The ProjectThe TechnologyThe ‘Podagogy’

MyPodcast

JISC Emerge WorkshopUniversity of Bristol 14-01-09 Mobility and Teaching and Learning in F.E.

Julian Prior (e-Learning Coordinator)

1. Project Overview

2. The Technology

3. The 'Podagogy'

(a) Podcasting in education (benefits)

(b) Findings from action research

(c) Future of Podcasting in FE and HE?

Overview

1. Project Overview

Learning and Skills Network Mobile Learning Network

+

£250k

350-400 learners

A LevelLanguagesSciences

ESOL

50 staffNVQBTEC

ConstructionEngineering

Health & Social CareBSc. Social Work

FD Childhood Studies

Health & Social CareBSc. Social Work

FD Childhood Studies

A LevelPE/Sport

MediaEnglish

•Staff/student-authored podcasts for FE sector (academic & vocational);

•Website to store, process and distribute podcasts to range of mobile devices.

Project Aims

2. The Technology

Apple X-Serve+

OS X Leopard Server

+

Podcast Producer

+

X-Grid

+

Front end website

Apple Mobile Classroom Garageband iMovie

Final Cut Pro Adobe ElementsAudacity

Asus eeePC Video Cameras iPods

http://mypodcast.newcollege.ac.uk

3. The ‘Podagogy’“ . . . the art or science of using podcasting for educational

purposes” (IMPALA website)

www.le.ac.uk/impala

(a) Benefits of podcasting to teaching and learning

(b) Action Research project - findings

(c) The future - podcasting in FE and HE

3. The Podagogy

• IMPALA - Salmon & Edirisingha (University of Leicester’s Beyond Distance Research Alliance);

• David Bell ‘The University in your pocket’ (2008) - techno-mobility;

• Lee, McLoughlin & Chan (2008) - pedagogical choices & technological affordances;

• Lankshear & Knobel (2006) - podcasting as a new (digital) literacy.

3. The Podagogy

Benefits

Enhanced motivation & engagement

Learner control Flexible affordances

MultimodalityParticipatory & Collaborative

learning

Learner Voice - democratic engagement

• Involved 'm-champions' from all four colleges

• Questionnaires and Focus Groups with staff/students

• 3 Questions:

• Does Podcasting affect motivation and subject engagement?

• Is there a link between podcasting and learning styles?

• What are student perceptions of the affordances of podcasting technologies?

(b) Action Research

Student F

I don’t revise by just reading coz I don’t take it all down if I just have I wouldn’t want to just sit in the corridor with my big biology book or anything like that coz its too big and bulky to carry everywhere coz like with my iPod its just tiny in my pocket and I can just listen to it and nobody would know I was listening to stuff about psychology or biology they would just think I was listening to normal music so it doesn’t matter …

Student C

One of the things we were talking about it earlier was that I trained as a chef when I was 15 years old and if I had taken a book into the kitchen somebody would have hit me with something quite heavy probably and there would be a degree of ridicule . . . there are times nowadays when guys are doing complex stuff with boilers, highly dangerous stuff with gas and that sort of thing you’ve got to know what your doing, if your not sure as you said you lack a little bit of confidence, something like this has to be a good thing. I don’t think you would be laughed off site . . . I work with guys who have been in the plumbing trade for years and years and seen allsorts of work and they cant remember everything and I think if you did have that on site you might get ribbed a bit but if they think he’s got that on his iPod, that certain boiler, they might say ay can I have a look at that iPod to remind me its there for the future.

M-Champions Focus Group

• Will podcasting be used for more instrumental rather than creative and collaborative ends?

• Decentring the Lecturer (Salmon, 2008) - “From the sage on stage to the guide on the side to the bod on the iPod”

• Podcasting and Assessment - will it change the nature of assessing students?

• New theories? Socio-cultural? Ecological? Connectivism?

(c) Future Questions for HE/FE

jpodcaster

julian.prior@newcollege.ac.uk

http://