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Podcasting for teaching and learning

Dr Palitha Edirisingha University of Leicester pe27@le.ac.uk. Podcasting for teaching and learning. www.impala.ac.uk. MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008. 1.30pm – 3pm: work (content, activity 1, technology). 3pm – 3.15pm: tea/coffee break (and technology).

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Podcasting for teaching and learning

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  1. Dr Palitha Edirisingha University of Leicester pe27@le.ac.uk Podcasting for teaching and learning www.impala.ac.uk MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  2. 1.30pm – 3pm: work (content, activity 1, technology) 3pm – 3.15pm: tea/coffee break (and technology) 3.15pm – 5pm: work (content, activity 2, technology) The workshop programme 5pm: finish (more on research, further work) Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  3. 3 3 3 1 2 3 The background Informal Mobile Podcasting And Learning Adaptation(IMPALA) Investigate the impact of podcasting on student learning Deliver testable and transferable models of podcasting Develop subject-specific exemplars and user cases Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  4. IMPALA Projects IMPALA Ten subject areas IMPALA 2 Geography, Earth and Environmental Sciences IMPALA 3 Genetics and Biomedical Sciences IMPALA 4 Students’ transition to HE Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  5. Disciplines • Chemistry • Engineering • English Language &Communication • Genetics • Human Geography • Physical Geography • Physics • Sociology • Media and Communication • Veterinary Sciences Universities • Leicester • Kingston • Nottingham • Gloucestershire • Royal Veterinary College • Leeds • Sussex Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  6. 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). Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  7. 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) Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  8. Podcasting Vs early uses of audio Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  9. Relevance of podcasting for learning Content capture: Free software and tools Content distribution: Free software / tools and automated services Format of content:audio, audio-vision Possibilities forcontent, creativity Content access:free, automated tools,services Potential for learning in new ways Use:learner-owned technologies Patterns, locationsof use:potential to tap intodigital listening cultures Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  10. How can podcasts be used to support teaching, learning and assessment? Activity 1 • Ten factor design framework- Use cases- Task sheet 1 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  11. A ten factor design framework • 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 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  12. Group feedback Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  13. How podcasts fit within teaching, learning and assessment… Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  14. eLearning Africa, Nairobi, 28 May 2007

  15. eLearning Africa, Nairobi, 28 May 2007

  16. eLearning Africa, Nairobi, 28 May 2007

  17. eLearning Africa, Nairobi, 28 May 2007

  18. eLearning Africa, Nairobi, 28 May 2007

  19. eLearning Africa, Nairobi, 28 May 2007

  20. eLearning Africa, Nairobi, 28 May 2007

  21. eLearning Africa, Nairobi, 28 May 2007

  22. Podcast recording and editing software Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  23. Tea, coffee [15 minutes] Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  24. Designing podcasting for learning Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  25. ‘Profcasts’ – supporting campus-based students’ online learning • An undergraduate module on Electrical Engineering, one semester (12 weeks) • Lecturer – PVC for teaching and learning • Course online: 40 online lectures (each 10-mins; sound, illustrations, video clips), Web-resources, ‘e-tivities’, formative and final assessments • Majority - non-native English speakers

  26. Screen of an online lecture

  27. Integration of ‘profcasts’ with teaching, learning and assessment activities Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  28. Rationale for including podcasts Enliven the course Complement the announcement page (‘what you are doing next week, etc.’) Feedback on work, e-tivities and assignments Informal learning / linking concepts to everyday applications Further explanations on difficult concepts Incorporating a fun element to learning 15/05/2008

  29. Format of ‘profcasts’ 2 minutes 6 minutes 2 minutes End Beginning Middle

  30. Format of ‘profcasts’ Beginning: news element Course context, situating what they learn to the real world applications E.g. birthday of fibre optics, fibre optics in the ‘Internet Superhighway’, lunar eclipse, delivering internet over the ‘final mile’

  31. Format of ‘profcasts’ Middle: announcements, feedback Students’ achievements Signposting to the course Overview of typical amount of work expected A comparison of findings amongst groups (e-tivity tasks) Feedback as a group Comments on assignments How to pace studies Further explanations - concepts

  32. Format of ‘profcasts’ End: fun (joke, a rap, …) Encourage students to listen regularly Keep them listening to the end more informal

  33. An extract from a ‘profcast’ – feedback ‘Well – how do you think the assignment went?’ ‘The group with the highest score was group 2 – well above the others with an average score 72%. Group 3 got a score of 63% and the other two groups got average marks in the high 2(ii)s. The average mark was 31 out of 50, i.e. 62%.’ ‘You mostly did well in knowing the different types of fibre and you seemed to know what attenuation was – although you didn’t always get your decibel calculations correct. You need to make sure you understand the difference between millis, micros, nanos, and kilos, megas, and gigas – if you’re not sure then check in the Engineering Data book and learn them.’ (Fothergill, 2008a).

  34. An extract from a ‘profcast’ – feedback’ ‘You were a bit more hazy on what dispersion is – which is a pity because it’s really the rationale for using lasers as you’ll see later in the course. You’ll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldn’t answer the question that gave you some data and then said, “If the source has a bandwidth of 50 nm, what is the maximum bit rate possible over a 10 km link?” This will be quite useful in your final assignment. In particular many of you found it difficult to distinguish between different types of dispersion.’ (Fothergill, 2008a)

  35. What do the students say about ‘profcasts’ ‘The good thing about podcasts is you can sit in your room and play and listen to them. He is saying things about the module. It is good to listen to them.’ ‘I listen to them after about 8pm. When they are announced … when I don’t have anything else to do like course work, I listen to them. When the announcements say that podcasts are available I listen to them. Mostly after I go back home. … you don’t have to do it at the same time as others. Go home and listen to them. Sit down and listen.’ ‘It is really good when he relates information in the lecture to real life. It helps you to understand things.’ (Fothergill, 2008a)

  36. What do the students say about ‘profcasts’ ‘In the beginning I didn’t know what podcasts were. I think he is singing in the sixth one, my friend told me, so I’m like “mm, that should be interesting! [laughter] . professor has got a really good sense of humour. I really like that. I really like his lectures and podcast. If you are interested in the way the module is taught, then you sit down and study. But if the module is boring or the lecturer is boring you think “oh, I have to study this. But I don’t want to”. The way the module is taught is interesting. It makes people interested in the module.’ ‘It is different. It is like, “let’s see what joke he has got in this one! Also there is a lot of information as well.’

  37. What do the students say about ‘profcasts’ ‘Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes aren’t related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes.’ (Fothergill, 2008a)

  38. Evidence of improvement in quality (Fothergill, 2008b)

  39. Developing an outline for a 3-min podcastRecordingPosting on a VLE Activity 2 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

  40. Researching and evaluating podcastingInvolving with IMPALA research What next… Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

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