Podcasting for learning: design, technology and institutional embedding
description
Transcript of Podcasting for learning: design, technology and institutional embedding
![Page 1: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/1.jpg)
Podcasting for learning: design, technology and institutional embedding
Dr Palitha Edirisingha, Prof Gilly Salmon, Dr Ming NieBeyond Distance Research AllianceUniversity of Leicester, UK
![Page 2: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/2.jpg)
Workshop objectives
• Gain insights into podcast models from a variety of disciplines and institutional contexts and their transferability
• Apply the ‘IMPALA ten-factor design model’ to develop podcasts to address specific teaching and learning challenges
• Consider technological and cultural challenges of integrating podcasts into institutional VLEs and academic practices
• Identify approaches for institutional scaling up
![Page 3: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/3.jpg)
Introduction to the workshopWELCOME- Podcasting - a definition, benefits for learners and teachers…- Podcasting approaches- Group work: how can podcasts be used to support teaching and
learning- Group work: reporting back- Podcasting – a framework- Podcast recording and editing software – a demonstration
REFRESHMENTS (and installing software)
- Two approaches to integrating podcasting- Group work: developing an outline for a 3-minute podcast- Group work: Recording a podcast and publishing on a VLE- Sustainability and institutional embeddingEND
![Page 4: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/4.jpg)
So… what is podcasting…
Technical definitions - distinguishing podcasts from other means of delivery and access to digital media files
- Distributed on the internet using syndication feeds- Downloaded automatically through a subscription
service- Content to be automatically delivered to user’s
computer as soon as new content is posted on the web (BBC, 2005).
![Page 5: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/5.jpg)
But there is a simple way …A podcast is: - a digital media file- that plays sound (or sound and visuals)- made available from a website (via the internet)- can be opened and / or downloaded and played
on a computer, and / or- downloaded from a website to be played on a
portable digital player(Salmon et al., 2008, p.
20)
![Page 6: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/6.jpg)
Aspect Podcasting Early approaches
Content Capture
Computer, sound recorder, anywhere, free software, tools
Specialised equipment, recording studios
Distribution Feeders (RSS) – free VLE Duplication / copying
Postal services
Access
Aggregator (iTunes, Google Reader) - content ‘dripping in’
Download
Postal services
Collecting personally
UseMobile devices (MP3 players) Computers
Cassette player
Walkman
Logistics of use Easy, flexibility, indexing, near-unlimited storage
Bulky tapes, limitations, lack of flexibility
Content contributors
Teachers, students, alumini, stake holders, non-specialists
Teachers, institutional
Applications Many Instructional, motivational
Podcasting Vs early uses of audio
![Page 7: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/7.jpg)
Benefits to students and staff
Flexibility and learner control
Learner motivation and engagement
Cognition and learning
Novel way of presenting information and instruction
![Page 8: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/8.jpg)
Benefits to students and staff
Learning in locations
Fostering discussions
‘Contributing students’
Accommodating different approaches to learning
![Page 9: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/9.jpg)
Over to Ming…
![Page 10: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/10.jpg)
Approaches of podcastingApproach1:
SupportLectures
Approach 2:Support
Fieldwork
Screencasting,podcating lectures
Lecturesummaries
Pre-lecturelistening materials
(complex concepts)
“iWalk”: Location-based
information
Instruction ontechnique &
equipment use
Video footageprepare for
field trip
Approach 3:Support
Practical-BasedLearning
Approach 5:Student-
generated
DigitalStory-telling
Anatomicalspecimens
(structures, tissues,dissections)
Softwareteaching & learning(replace text-based
instructions)
Approach 4:Supplement
Material
Additionalinformation
on the subject
Guidance on assessment
tasks
Provide feedback & feedforward
Giving advice onskills development
Studentdiscussion/
debate
Student- createdpodcast ontransition
![Page 11: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/11.jpg)
Over to Pal …
![Page 12: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/12.jpg)
How can podcasts be used to support teaching, learning and assessment?
Group activity (a ‘pod-tivity’)
Reading a use case of an approach to podcasting in HE
Reporting back
![Page 13: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/13.jpg)
Pod-tivity 1
Approaches to using podcasting for teaching and learning
PurposeTo familiarise yourself with pedagogical approaches to using Podcasting for teaching and learning activities, and to reflect on possible applications in your own teaching practice.
Task
During the next 20 minutes… Please read the one-page case study of an approach to using podcasting in higher education.
Make a note of a particular teaching and learning challenge that you might be able to address through the use of podcasts.
Also share your thoughts with your group members.
And, be prepared to present your group’s reflections to the whole workshop.
ResponseTake notes of each group’s reflections and be ready to comment on how you might consider various approaches presented and to challenge the ideas presented.
![Page 14: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/14.jpg)
eLearning Africa, Nairobi, 28 May 2007 14
![Page 15: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/15.jpg)
eLearning Africa, Nairobi, 28 May 2007 15
![Page 16: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/16.jpg)
eLearning Africa, Nairobi, 28 May 2007 16
![Page 17: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/17.jpg)
eLearning Africa, Nairobi, 28 May 2007 17
![Page 18: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/18.jpg)
eLearning Africa, Nairobi, 28 May 2007 18
![Page 19: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/19.jpg)
eLearning Africa, Nairobi, 28 May 2007 19
![Page 20: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/20.jpg)
eLearning Africa, Nairobi, 28 May 2007 20
![Page 21: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/21.jpg)
eLearning Africa, Nairobi, 28 May 2007 21
![Page 22: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/22.jpg)
Recording and editing software
Audacityhttp://audacity.sourceforge.net/
Lame encoderhttp://lame.sourceforge.net/
Appendix: How to create podcasts – practitioner’s guide (pp. 188 - 204)
![Page 23: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/23.jpg)
Coffee, tea, refreshments20 minutes
![Page 24: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/24.jpg)
Designing for learning – 2 approaches
• Supporting campus-based students’ online learning - ‘Profcasts’
• Developing study skills and helping with assessed work
![Page 25: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/25.jpg)
Supporting campus-based students’ online learning - ‘Profcasts’
An undergraduate module on Electrical Engineering, one semester (12 weeks)
Lecturer – PVC / Vice President of university for teaching and learning
Course online: 40 online lectures (10-mins; sound, illustrations, video), Web-resources, ‘e-tivities’, formative and final assessments
Majority students: non-native English speakers
![Page 26: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/26.jpg)
![Page 27: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/27.jpg)
1 2 3 4 5 6 7 8 9 10 11 12
40 online lectures (each 10 minutes long) + 40 MCQs
Asse
ssm
ent 1
Asse
ssm
ent 2
Asse
ssm
ent 3
Tuto
rial
Tuto
rial
Tuto
rial
End-
of-s
emes
ter
ass
essm
ent
1st m
eetin
g
![Page 28: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/28.jpg)
1 2 3 4 5 …
40 online lectures (each 10 minutes long) + 40 MCQs
Asse
ssm
ent 1
Tuto
rial
1st m
eetin
gMCQ MCQMCQ MCQ MCQMCQMCQ
Gets learnersgeared up for
RemindsE-tivity 1 E-tivity 2
Pod-1 Pod-2 Pod-3 Pod-4
Representation of the course design - 1: Incorporating podcasts to support campus-based students’ online learning
![Page 29: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/29.jpg)
1 2 3 4 5 6 7 8 9 10 11 12pr
esen
tatio
n
Pres
enta
tion
PORT
FOLI
O
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Lect
ure
Sem
inar
Personal surgeries Personal surgeries
Advice+tips
Personal surgeries
Sem
inar
Advice+tips
reminds
Sem
inar
FeedbackIssues
Furtherinfo Issues
Representation of the course design - 2: Incorporating podcasts to develop study skills and to improve the quality of assessed work
![Page 30: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/30.jpg)
EndEnd EndEnd MiddleMiddle MiddleMiddle BeginningBeginning BeginningBeginning
2 minutes2 minutes 6 minutes6 minutes 2 minutes2 minutes
Format of ‘profcasts’
![Page 31: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/31.jpg)
1. Pedagogical rationale 2. Medium 3. Convergence 4. Authors and contributors to podcasts 5. Structure of podcasting 6. Reusability 7. Length 8. Style 9. Framework 10. Access system
http://www.atimod.com/podcasting/PDModel.html
A ten factor design framework
![Page 32: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/32.jpg)
Pod-tivity 2
Developing an academic podcast
PurposeTo familiarise you with the basic steps involved in developing an academic podcast and to get hands-on experience in producing and recording a short (3-4 minutes) podcast.
Task
During the next 60 minutes …
Following on from the previous group activity, please identify a suitable topic / theme for an academic podcast. Based on the podcast ‘ten-factor design model’, please write an outline for a short podcast (3-4 minutes). You may want to use the story-board templates provided to guide your narration. Please record the podcast using a laptop or a voice recorder. Decide how you might advice your students to make use of this podcast; and finally, report to the whole workshop group.
ResponsePlease take notes of each group’s reflections and be prepared to comment on how the various ‘approaches to developing podcasts’ have informed your practice.
![Page 33: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/33.jpg)
Colleagues ….
• Please start recording your podcasts ….
![Page 34: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/34.jpg)
Over to Gilly…
![Page 35: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/35.jpg)
21/04/23 Gilly Salmon 35
Existing StudentsExisting Technology
New StudentsExisting Technology
Mission /Market
Present
New
Present NewPedagogy/Technology
Existing StudentsNew Technology
New StudentsNew Technology
peripheralcore
![Page 36: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/36.jpg)
Thank you for your participation…
Podcasting resources at …
www.impala.ac.uk
www.podcastingforlearning.com
![Page 37: Podcasting for learning: design, technology and institutional embedding](https://reader035.fdocuments.net/reader035/viewer/2022062800/568140a1550346895dac554a/html5/thumbnails/37.jpg)
Jan 8, 2008