Adding Classroom Richness to the On-Line Experience

Judith F. Bennett & Peter A. CooperSam Houston State University

Distance Education Suffers Administrative Perceptions

as a cost saver Lack of pedagogical

underpinning Lack of richness of media

used to offset the missing classroom experience

Podcasts Used as Supplements

Frees instructor from time and geography constraints of the classroom

Frees students from time and cable constraints of computer based on-line instruction

New Trends

Computer literacy being driven in two directions: The speed at which software,

particularly office applications are evolving

Frequency of new applications Forcing computer literacy

courses to reevaluate importance and value of developing purely functional literacy elements.

Toffler and Toffler Whatever gulf separates the rich

from the poor, an even greater chasm separates the armed from the unarmed and the ignorant from the educated. Today, in the fast-changing, affluent nations, despite all inequities of income and wealth, the coming struggle for power will increasingly turn into a struggle over the distribution of and access to knowledge. (Toffler and Toffler, 1990)

Podcasting

Wikipedia defines podcasting as “the method of distributing multimedia files, such as audio or video programs, over the Internet using syndication feeds, for playback on mobile devices and personal computers. The term, coined in 2004, combines “iPod”, a popular portable audio device, and “broadcasting.”

Podcast Availability

Thought of as a program Available on Macintosh and

PC platforms – iTunes supports both

Software is available on both PC and Mac platforms Audacity on PC GarageBand on the Mac

Provide Educational Context4 Significant opportunities

1. Pressure on classroom time can be alleviated.

2. Repeatedly review material normally experienced only once in the classroom

3. Changes students notion of what is possible

4. Frees students from time constraints

Methodology

GarageBand It’s free with the Apple OSX

operating system.Mix sounds and associate

them with images or videoLarge collection of built-in

sounds (loops)Record sound from a

microphone or a device such as an electric guitar or CD player

3 Main Components in GarageBand1. Timeline which is split into

tracks2. Loop browser which allows

predefined music to be added to the timeline

3. Media browser which allows other sounds, photos or video to be added

GarageBand Interface

Audacity

Free download from the Internet

Create MP3 files Record using a microphone Write over existing tracks to

create multi-track recordings Record up to 16 channels Import sound files which can

be edited and combined Export in WAV, AIFF, AU, MP3

Audacity continued

Use cut, copy, paste and delete Edit and mix an unlimited

number of tracks. Pitch can be changed and

static, and other background noised eliminated

Sound quality is excellent and can be recorded up to 96 KHz. MAC OSX, Windows and GNU Linux compatible

Audacity Running on Different Systems

Audacity Preferences

Check the MP3 export settings.

MP3 Export Settings

Use the same MP3 export Check MP3 export setting

and set the ID3 tags. ID3 tags provide information

about the podcast such as title and other information.

All the tags will not be used – designed for CDs, not podcasts.

Bit Rate Adjustment

Controls the quality of the audio and the size of the file.

Lower the bit rate, the smaller the file.

Use lowest bit rate that still gives “adequate” quality.

Bit rates range from 48K – 128K

After adjustments, export to web server

Videos

Show examples that would be used in classroom

Requires a digital camcorder Download to video producing

software program FTP to web server Include link in RSS file

Podcast Distribution

Method of distribution is dependent on the nature of the materials.

Course materials can be done through embedding the .rss file on a faculty or course web page.

Blackboard or WebCT could also be used.

RSS Files

Not an acronym Does not stand for anything Are in XML format and

provide an open format for all types of content.

Creates the newsfeed so others can subscribe or incorporate the content of the newsfeed into their site.

RSS File Elements

1. Channel – metadata that describes what the channel is and who created it. Required.

2. Image – logo of the channel provider if used. Optional.

3. Items – contain the content of the channel and are required.

4. Text –used to query or respond. Used infrequently.

5. Must close RSS file

<?xml version="1.0"?> <rss version="2.0"><channel><title>Podcasting Assignment </title><link>http://www.shsu.edu/~csc_jfb</link><description>My First Podcast</description><language>en-us</language>

<item><title>My Video Podcast</title><link>http://www.shsu.edu/~csc_jfb/podcastassignment/MyAudioPodcast.html</link><description>Podcasting Assignment that was fun</description><enclosure url="http://www.shsu.edu/~csc_jfb/podcastassignment/podcast1.mov" length="5258166" type="video/mov"/></item></channel></rss>

Validation of RSS File

Validate to assure there are no typing errors or that something has been left out that is critical

Website: http://www.feedvalidator.org

Locates errors and gives line number and type of error along with instructions on how to correct the file.

Packaged RSS Files

Low cost packages that include:ManualRecording softwareReady to use soundsWeb sources that produce

the RSS newsfeed Podcast Blaster is less than

$20.00 Others are available on the

Internet

Distribution on Website

Podcast directory may be desirable

Publish it on the schools server

For student podcasts, publishing to iTunes should best be left to the discretion of the student

Instructions for Publishing Podcast Create folder inside

public_html folder on server Label folder Podcasting or

something similar FTP the RSS file, audio files,

etc to the folderOnly 1 RSS file is needed

for unlimited items and can contain both audio and video files

iTunes Podcast Service

Wider distribution may be desired through iTunes

Service allows submission of information concerning podcast and a link to the .rss file

Service does not store files, stored and managed by the institution

iTunes periodically updates information from the .rss file

Podcasting to Support Instruction Trials 2 podcasting trials

1st trial – podcast materials were provided as a set of A/V resources via Blackboard to support a Java programming course.

Podcasts detailed procedures, particularly for the setup of application development environments and complex compilation protocols that require review by the students but take time to answer.

Podcasting to Support Instruction

Students comments positive.

1. Ability to repeat, stop and review instructions.

2. Comments were also made on the removal of repetitive components leaving more time for concepts and examples

Podcasting as a Digital Lifeskill 2nd trial consisted of providing

opportunities for students to develop audiovisual podcasts as part of their course materials. Response was positive “I really enjoyed the podcast

assignment as I’ve been wanting to learn how to do this for over a year”.

“What I liked most was that we got the chance to put our own ideas and thoughts into something that we really care about”.

Podcasting as a Digital Lifeskill Student concerns:

1. Students would not willingly accept podcasts as a substitute for a live instructor, “No, I enjoy interaction with the professor. If I get confused I can ask questions”.

2. Quality control issues were also a concern for the students

Value in Podcasting

Significant group felt they had no desire to podcast, that they had nothing of value to say

Concern over the lack of censorship of podcast materials

Value as a means of communicating to a widely dispersed family group, to leave a legacy to grandchildren.

Conclusion

“How much material can be thrown at students in a one semester course?”

Need time to assimilate the information.

Students have advanced so they no longer need the “open file” and “close file” instructions.

Need to learn to use technology to enhance their lives and careers.

Conclusion continued

Students scratch their heads at the volume of information Podcasts are a tool that can supplement learning.

Podcasts can be used to explain difficult concepts over and over again to help students comprehend difficult information

Time and Effort

Takes time and effort to make a

An invaluable tool in terms of learning for the student.

Conceivable that an entire course could be done

Makes learning convenient for the student in an “anywhere, anytime” environment.