Download - Podcasting for learning
Podcasting for learningPodcasting for learning
Palitha EdirisinghaPalitha Edirisingha
University of LeicesterUniversity of [email protected]@le.ac.uk
IMPALA approachesIMPALA approaches
Funded by
Informal Mobile Podcasting And Learning Informal Mobile Podcasting And Learning Adaptation (IMPALA) – Adaptation (IMPALA) –
aims of the projectaims of the project
Investigating the impact of Investigating the impact of podcasting on student learningpodcasting on student learning
Delivering testable and Delivering testable and transferable models of podcastingtransferable models of podcasting
Developing subject-specific Developing subject-specific exemplars and user casesexemplars and user cases
About IMPALA About IMPALA
Funding: 38K from the HEAFunding: 38K from the HEA Duration: July 2006 – June 2007Duration: July 2006 – June 2007 Pilot study: Mar – June 2006Pilot study: Mar – June 2006 Research Associate appointed: July Research Associate appointed: July
20062006 Final report: Mid July 2007Final report: Mid July 2007 5 universities and 10 disciplines5 universities and 10 disciplines
DisciplinesDisciplines
ChemistryChemistry EngineeringEngineering English Language & English Language &
CommunicationCommunication GeneticsGenetics Human GeographyHuman Geography Physical GeographyPhysical Geography PhysicsPhysics SociologySociology Media and Media and
CommunicationCommunication Veterinary SciencesVeterinary Sciences
Universities Universities LeicesterLeicester KingstonKingston NottinghamNottingham GloucestershireGloucestershire Royal Veterinary CollegeRoyal Veterinary College
GEES subjectsGEES subjects
Genetics and Biomedical Genetics and Biomedical SciencesSciences
Transition to HETransition to HE
IMPALA 2IMPALA 2
IMPALA 3IMPALA 3
IMPALA 4IMPALA 4
Aspects of podcasts / podcastingAspects of podcasts / podcastingAspect Aspect PodcastingPodcasting Early approachesEarly approaches
Content Content capture capture
Computer, sound recorderComputer, sound recorderAnywhere,Anywhere,Free software, toolsFree software, tools
Specialised equipment, Specialised equipment, recording studiosrecording studios
DistributionDistribution Feeders (RSS) - freeFeeders (RSS) - freeVLEVLE
Duplication / copyingDuplication / copyingPostal servicesPostal services
AccessAccess Aggregator (iTunes, Google Aggregator (iTunes, Google Reader) - content ‘dripping in’Reader) - content ‘dripping in’DownloadDownload
Postal servicesPostal servicesCollecting personallyCollecting personally
UseUse Mobile devices (MP3 playback, Mobile devices (MP3 playback, ComputersComputers
Cassette playerCassette playerWalkmanWalkman
Logistics of Logistics of useuse
Easy, flexibility, indexing, near-Easy, flexibility, indexing, near-unlimited storageunlimited storage
Bulky tapes, limitations, Bulky tapes, limitations, lack of flexibilitylack of flexibility
Content Content contributorscontributors
Teachers, students, alumini, Teachers, students, alumini, stake holders, non-specialistsstake holders, non-specialists
Teachers, institutional Teachers, institutional
Applications Applications ManyMany Instructional, motivationalInstructional, motivational
Relevance of podcasting for learningRelevance of podcasting for learning
potential for learning - potential for learning - new waysnew ways
Format of content:Format of content:audio, audio-visionaudio, audio-vision
Content capture:Content capture:Free software and toolsFree software and tools
Content distribution:Content distribution:Free software / tools andFree software / tools and
automated servicesautomated services
Content access:Content access:free, automated tools,free, automated tools,
servicesservices
Use:Use:learner-owned learner-owned technologiestechnologies
Patterns, locationsPatterns, locationsof use:of use:
potential to tap intopotential to tap intodigital listening culturesdigital listening cultures
Possibilities forPossibilities forcontent, creativity:content, creativity:
endless …..endless …..
Review of podcasting approachesReview of podcasting approaches
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‘‘Profcasts’ – supporting campus-based Profcasts’ – supporting campus-based students’ online learningstudents’ online learning
An undergraduate module on Electrical An undergraduate module on Electrical Engineering, one semester (12 weeks)Engineering, one semester (12 weeks)
Lecturer – PVC for teaching and learningLecturer – PVC for teaching and learning Course online: 40 online lectures (each 10-Course online: 40 online lectures (each 10-
mins; sound, illustrations, video clips), Web-mins; sound, illustrations, video clips), Web-resources, ‘e-tivities’, formative and final resources, ‘e-tivities’, formative and final assessments assessments
Majority - non-native English speakersMajority - non-native English speakers
Rationale for including podcasts Rationale for including podcasts
Enliven the courseEnliven the course Complement the announcement page (‘what Complement the announcement page (‘what
you are doing next week, etc.’)you are doing next week, etc.’) Feedback on work, e-tivities and Feedback on work, e-tivities and
assignmentsassignments Informal learning / linking concepts to Informal learning / linking concepts to
everyday applicationseveryday applications Further explanations on difficult conceptsFurther explanations on difficult concepts Incorporating a fun element to learningIncorporating a fun element to learning
Format of ‘profcasts’ Format of ‘profcasts’
Beginning: news element
Course context, situating what they learn to the real world applications
E.g. birthday of fibre optics, fibre optics in the ‘Internet Superhighway’, lunar eclipse, delivering internet over the ‘final mile’
Format of ‘profcasts’ Format of ‘profcasts’
Middle: announcements, feedback
Students’ achievements Signposting to the course Overview of typical amount of work expected A comparison of findings amongst groups (e-
tivity tasks) Feedback as a group Comments on assignments How to pace studies Further explanations - concepts
Format of ‘profcasts’ Format of ‘profcasts’
End: fun (joke, a rap, …)
Encourage students to listen regularly Keep them listening to the end more informal
An extract from a profcast – feedbackAn extract from a profcast – feedback
‘Well – how do you think the assignment went?’
‘The group with the highest score was group 2 – well above the others with an average score 72%. Group 3 got a score of 63% and the other two groups got average marks in the high 2(ii)s. The average mark was 31 out of 50, i.e. 62%.’
‘You mostly did well in knowing the different types of fibre and you seemed to know what attenuation was – although you didn’t always get your decibel calculations correct. You need to make sure you understand the difference between millis, micros, nanos, and kilos, megas, and gigas – if you’re not sure then check in the Engineering Data book and learn them.’(Fothergill, forthcoming).
An extract from a profcast – feedbackAn extract from a profcast – feedback
‘You were a bit more hazy on what dispersion is – which is a pity because it’s really the rationale for using lasers as you’ll see later in the course. You’ll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldn’t answer the question that gave you some data and then said, “If the source has a bandwidth of 50 nm, what is the maximum bit rate possible over a 10 km link?” This will be quite useful in your final assignment. In particular many of you found it difficult to distinguish between different types of dispersion.’(Fothergill, forthcoming)
What do the students say about ‘profcasts’What do the students say about ‘profcasts’‘The good thing about podcasts is you can sit in your room and play and listen to them. He is saying things about the module. It is good to listen to them.’
‘I listen to them after about 8pm. When they are announced … when I don’t have anything else to do like course work, I listen to them. When the announcements say that podcasts are available I listen to them. Mostly after I go back home. … you don’t have to do it at the same time as others. Go home and listen to them. Sit down and listen.’
‘It is really good when he relates information in the lecture to real life. It helps you to understand things.’(Fothergill, forthcoming)
What do the students say about ‘profcasts’What do the students say about ‘profcasts’‘In the beginning I didn’t know what podcasts are. I think he is singing in the sixth one, my friend told me, so I’m like “mm, that should be interesting! [laughter] . professor has got a really good sense of humour. I really like that. I really like his lectures and podcast. If you are interested in the way the module is taught, then you sit down and study. But if the module is boring or the lecturer is boring you think “oh, I have to study this. But I don’t want to”. The way the module is taught is interesting. It makes people interested in the module.’
‘It is different. It is like, “let’s see what joke he has got in this one! Also there is a lot of information as well.’
‘Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes aren’t related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes.’(Fothergill, forthcoming)
A ten-factor development modelA ten-factor development model
1. Purpose / pedagogical rationale
2. Medium: audio only or audio and visual)
3. Convergence: integration with other e-learning
4. Authors and contributors of content
5. Structure: frequency and timing
6. Reusability of content
7. Length
8. Style: presentation, interview, dialogue
9. Framework of content organisation
10. Access system: via VLE or Internet-based feeder service (RSS)
Doubling the life of iPods
Podcasting in context
Podcasting technology
Podcasts and lectures
Podcasts and practicals
Podcasts and locations
Podcasts and feedback
Podcasts and online learning
Podcasts and distance learning
Podcasts and resources
Podcasts and students’ storytelling
Podcasts and collaborative learning
Podcasts for reflective learning
Students’ podcasts as learning tools
Developing pedagogical podcasts
The future for podcasting
The university in your pocket
How to do podcasting – practitioner guide
Thank you … Thank you …
Join the IMPALA community!Join the IMPALA community!
www.impala.ac.ukwww.impala.ac.uk
[email protected]@le.ac.uk