Slide 1

Thinking (through the) ear Presented by Tara Brabazon for ResearchED Sydney 2015 School of Teacher Education Charles Sturt University Love to hear from you: tbrabazon@csu.edu.au

Slide 2

"You have learned something. That always feels at first as if you had lost something" H.G. Wells

Slide 3

Critiques of learning styles

Slide 4

Slide 5

Key scholars for this presentation

Slide 6

Thinking (through the) ear 1/ Why sonic media? 2/ What are podcasts? 3/ How can podcasts be used and when should they not be used? 4/ Who cares?

Slide 7

WHY SONIC MEDIA? Section One

Slide 8

Slide 9

Slide 10

Slide 11

Slide 12

5 + 6 =

Slide 13

Slide 14

Slide 15

Slide 16

Slide 17

Slide 18

Slide 19

Slide 20

Skullycandy

Slide 21

Landscape + Sound = Soundscape

Slide 22

Slide 23

Slide 24

Slide 25

Slide 26

Slide 27

Slide 28

Slide 29

What summons us to listen? Peter Szendy

Slide 30

Slide 31

WHAT ARE PODCASTS? Part Two

Slide 32

Slide 33

A maxim for your consideration Each music platform creates artificial ear lids that form new relationships between self and sound

Slide 34

Slide 35

Slide 36

Slide 37

Assessment of Educational Technology Cost Learning effectiveness Availability to students User friendliness Place in the organizational environment Recognition of international technological inequalities Source: A.W. Bates, "Technology for distance education: A 10-year perspective," in A. Tait (ed.) Key issues in open learning - a reader: An anthology from the journal 'Open learning' 1986-1992, (Harlow: Longman, 1993), p. 243

Slide 38

Slide 39

Slide 40

Slide 41

Slide 42

Slide 43

Slide 44

Slide 45

HOW CAN SONIC MEDIA BE USED AND WHEN THEY SHOULD NOT Part Three

Slide 46

The functions of educational technologies To provide a framework for the presentation of learning materials To construct a space for the interaction between learner and information environment To offer a matrix of communication between learners and teachers, learners and learners, teachers and teachers

Slide 47

Paul Nataraj

Slide 48

Mock oral examination via podcast

Slide 49

PhD oral examination preparation via podcast

Slide 50

Twitter screen grab about the use of a Phd podcast

Slide 51

How to use podcasts in higher education 1.Record a lecture, tutorial or seminar and time and space shift its availability. Also useful to archive special events. 2.Capture the student voice, constructing links between theory and practice, analysis and production 3.Provide audio feedback for assignments 4.Disseminate student research 5.Create rich born digital objects to repurpose and embed in teaching and research 6.Providing a way to present the student experience of a course, beyond surveys 7.Provide a podcast sound reel (rather than show reel) of each students development, constructing a profile for their future career 8.Provide sonic notes of supervisory sessions and new modes of supervision for off campus students 9.Offer alternative delivery modes of information, communication and exchange for students with print-based impairments 10.Record specific sonic sessions that conveys specific and often abstract information for a targeted audience, to enable deeper learning (I often call these microinterviews)

Slide 52

The popularity of podcasts has mostly to do with the fact that audio has become an easy way to consume information without much effort. Reading anything requires your complete attention; your eyes need to see the content, your mind needs to be involved in digesting it, and your attention must be fully focused on the visual matter to understand it. On the other hand, using audio allows you to multitask and does not require your eyes. Nandini Shastry and David Gillespie

Slide 53

Zoom Hn4

Slide 54

Slide 55

Podcasting: the advantages Can capture rich and expert content Interviews can be disseminated to a wide audience Convenient and can fit around the schedule of the listener Create a different type of engagement with information Quick to produce Can sound professional with cheap domestic equipment. Create an intimacy between an academic and audience.

Slide 56

Slide 57

Slide 58

WHO CARES? Part Four

Slide 59

Erlmanns argument NatureSociety

Slide 60

Slide 61

Slide 62

How would your life change If you focused more on what you hear rather than what you see?

Slide 63

Slide 64

` More complex questions are being asked about how media should be used to influence learning for particular students, tasks and situations. Nick Mount and Claire Chambers