Turn the Faucet On!

Investigating and producing podcasts for teaching and learning

Merlot 2006

Pre-conference Workshop

Patrick LyonsEducational Development Centre

Bob BurkDepartment of Chemistry

Bengt NeatheryIntergrating Solutions Inc.

Overview of Session

Introductions

Objectives

What is podcasting?

Small group activity - Build your own podcast

Group presentations

Next steps, observations

Applications for teaching and learning

Questions are encouraged!

Objectives

Develop a good understanding of podcasts,

Be able to produce a simple audio podcast,

Begin to understand how podcasting might be used to enhance teaching & learning,

Identify advantages and disadvantages in the context of teaching and learning

What is podcasting?

iPod + broadcasting– Distribution of audio or video files via RSS feeds and

the Internet. Usually for listening on mobile devices.

A 1980’s Analogy:– Student using a tape recorder to record a lecture and

then dubbing the tape and giving a copy to all their classmates.

Vodcasting– Video on Demand + broadcasting

The “how to” of podcasting

Overview of process– Plan– Capturing the media (sound and/or images)– Encode for distribution– Tagging your files (RSS feed)– Upload to server and access

A word on distributing your podcast

Podcasts are downloaded from a central server, in their entirety. That means that if many people download at the same time, the cumulative load on the server can be high;

Your podcasts should be served from a location that has very high bandwidth available, that won’t be decimated by other uses;

Reliability is critical, and your servers should be redundant to make sure your content gets delivered.

Streaming vs. Podcasting

Streaming and podcasting are different in a few key ways, that provide certain advantages to both:

Streaming delivers small pieces (30 seconds for example) at a time, therefore can be watched right away – also since the entire contents aren’t downloaded, copyright issues can be mitigated

Podcasting is a full download, therefore the user can share the podcast with different units, such as their iPod, media centre, PDA etc. without having to have an Internet connection for subsequent viewings – once it is stored, it can be watched as many times as desired with no extra bandwidth cost.

Group activity

Brainstorm/Development– Think podcast - not just an episode– Stuck? Ask for help

Storyboard, outline, script(?) an episode– Provides structure and routine– Helps avoids umms and ahhs

Record audio– Obviously quiet location important– Pretend you are talking to someone

Encode (compress the audio to mp3 or m4a) Upload & Author RSS Feed (.xml) Submit RSS feed to podcasting directories

Why use podcasts?

Students per Instructor in CHEM 1000

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Student Feedback

... helps us prepare for lectures and have questions ready

... good for big rooms like theatre B

... makes things easier to understand for visual learners

... students might get the idea that they don’t have to go to class. That’s what I did last year and that’s why I’m still in first year.

Viewer Reaction

Over 2000 subscribers to CHEM 1000 lectures. Over 4900 subscribers to class demos!

“These are excellent examples for why chemistry is important. Thank you for the podcasts.” Major Gray

“Hoorah for the Pickle! Excited Sodium Yellow. Got it ;-) What a great idea for a podcast. Thanks to Prof. Bob Burk and Carleton University. More please. Thank you. Elena Haskins

Someone is watching…

Downloads from iTunes Since November 10, 2005

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Procrastination?

Lecture 23

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iTunes U

Institutionally branded iTunes store

Free, hosted service

Integrates with CMS

Automatically generate podcast feeds

Instructors and students can upload content

Both secure and public access

http://www.apple.com/education/solutions/itunes_u/

Issues and Caveats

Class Attendance?

Instructional design

Copyright, IP and your materials

Commercialization

Time

Technical issues1.File storage:

1 hour of audio = 20 MB 1 hour video = 100 MB

2.Bandwidth

IP and Copyright

IP “Employee retains all rights related to literary

work created by that employee which includes, but is not limited to lectures (whether televised or not), copyright in computer in computer program software, industrial design and artistic work…”

Copyright Copyrighted material cannot be placed in a

podcast without receiving permission of rights holders.

The law is currently being amended and may allow greater flexibility.

Ideas

Course updates (weekly status report, explain objectives, answer questions, clarify assignments and expectations)

Entire course (video/audio)

Student/group assignment

Oral language learning

Guided tutorials

Lab techniques, problem solving skills,

Others?

Thanks!

Apple Computer Canada for loaning equipment

Matthew, Ben and Ryan