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Podcasting for learning: design, technology and institutional embedding

Podcasting for learning: design, technology and institutional embedding. Dr Palitha Edirisingha, Prof Gilly Salmon, Dr Ming Nie Beyond Distance Research Alliance University of Leicester, UK. Workshop objectives.

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Podcasting for learning: design, technology and institutional embedding

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  1. Podcasting for learning: design, technology and institutional embedding Dr Palitha Edirisingha, Prof Gilly Salmon, Dr Ming Nie Beyond Distance Research Alliance University of Leicester, UK

  2. 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

  3. Introduction to the workshop WELCOME - 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 embedding END

  4. 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).

  5. 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)

  6. Podcasting Vs early uses of audio

  7. Benefits to students and staff Flexibility and learner control Learner motivation and engagement Cognition and learning Novel way of presenting information and instruction

  8. Benefits to students and staff Learning in locations Fostering discussions ‘Contributing students’ Accommodating different approaches to learning

  9. Over to Ming…

  10. Approaches of podcasting Approach1: Support Lectures Screencasting, podcating lectures Lecture summaries Pre-lecture listening materials (complex concepts) Approach 2: Support Fieldwork “iWalk”: Location-based information Instruction on technique & equipment use Video footage prepare for field trip Approach 3: Support Practical-Based Learning Anatomical specimens (structures, tissues, dissections) Software teaching & learning (replace text-based instructions) Approach 4: Supplement Material Additional information on the subject Provide feedback & feedforward Giving advice on skills development Approach 5: Student- generated Student discussion/ debate Student- created podcast on transition Guidance on assessment tasks Digital Story-telling

  11. Over to Pal …

  12. 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

  13. eLearning Africa, Nairobi, 28 May 2007

  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. Recording and editing software Audacity http://audacity.sourceforge.net/ Lame encoder http://lame.sourceforge.net/ Appendix: How to create podcasts – practitioner’s guide (pp. 188 - 204)

  22. Coffee, tea, refreshments20 minutes

  23. Designing for learning – 2 approaches • Supporting campus-based students’ online learning - ‘Profcasts’ • Developing study skills and helping with assessed work

  24. 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

  25. 40 online lectures (each 10 minutes long) + 40 MCQs Tutorial Tutorial Tutorial 1st meeting Assessment 1 Assessment 2 Assessment 3 End-of-semester assessment

  26. 40 online lectures (each 10 minutes long) + 40 MCQs MCQ MCQ MCQ MCQ MCQ MCQ MCQ Pod-3 Pod-2 Pod-4 Pod-1 E-tivity 1 Reminds E-tivity 2 Gets learnersgeared up for 1st meeting Tutorial Assessment 1 Representation of the course design - 1: Incorporating podcasts to support campus-based students’ online learning

  27. Representation of the course design - 2: Incorporating podcasts to develop study skills and to improve the quality of assessed work Seminar Seminar Seminar Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Lecture Personal surgeries Personal surgeries Personal surgeries Furtherinfo presentation Presentation PORTFOLIO reminds Issues Feedback Issues Advice+tips Advice+tips

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

  29. 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 • http://www.atimod.com/podcasting/PDModel.html

  30. Colleagues …. • Please start recording your podcasts ….

  31. Over to Gilly…

  32. Existing Students New Technology Existing Students Existing Technology New Students Existing Technology New Students New Technology development research Present core peripheral Mission/ Market New Present New Pedagogy/ Technology 01/10/2014 Gilly Salmon 35

  33. Thank you for your participation… Podcasting resources at … www.impala.ac.uk www.podcastingforlearning.com

  34. Jan 8, 2008

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