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Harnessing Podcasting’s Potential: Designing for Learning Goals

Harnessing Podcasting’s Potential: Designing for Learning Goals. Purdue University Calumet School of Nursing.  PUC. Janice Tazbir. Lisa Hopp. Cheryl Moredich. Joan Dorman. www.calumet.purdue.edu/nursing. Objectives.

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Harnessing Podcasting’s Potential: Designing for Learning Goals

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  1. Harnessing Podcasting’s Potential: Designing for Learning Goals Purdue University Calumet School of Nursing  PUC Janice Tazbir Lisa Hopp Cheryl Moredich Joan Dorman www.calumet.purdue.edu/nursing

  2. Objectives • Appraise the state of evidence supporting podcasting as an instructional strategy • Apply an instructional design approach to design, implementing and evaluating a podcasting initiative • Explore challenges encountered with podcast production and delivery

  3. Podcast Defined: Origin: Broadcast + iPod () "a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”- New Oxford American Dictionary 2005 word of the year cited in Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb.

  4. Podcast Defined: Origin: Broadcast + iPod () "a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”- New Oxford American Dictionary 2005 word of the year cited in Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb.

  5. Podcast & m-learning A form of “m-learning” where the participant listens to or watches an audio or video broadcast; broadcasts are published on the Internet and automatically pushed to the user’s computer; the user can synchronize the broadcast to a handheld, mobile digital device Evans, C (2007 in press). The effectiveness of m-learning in the form of podcasts.. Computers & Education, doi:10.1016/j.compedu.2007.09.016

  6. Podcast & m-learning A form of “m-learning” where the participant listens to or watches an audio or video broadcast; broadcasts are published on the Internet and automatically pushed to the user’s computer; the user can synchronize the broadcast to a handheld, mobile digital device Evans, C (2007 in press). The effectiveness of m-learning in the form of podcasts.. Computers & Education, doi:10.1016/j.compedu.2007.09.016

  7. file production In other words… Audio/video content podcast publication + Internet syndication + Delivery and playback Mobile device Podcasting Cebeci & Tekdal (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2006 retrieved from http://ijklo.org/Volume2/v2p047-057Cebeci.pdf

  8. Passing fad? Apple sold 100 mill iPods by 4/07 Educators finding that 75% of students own an mp3 player (Evans, 2007) Portable digital media devices are ubiquitous However, most students listen using their computer (Evans, 2007; Malan, 2007; our data) 50% of our respondents own an mp3 player but most audio only

  9. Rehearse content Archive lectures on the fly for rehearsal Produce content outside of the live classroom “Revision”-ie, summary of content to prepare for exams Repetition of specific content, particularly audio Uses - Push

  10. Supplement Link to others’ podcasts Create own Uses - Push

  11. Access to guests Interviews-planned/on the fly Guest lectures Case studies Announcements Uses - Push

  12. Students seek their own feeds However, prior to our project, only 7% (4/60) had ever subscribed to a podcast before Other uses include student producing their own podcasts Uses-Pull

  13. Is there any evidence to support the use of and investment in podcasting?

  14. Evaluations of Podcast Initiatives • Podcapture of lectures and attendance (UW lectures with > 100 students) • 20% of students reported listening to 75% of available podcasts; 12% listened to none • 87% listened on the computer • Used podcasts as adjuncts, some commented on greater engagement during class • 80% of respondents attended class anyway though instructors reported that attendance dropped • Students believe that it positively affected grades Lane, C (2006) Retrieved from http://catalyst.washington.edu/research_development/papers/2006/podcasting_year1.pdf

  15. Evaluations of Podcast Initiatives • Restructuring f2f class time • ASU inverted lab and classroom activities in a software engineering course • No lectures during class • Problem solving, project work during class hours • 10% improvement in final project work Cited in Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)

  16. Evaluations of Podcast Initiatives • Learning audio-based psychomotor skill • Barret et al (2006) developed audio of heart sounds with annotated comments using distributed CD-Roms • Listened to 250 repetitions of murmurs • Found that students loaded the files on their mp3 players • Those who used the recordings had 85% diagnostic accuracy vs. 30% accuracy in those who did not Cited in Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)

  17. Evaluations of Podcast Initiatives • Large scale pilot (Duke University) • Convenient - reduced dependence on physical materials • Flexibility • Greater student interest in discussions, labs, field experiments, projects • Enhanced support for individual learning needs and preferences http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf

  18. In summary, the evidence is evolving but students prefer: • Audio only-though quality of video varies • Shorter length (less than 12-15 min) • To listen to podcasts from their desktops • RSS feed • To rehearse and review • To practice repetitious audio learning • To go to class

  19. Instructional Design Framework…. • Analyze • Design • Development • Implement • Evaluate

  20. Analyze • Learners and technology: • Undergraduate and graduate students at varying levels of information management competence • Using course management system for many years to deliver distance learning courses

  21. Analyze

  22. Analyze

  23. Learning Objectives Learner Interactions & Activities Resources, Materials & Technology Assessment and Measurement Design: Alignment http://www.qualitymatters.org/

  24. Alignment

  25. Alignment

  26. Alignment

  27. Alignment

  28. Example:

  29. Design decisions: • Alignment-Fit? • Type • Length/size • Sequencing • Density of information { or Poynter Institute http://www.poynter.org/

  30. Develop • Develop podcasts using tools that support the knowledge, objectives and strategies • Simple to complex Capture audio on the fly Enhanced video with url links

  31. Design Tools: Mac v PC

  32. Hardware Audio Production Internal/ external microphones Sound quality External noise Video production Design Tools

  33. Software iLife Tools iTunes iPhoto GarageBand iMovie ProfCast (Humble Daisy) Design Tools

  34. Develop- Storyboard

  35. Develop- Script

  36. Develop- Media • Prepare your slides • Screen is small • Script your words • Amount of content per slide

  37. Develop- Media • Video production • Lighting • Sound • Resolution: start with high quality • Compression/file size compromise

  38. Podcast Track (audio and video) Sequence Material Media files

  39. The Purdue University Calumet Experience

  40. PUC Experience: • Funding- Curriculum Innovation Development Grant • Goal: 12 podcasts created in 2 months • Hardware/software issues • Tech Support issues

  41. PUC Experience: • Training: • Planning session • Beginner workshop “Apple rep” • Intermittent informal meetings • Enhanced podcast workshop “Apple regional trainer” • Results: 12 podcasts created (requiring 15 min.- 40 hours development)

  42. Development Challenges • Inadequate scripting • Voice or media clips (timing issues) • Saving things incorrectly • Storing files where they aren’t accessible • Time, time, time • Unfamiliarity with software and products

  43. Training Recommendations: • Have tech person with a working knowledge of Macs and all software • Anticipate a learning curve • Train on hardware/software • Match tools with designing goals • Have successful podcasters help train new podcasters

  44. Implement Integration At what point in the course? Follow up assignments? How do students access the podcast?

  45. Dissemination • Faculty Options • Automatic feed (RSS) • When to link students to files

  46. Dissemination • Receiver Options • Download individual files, one at a time • Automatically receives feed • Play on computer • Sync with mobile device • Type of mobile device

  47. Dissemination-storage and push • Server-based Options • Course Management System (Bb) • Own Podserver • iTunes U-contract required • iTunes - how to organize and view podcasts • Aggregates library (collects, organizes, stores) • Students “get” files once they have subscribed

  48. Apple shift 4

  49. Apple shift 4

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