Podcasting in Higher Education - University of Virginia · Podcasting in Higher Education November...
Transcript of Podcasting in Higher Education - University of Virginia · Podcasting in Higher Education November...
© E. J. Berger & C. M. Krousgrill, 2007HigherEd 2.0 1
HigherEd 2.0: A Hands-On Training Workshop
Podcasting in Higher Education
November 19, 2007
Ed Berger, Mechanical & Aerospace Engineering @ UVaChuck Krousgrill, Mechanical Engineering, Purdue University
[email protected] and [email protected]
Q: how can I use podcasting in my learning environment?1. pedagogical issues2. examples and resources3. hands-on: podcast creation using GarageBand
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Definitions
• podcast = iPod + broadcasting
• in common usage, a “podcast” is a media object with several features
• subscription-based, typically via RSS
• episodic
• can be (but doesn’t have to be) played on a portable device
• categories of podcasts:
• “podcast” usually refers to audio only, often in MP3 format
• “enhanced podcast” refers to still images + audio, often in m4a format
• “video podcast” (“vodcast”) refers to full video, often in MPEG-4 format
• podcasting is different from streaming: podcasts are downloaded onto the user’s local machine; streamed media is provided to users via a streaming server (requiring users to have an internet connection)
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Features
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Features
• subscription basis for podcasting: consider a newspaper subscription first...
• ...and subscribe to a podcast in a similar way using an RSS aggregator (“feed aggregator”) such as iTunes
• then control the settings in your aggregator to check (say) once per day for new podcast episodes; if they are available the aggregator automatically downloads the new episodes
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Features
• subscription basis for podcasting: consider a newspaper subscription first...
• ...and subscribe to a podcast in a similar way using an RSS aggregator (“feed aggregator”) such as iTunes
• then control the settings in your aggregator to check (say) once per day for new podcast episodes; if they are available the aggregator automatically downloads the new episodes
• searching and archiving podcasts
• tagged with metadata (i.e., keywords, categories, subtitles)
• RSS aggregators have built-in search engines for tag data
• organize podcasts by: category, alphabet, keyword, length, author, etc.
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Common Usage
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Common Usage
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Common Usage
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Common Usage
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Common Usage
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What are we talking about?
• examples of day-to-day uses of podcasts to support class experiences and learning goals
• lectures which present “archival” versions of material
• weekly FAQ sessions with groups of students
• exam review materials
• course information/syllabus
• video solutions to key problems
• targeted supplemental materials (quick videos, clarifications of lecture issues, hints on homework problems, etc.)
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What are we not talking about?
• podcasts designed for a wider (non-academic-course) audience, those created in time-intensive ways, those with high human resource/design overhead, those requiring exceptional skills with specific software for modeling or simulation
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UVa Virtual Lab, John Bean
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What are we not talking about?
• podcasts designed for a wider (non-academic-course) audience, those created in time-intensive ways, those with high human resource/design overhead, those requiring exceptional skills with specific software for modeling or simulation
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UVa Virtual Lab, John Bean
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What pedagogical areas can we tap into?
• learning theories
• auditory• visual• tactile
• good practices• student/faculty
contact• cooperation among
students• active learning
techniques• prompt feedback• time on task• communicate high
expectations• respect diverse
ways of learning
• Bloom’s taxonomy• knowledge• comprehension• application• analysis• synthesis• evaluation
• nine events of instruction
• gain attention• inform
objectives• use recall• present
material• provide
learning guidance
• elicit performance
• provide feedback
• assess performance
• enhance retention
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also: constructivist paradigms (learner collaboration), metacognition (self-regulated learning), many others
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What pedagogical areas can we tap into?
• learning theories
• auditory• visual• tactile
• good practices• student/faculty
contact• cooperation among
students• active learning
techniques• prompt feedback• time on task• communicate high
expectations• respect diverse
ways of learning
• Bloom’s taxonomy• knowledge• comprehension• application• analysis• synthesis• evaluation
• nine events of instruction
• gain attention• inform
objectives• use recall• present
material• provide
learning guidance
• elicit performance
• provide feedback
• assess performance
• enhance retention
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also: constructivist paradigms (learner collaboration), metacognition (self-regulated learning), many others
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Toward improved pegagogy & assessment
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HigherEd 2.0
Berger, et al. Section D—Project Description 12
Table 1. Content types and the pedagogical issues they address.
Content Types and Details Pedagogical Issue Addressed
Content
Developed
Content Description Primary
Learner
Served [5]
Principle of
Good Practice
Addressed [6]
Taxonomy
Component
[3]
Useful at What
Stage of the 9
Events? [4]
lecture podcast enhanced podcast of lecture content, with lecture slides
synched to live audio
A, V level 1: 5, 6
level 2: 2
K, C 1-5
video problem
solutions
narrated video of problem solutions explaining the concepts
and approach, derivations, calculation details, etc.
A, V level 1: 4, 5, 6, 7
level 2: 2
K, C, AP,
AN
1-6
tutorials/self-
exams
guided tutorial on specific topics, probably narrated videos,
with pauses for student activities and a self exam at the end,
perhaps with extra practice problems
A, V 3, 4, 5, 6, 7 K, C, AP,
AN, E
1-9
pre-lecture
modules
lecture podcasts for consumption before the class meeting;
frees up the entire class time for discussion and problem
session
A, V level 1: 1, 5, 6 K, C 1-5
audio/video
FAQ
weekly FAQ about class, homework assignment, etc. A, V level 1: 1, 4, 6 K, C 1-4
group project
podcasts
group project with end product being a podcast instead of a
written document or presentation
V, T level 1: 2, 3, 5,
6, 7
K, C, AP,
AN, S, E
5-9
group project
peer reviews
each group reviews and grades projects for several other
groups
A, V, T 2-6 AP, AN, E 4-9
case studies extended discussion of real-world cases, delivered via audio
or video podcast
A, V level 1: 3, 6 K, C, AP,
AN, S, E
1-5, 9
pre-req reviews review podcasts of pre-requisite materials for independent
study, including a self-evaluation
A, V level 1: 2, 4, 5,
6
K, C, AP,
AN
1-8
blogs, wikis,
open threads
students post comments, give feedback to each other, and
otherwise engage with the materials outside of class
A, V level 1: 1, 2, 4,
5, 6
K, C, AP,
AN
5-7
Vyew virtual
problem sessions
students and professor meet in on-line shared desktop
environment for live problem session and chat
A, V, T level 1: 1, 2, 3,
5, 6
K, C, AP,
AN
1-7
Learning Style: auditory (A), visual (V), tactile (T)
Good Practices: 1. student/faculty contact, 2. cooperation among students, 3. active learning techniques, 4. prompt feedback, 5. time on task, 6.
communicates high expectations, 7. respects diverse ways of learning
Taxonomy Components: knowledge (K), comprehension (C), application (AP), analysis (AN), synthesis (S), evaluation (E)
Events of Instruction: 1. gain attention, 2. inform of objectives, 3. use recall, 4. present material, 5. provide learning guidance, 6. elicit
per formance , 7 . provide feedback, 8 . assess performance, 9 . enhance retent ion and t ransfer
what makes this a killer app?
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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consider the message, the medium, the audience and the context
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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develop a structure, organization, information hierarchy (with limited
number of levels)
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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emphasize legibility, clarity of images and text, cleanliness of layout, aesthetic
proportions
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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display information so it is easy to read, carefully merge images, text, audio, and
video, use “builds” to tell the story
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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use consistent style, format, terminology, etc.
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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establish a system for control over quality/accuracy, version history, and portability
(i.e., platforms, bandwidth, etc.)
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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consider costs (human resources, time, money) and ROI, plan and execute cost
reviews periodically
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Functional Principles for Information Design
• facilitate learning
• provide clear structure for the message
• provide clarity
• provide simplicity
• provide unity
• implement QA practices
• optimize cost
• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)
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employ “information ethics”, including copyright and image manipulation
(Photoshop)
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Multimedia Design Principles
adapted from: Multimedia Learning, Richard Mayer, Cambridge University Press 2001 (ISBN 05-21787-49-1)
three features of information processing (Mayer, “cognitive load theory”):1. humans have dual channels (visual, auditory)2. we have limited capacity3. we use active processing
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Multimedia Design Principles
• multimedia: students learn better when information is presented in words and pictures than in just words
• contiguity: present corresponding words and figures contiguously rather than separately (spatial and temporal)
• modality: present words as auditory narration rather than as visual content on screen
• personalization: students learn better from conversational style than from formal style
• signaling: use clear outlines and headings
• coherence: use fewer rather than more (extraneous) words and pictures
adapted from: Multimedia Learning, Richard Mayer, Cambridge University Press 2001 (ISBN 05-21787-49-1)
three features of information processing (Mayer, “cognitive load theory”):1. humans have dual channels (visual, auditory)2. we have limited capacity3. we use active processing
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What are we getting at?
• we are developing a learner-centered approach which is mediated by cutting edge technology (new technologies allow us to do new and powerful things to promote learning)
• this is NOT a technology-centered approach to learning (we don’t do this to show the cool new features of the software to get students excited about learning)
• construction of information is all about storytelling...
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What are we getting at?
• we are developing a learner-centered approach which is mediated by cutting edge technology (new technologies allow us to do new and powerful things to promote learning)
• this is NOT a technology-centered approach to learning (we don’t do this to show the cool new features of the software to get students excited about learning)
• construction of information is all about storytelling...
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
What are we getting at?
• we are developing a learner-centered approach which is mediated by cutting edge technology (new technologies allow us to do new and powerful things to promote learning)
• this is NOT a technology-centered approach to learning (we don’t do this to show the cool new features of the software to get students excited about learning)
• construction of information is all about storytelling...
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Example: The Lecture
• content type? lecture (enhanced) podcast (slides plus sync’ed audio)
• how created? Keynote presentation capture live with Profcast and external microphone
• key principles of multimedia design employed? modality and personalization
• how managed? RSS feed or direct download from course blog, viewed in iTunes
• when created? day-to-day course materials; low time overhead
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Example: The Lecture
• content type? lecture (enhanced) podcast (slides plus sync’ed audio)
• how created? Keynote presentation capture live with Profcast and external microphone
• key principles of multimedia design employed? modality and personalization
• how managed? RSS feed or direct download from course blog, viewed in iTunes
• when created? day-to-day course materials; low time overhead
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Another view...iTunes
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Lecture podcast pedagogy
• provide structure, clarity, simplicity
• optimize cost (added cost for recording is very small)
• all six principles of multimedia design
• but, it’s also...
• portable
• replayable (exactly)
• searchable
• lecture podcasts are excellent tools for archiving conceptual and theoretical information in a precise, self-contained, QA-ed, searchable way
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Example: Video Solutions
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• content type? full video (Quicktime, highly compressed, ~0.3 MB/minute)
• how created? tablet PC with screen capture (video) software, USB microphone, Quicktime Pro for compression
• key principles of multimedia design employed? modality, personalization and signaling
• how managed? RSS feed or direct download from course blog, viewed in iTunes or Quicktime
• when created? “weekly” course materials; low-to-moderate time overhead
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Example: Video Solutions
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• content type? full video (Quicktime, highly compressed, ~0.3 MB/minute)
• how created? tablet PC with screen capture (video) software, USB microphone, Quicktime Pro for compression
• key principles of multimedia design employed? modality, personalization and signaling
• how managed? RSS feed or direct download from course blog, viewed in iTunes or Quicktime
• when created? “weekly” course materials; low-to-moderate time overhead
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Video solution pedagogy
• all six principles of multimedia design
• optimize cost
• structure, clarity, simplicity
• and it’s...
• a comprehensive problem-solving template, with chapters
• portable
• replayable (exactly)
• scalable (all students in the class can have it, all at once, all asynchronously)
• video solutions are excellent tools for demonstrating process-oriented problem solving and thinking
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Example: Course Projects
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• content type? project-based (enhanced) podcast
• how created? GarageBand, using a storyboard (Google Notebook) for research/image organization
• key principles of multimedia design employed? multimedia, contiguity, coherence
• how managed? RSS feed or direct download from course blog, viewed in iTunes or Quicktime
• when created? multi-week course materials; moderate-to-high time overhead; very suitable for student creation
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Example: Course Projects
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• content type? project-based (enhanced) podcast
• how created? GarageBand, using a storyboard (Google Notebook) for research/image organization
• key principles of multimedia design employed? multimedia, contiguity, coherence
• how managed? RSS feed or direct download from course blog, viewed in iTunes or Quicktime
• when created? multi-week course materials; moderate-to-high time overhead; very suitable for student creation
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Course Project Podcast Pegagogy
• all six principles of media design
• optimize cost
• focus on content, not technology
• and it’s
• ripe for peer review
• portable, replayable, etc.
• creative in a way that engineering assignments often are not
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Profcast...what is it?
• Profcast is: “ProfCast is a versatile, powerful, yet very simple to use tool for recording presentations including PowerPoint and/or Keynote slides for creating enhanced podcasts. ProfCast provides a low cost solution for recording and distributing lectures, special events, and presentations as podcasts. ProfCast offers an integrated workflow that makes creating, recording, and publishing podcasts easy. It's as simple as Launch, Load, and Lecture!”
• Profcast has an extremely low barrier to entry, and directly uses Powerpoint or Keynote lectures that you already have
• it captures slides builds, sync’s audio with the images, inserts chapter markers, and includes a “podcast manager” to automate many uploading and posting procedures
• you only need an audio input device
• we’re using Profcast right now...
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http://www.profcast.com
HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Profcast demo
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Profcast demo
➀ load a new presentation
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Profcast demo
➀ load a new presentation
➁ select audio source
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Profcast demo
➀ load a new presentation
➁ select audio source
➂ start recording
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Profcast demo
➀ load a new presentation
➃ publish as podcast
➁ select audio source
➂ start recording
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Sharing
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Sharing
➀ select manager
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Sharing
➀ select manager
➁ select format“enhanced” podcast (images + audio)
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Sharing
Lecture 5: Material Properties
Edward Berger
University of Virginia
Statics
CE 230, Fall 2007
➀ select manager
➁ select format
➂ input podcast data
“enhanced” podcast (images + audio)
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Manager
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Manager
“series” manager
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Manager
“series” manager
episodes in this series
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Manager
preview window
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Manager
input more information, plus ID tagging for searching
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Podcast Manager
upload to server
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HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007
Hands-On...
• we will do a GarageBand demo right now; GB is great for informal podcasts, course projects, and the like
• tablet video input (lunch) is great for process-oriented materials, narrated problem solving, and clarity of explanation
• Profcast is perfect for lecture capture, and archiving of “presentation”-type materials
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