podcasting for learning: design, technology and institutional embedding dr palitha edirisingha, prof...

Podcasting for learning: design, technology and institutional embedding

Dr Palitha Edirisingha, Prof Gilly Salmon, Dr Ming NieBeyond Distance Research AllianceUniversity of Leicester, UK

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

Introduction to the workshopWELCOME- 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 embeddingEND

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).

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)

Aspect Podcasting Early approaches

Content Capture

Computer, sound recorder, anywhere, free software, tools

Specialised equipment, recording studios

Distribution Feeders (RSS) – free VLE Duplication / copying

Postal services

Access

Aggregator (iTunes, Google Reader) - content ‘dripping in’

Download

Postal services

Collecting personally

UseMobile devices (MP3 players) Computers

Cassette player

Walkman

Logistics of use Easy, flexibility, indexing, near-unlimited storage

Bulky tapes, limitations, lack of flexibility

Content contributors

Teachers, students, alumini, stake holders, non-specialists

Teachers, institutional

Applications Many Instructional, motivational

Podcasting Vs early uses of audio

Benefits to students and staff

Flexibility and learner control

Learner motivation and engagement

Cognition and learning

Novel way of presenting information and instruction

Benefits to students and staff

Learning in locations

Fostering discussions

‘Contributing students’

Accommodating different approaches to learning

Over to Ming…

Approaches of podcastingApproach1:

SupportLectures

Approach 2:Support

Fieldwork

Screencasting,podcating lectures

Lecturesummaries

Pre-lecturelistening materials

(complex concepts)

“iWalk”: Location-based

information

Instruction ontechnique &

equipment use

Video footageprepare for

field trip

Approach 3:Support

Practical-BasedLearning

Approach 5:Student-

generated

DigitalStory-telling

Anatomicalspecimens

(structures, tissues,dissections)

Softwareteaching & learning(replace text-based

instructions)

Approach 4:Supplement

Material

Additionalinformation

on the subject

Guidance on assessment

tasks

Provide feedback & feedforward

Giving advice onskills development

Studentdiscussion/

debate

Student- createdpodcast ontransition

Over to Pal …

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

Pod-tivity 1

Approaches to using podcasting for teaching and learning   

PurposeTo familiarise yourself with pedagogical approaches to using Podcasting for teaching and learning activities, and to reflect on possible applications in your own teaching practice.

Task

During the next 20 minutes… Please read the one-page case study of an approach to using podcasting in higher education.

Make a note of a particular teaching and learning challenge that you might be able to address through the use of podcasts.

Also share your thoughts with your group members.

And, be prepared to present your group’s reflections to the whole workshop.

ResponseTake notes of each group’s reflections and be ready to comment on how you might consider various approaches presented and to challenge the ideas presented.

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

Audacityhttp://audacity.sourceforge.net/

Lame encoderhttp://lame.sourceforge.net/

Appendix: How to create podcasts – practitioner’s guide (pp. 188 - 204)

Coffee, tea, refreshments20 minutes

Designing for learning – 2 approaches

• Supporting campus-based students’ online learning - ‘Profcasts’

• Developing study skills and helping with assessed work

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

1 2 3 4 5 6 7 8 9 10 11 12

40 online lectures (each 10 minutes long) + 40 MCQs

Asse

ssm

ent 1

Asse

ssm

ent 2

Asse

ssm

ent 3

Tuto

rial

Tuto

rial

Tuto

rial

End-

of-s

emes

ter

ass

essm

ent

1st m

eetin

g

1 2 3 4 5 …

40 online lectures (each 10 minutes long) + 40 MCQs

Asse

ssm

ent 1

Tuto

rial

1st m

eetin

gMCQ MCQMCQ MCQ MCQMCQMCQ

Gets learnersgeared up for

RemindsE-tivity 1 E-tivity 2

Pod-1 Pod-2 Pod-3 Pod-4

Representation of the course design - 1: Incorporating podcasts to support campus-based students’ online learning

1 2 3 4 5 6 7 8 9 10 11 12pr

esen

tatio

n

Pres

enta

tion

PORT

FOLI

O

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Lect

ure

Sem

inar

Personal surgeries Personal surgeries

Advice+tips

Personal surgeries

Sem

inar

Advice+tips

reminds

Sem

inar

FeedbackIssues

Furtherinfo Issues

Representation of the course design - 2: Incorporating podcasts to develop study skills and to improve the quality of assessed work

EndEnd EndEnd MiddleMiddle MiddleMiddle BeginningBeginning BeginningBeginning

2 minutes2 minutes 6 minutes6 minutes 2 minutes2 minutes

Format of ‘profcasts’

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

A ten factor design framework

Pod-tivity 2

Developing an academic podcast  

PurposeTo familiarise you with the basic steps involved in developing an academic podcast and to get hands-on experience in producing and recording a short (3-4 minutes) podcast.

Task

During the next 60 minutes …

Following on from the previous group activity, please identify a suitable topic / theme for an academic podcast. Based on the podcast ‘ten-factor design model’, please write an outline for a short podcast (3-4 minutes). You may want to use the story-board templates provided to guide your narration. Please record the podcast using a laptop or a voice recorder. Decide how you might advice your students to make use of this podcast; and finally, report to the whole workshop group.

ResponsePlease take notes of each group’s reflections and be prepared to comment on how the various ‘approaches to developing podcasts’ have informed your practice.

Colleagues ….

• Please start recording your podcasts ….

Over to Gilly…

10/04/23 Gilly Salmon 35

Existing StudentsExisting Technology

New StudentsExisting Technology

Mission /Market

Present

New

Present NewPedagogy/Technology

Existing StudentsNew Technology

New StudentsNew Technology

peripheralcore

Thank you for your participation…

Podcasting resources at …

www.impala.ac.uk

www.podcastingforlearning.com

Jan 8, 2008