes, student created tutorials, fluency practice, or adding audio to physical projects such as posters, dioramas, or written work

 For a more detailed look at using audio and podcasting in the classroom take a look at this post I wrote last year.

With cinch.fm you can also add photos and text to the audio recording. With the iOS app teachers and students can quickly and easily add a picture from the camera roll or take a picture with camera enabled devices. Text is limited to 140 characters. Ideas for teacher or student use include:

• Taking pictures of objects around the classroom or school that relate to a theme or concept (e.g find and describe examples of ecosystems or geometric shapes)
• Taking pictures of charts, graphics, or text and recording audio to answer questions
• Asking students to take pictures of their work and record reflections about the content
• Have students record themselves reading classroom books or materials. Use QR codes or shortened URL's to let others listen - See the How-to below.

Setting up a Cinch account - I recommend creating a generic classroom account if students will be recording. I also suggest making your folders private by default.

or using the cinch app

Make private folder(s) for your recordings (folders can only be created from the website)

Make a recording using the website or app

Add photos and text to the recording

Share your recording by shortening the URL or QR codes from the website

I recommend installing a QR code/URL shortener like goo.gl to your Chrome or Firefox browser or going to http://qrcode.kaywa.com/.

Start adding QR codes and shortened URL's to books and other classroom objects. You can use a QR scanner app for your iOS devices to make access to the recordings a snap!

Listen for your self.

A glimmer of PD hope. I hope.

It's easy to get bogged down by the "we can'ts", the "I can'ts", and the "ya buts" especially when you are trying to plan Professional Development. Helping others to feel empowered and inspired by education technology often reminds me of the Louis CK routine "Everything is amazing right now and nobody is happy."

Yesterday, in our PD planning session we started discussing the absence of students from our process. It was like a light bulb went off and our conversation went from "ya but's" to "oh ya's!" Here's a glimpse of what we proposed.

Goals for the day are to:

• Reconvene the TTDN group and representative students to identify strengths and challenges with  implementation and to continue support of blended and 21^st century learning
• Change the conversation by adding the student voice to our learning about what works
• Plan for future support and expansion

We are still working out the details, but I found myself excited and inspired by the prospects of including students in our PD.  Having students and teachers work alongside each other to learn new ways of integrating technology in the classroom makes sense to me. It's actually the way we integrated technology in my school most of the time.

Do you have experience bringing students into the conversation? Please share your comments below.

Love Internet Explorer 7? There's hope. Stuff it full of Chrome.

Chrome Frame brings the best of the modern web to older browsers.

Image Source: http://www.watblog.com/wp-content/uploads/2011/03/ie-vs-chrome-vs-ff1.png

Even though I moved on from Internet Explorer in the early 2000's, first to Firefox and now to Chrome, many of my colleagues and schools that I work with continue to use Internet Explore 7 (released in 2006) or Internet Explorer 8 (released in 2009). Seeing that it is now 2012 I would love to encourage that they all upgrade to a browser developed in this decade, but alas Internet Explorer 9 is only available on computers running Windows 7. In my building and in most of the schools that I support Windows XP still rules the day making this upgrade an impossibility. And while I could campaign for wider adoption of a modern browser that works on Windows XP, one that automatically installs updates and plays well with the modern internet (...ahem - CHROME!), it has been my experience that folks like what they like or in some case are not allowed to install or use "alternative" browsers. There are also instances where legacy software that schools run on dictates the use of older versions of Internet Explorer.

I could live with this browser based digital divide except for the fact that nearly everyone I work with and many of the schools I support have started using Google Docs. If you have ever opened Google Docs in an older version of IE then you have likely seen, and ignored, the little yellow warning stating that your browser does not fully support Google Docs. Ignoring this message generally results in parts of the web page not opening properly and features not working. In my experience, in spite of the warning, people don't realize that the problems they are experiencing is due to their browser, so they continue to hack at their computers until they cry out in frustration "I give up, Google Docs doesn't work". Believe me, I have seen this scenario more than I care to tell.

This problem led me recently to an open-source plug-in for Internet Explorer called Chrome Frame that essentially takes over whenever you browse to a website that was created using newer web technologies such as HTML5. The free download takes only seconds to load and does not require administrative rights to be installed. Voilà! The modern web all wrapped up in a browser that is still in love with Brangelina and Donald Rumsfeld.

Now for the caveat.  I'm working with my IT department to test Chrome Frame a bit further before I extoll its virtues to the people who write my pay check. We want to check it against some of the legacy software we run and to run it in some test cases with users who don't freak out the moment a problem shows up. I'd suggest the you do the same before installing Chrome Frame. And if you need to uninstall here is how.

If you have any experience using Chrome Frame in your schools or at home I'd love to hear what issues you found or success stories if you have them.

Quick thoughts on Qwiki for iPad #iear #edapp #edtech #ttdn

Just before the end of the school year I was able to check out an iPad from our RESA Assistive Technology lending library and test a few different apps with students. One of the apps I felt had great potential in the classroom was Qwiki. Qwiki compiles reference information from sites like wikipedia, images, videos, and maps to create an immersive information experience. But the most unique feature is the text-to-speech narration that accompanies every Qwiki. Captioning at the bottom of the screen is read by the text-to-speech engine giving the user the option to listen or read along. In essence, Qwiki turns your searches into movies.

In the short video clip above, students used Qwiki to research elements from the periodic table for a science project. I was impressed by the engagement level I saw, but also noted that the students using the Qwiki app were jotting down notes for their projects and reviewed their Qwiki search multiple times before moving on to the related searches presented at the end of the presentation. Because we were testing in an open environment without headphones other students paused to watch as well and even started discussing some of the qualities of the element being shown. This was vastly different from the disinterested search process that I had witnessed before I introduced the app.

It is worth noting that Qwiki is not just an iPad app. Their website http://www.qwiki.com offers an identical experience minus the intuitive touch screen interface. I'd love to see Qwiki develop some editing features that would allow students to curate their own resources and create dynamic presentations that could be shared.

Have you used Qwiki in your classroom? Please share your thoughts on how you think this website and app might support struggling learners or help increase engagement.

Reinspired

It has been a while since I have written a blog post. I've recently acquired an android smart phone which has inspired me to write this post today. Actually I'm speaking this post using the blogger app and the android voice recognition. It works surprisingly well. 

I'm looking forward to writing or speaking more blog posts about the use of cell phones in education. I'm also looking forward to my Macul conference presentation entitled "cell phones are 4 learning." See you there!

Classroom tools: Using phones to generate voice-to-text transcriptions, reminders and audio recordings

In my recent post on using audio and podcasting in the classroom I discussed phone recording options such as Google Voice and ipadio.com. In this post I am looking more specifically at phone services which record audio and transcribe voice-to-text, but are designed primarily as reminder and to do applications.

What are the benefits in education?

First, phones are one of the most ubiquitous technologies in schools. Land line phones as well as cell phones are available to almost everyone both in school and at home. 

Secondly, reminders and to do lists are an important organizational strategy.  Services such as Dial2do.com and Reqall.com add features which traditional to do lists lack such as access on multiple internet connected devices and integration with other online services such as calendars, social media, and blogging.  And unlike traditional lists and reminders the audio recordings provide another means of accessing and remembering important information.  

Teachers could use these services to broadcast classroom notes and alerts or for personal organization and reminders.  Students can use these services to become more organized but may also benefit from their voice-to-text transcriptions. This may particularly beneficial for students requiring assistive technology such as struggling writers or students who have difficulty using a writing device or keyboard.

Dial2Do

"Today I've been looking at a couple of different phone services which I might promote for students who are having difficulty writing things down. Dial2do is a phone service that converts voice to text and transcribes those messages-"
Powered by

Dial2do appears to be moving toward a two tiered pay model and no longer offers a free account. Dial2do integrates nicely with services like Twitter and Blogger. The recordings are limited to aproximately 20 seconds, but the transcriptions are very good. The recordings are in Mp3 format and can be downloaded or listened to directly using the web based audio player.

Reqall


Here's another test I made today using reqall.com -

"Imagine using your cellphone to write your next persuasive essay. There's a student sitting at a table. He's looking at the assignment. He needs to write an essay. He pulls out his cellphone. In the future essays may be written by students who call in their paragraphs and have them dictated by a phone."  Link to audio

Unlike Dial2do, reqall.com does offer a free and paid account model.  It also has an iOS app which integrates nicely with the service and allows voice messages to be recorded and transcribed using an iPhone, iPad, or iPod Touch. The time limit appears to be slightly longer, about 30 seconds, however the transcription did not pick up punctuation at the end of sentences and a few words required correction. One feature which I feel is missing is an embeddable Mp3 player for listening to audio online. Reqall Pro offers integration with services such as calendars, social networking, and Evernote.