canheit 2009 using podcasts for teaching and learning lessons from the past and a look toward the...
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CANHEIT 2009
Using podcasts for teaching and learning
Lessons from the past and a look toward the future
Rhoda Weiss-LambrouProfessor, School of Rehabilitation
Faculty of medecine, Université de Montréal
• A vision of students today
• Some facts and considerations on podcasting in higher education
• Podagogical implications
• Guided tour of educational podcasts & iTunesU
• Looking ahead...Academia 2.0
The changing landscape and the new academy
…technology is not something that happens to us.
It is something we create. We must not confuse a tool with a goal. We must, therefore, be sure that technology serves the fundamental purposes of higher education.
Stanley N. Katz, Professor, Princeton UniversityPresident Emeritus of the American Council of Learned Societies
• To present learning materials
• To permit an interaction between learner and content
• To facilitate communication and collaboration between learners and educators
Precise and different educational strategies are required to enable each of these functions. These choices must be related
to the aims of teaching and learning, not the limits of the technology.
Three general functions of technology in education
Learning and teaching have changed.
Technology decisions are teaching and learning decisions.
Support services need to be scalable, sustainable and grounded in principle.
Learning is more student centered.
Collaboration is happening.
Flexibility and creativity will be the keys for future learning.
Universities face the challenge of keeping in touch with a generation of students who
consider e-mail so last century
Social networking….collaborative learning
Instant messagingFacebookMySpaceYouTube
Computers are not technology.
The Internet is better than TV.
Reality is no longer real.
Doing is more important than knowing.
Multitasking is a way of life.
Typing is preferred to handwriting.
Staying connected is essential.
There is zero tolerance for delays.
Podcasts
Podcast
A podcast is an audio or video file that is distributed by subscription over the Internet using syndication feeds, for playback on mobile devices and personal computers.
Podcasting
Podcasting is a method of publishing audio content to the Internet using the RSS feed as the syndication channel. Users subscribe to the feed, which delivers metadata related to the audio content like title, summary/ description, link to the audio file, size, file format, etc.
RSS feeds
An RSS feed is an XML file that provides content or summaries of content, including links to the full versions of the content and other metadata, that a user can subscribe to using an RSS aggregator. Some sites may call an RSS feed a channel.
Three types of podcasts
• The audio podcast, based on the format MP3 which can include interviews combined with music.
• The video podcast, based on format MPEG4, can contain video sequences, animations and television. These podcasts can be played on the computer as well as on mobile devices that can support MP4 files.
• The enhanced podcast, based on format AAC (Audio Advanced codec) consists of adding chapters, illustrations or Web links to the podcast. This allows for a more interactive navigation.
• Students listen and watch podcasts mostly on their computers at home rather than in a mobile environment with a portable device (Deal, 2007).
• According to students, 6 to 10 minutes is a reasonable duration for podcasts (Frydenberg, 2006).
• The level of attendance does not decrease when it is used as an integral part of a course (Deal, 2007).
• Podcasting becomes even more powerful when students are responsible for creating content for their classmates (Frydenberg, 2006).
Some facts on podcasting
• The issue for educators to address is not student flexibility, but student motivation.
• How to transform an instrument of leisure into a vehicle for learning?
• The issue of copyright and intellectual property needs to be addressed and defined.
• Without connecting student behavior and scholarly consequences, teaching and learning will not function.
Some considerations
Why?When?
Added value?
Podagogical implications
Distribution of lectures
•Audio recording of lectures
•Laptop (transfer files) on a USB key, hard
disk)
Delivery of supplemental materials & content
•Audio & video interviews, debates…
•Language lessons, grammar exercises…•Libraries of sounds
(medicine, music, speech and audiology...)
•Demonstration of procedures, techniques…•Recordings of campus
conferences, concerts and special events….
Student podcast assignments
•Demonstration of procedures, techniques…
•Production of creative work (radio show,
summary of course lectures…)
What podcasts are used for?
Distribution oflectures
•“Only use lectures as podcasts when you
have a strong pedagogical rationale for doing so” (Corbeil
& Valdes-Corbeil, 2007)
Delivery of supplemental materials
& content
•When material and content are closely
related to course goals;•When they are an
integral part of in-class activities.
Student podcast assignments
•When oral presentation skills
and/or building technical skills in
podcasting are closely related to course goals;
•When podcasts are made for peer or public viewing.
When should podcasts be used ?
Distribution of lectures
•Review...review.....review....
Delivery of supplemental materials
& content
•Develop auditory discrimination through repetitive listening exercises (e.g. cardiac murmurs, musical performances);•Free up valuable face-to-face time for more engaging and interactive in-class activities;•Contrast views from different sources.
Student podcast assignments
•Develop communication or technical skills;•Promote creativity;•Increase motivation;•Reinforce understanding of a topic through organization and synthesis;•Contrast students’ views about a topic;•Create a sense of community through collaboration and shared responsibility.
Added value for student learning
• Does not replace the in-class experience (Frydenberg, 2006)
• Should not justify nor excuse nonattendance at lectures (Brabazon,
2006)• Students listen and watch podcasts
mostly on their computer at home rather than in a mobile environment with a portable device (Deal, 2007)
Flexible learning (no longer anchored to a
computer)
• The idea of “learning on the go” is puzzling “because a significant body of research in cognitive
psychology clearly demonstrates that
“simultaneous processing” (or multi-tasking) diminishes performance with each
additional task undertaken” (Deal, 2007)
Anytime-anywhere delivery of instructional content
(while driving, walking, or working out)1 2
Why mobile learning?
Examples of use• Recording a class session for another student
which is considered better than lending one’s course notes.
• Recording a class for the purpose of listening again & again...review.
• Recording math formulas that need to be memorized
• Copying a CD for purposes of learning a new language so as to listen to the lessons anytime/anywhere
• Sharing of files with other team members working on a project
• Listening to specific pieces of music & identify certain characteristics
Distribution of lecture recordings
No studies reveal an increase in student retention levels when using podcasts (Molina, 2006).
To date, there is no evidence of positive or negative effect on learning outcomes (Deal, 2007).
Questions:
•Does an increase in downloads lead to an actual review?•Is lecture review an effective study strategy?
What are the effects on student learning?
Examples of use
• Recording an interview or group discussion in a directed study project
• Watching & listening to podcasts (audio & video) created by and for other students
• Presenting a relevant vodcast in class for students to respond and discuss
• Downloading specific episodes of a podcast channel for in class discussion
• Identify research priorities and needs for mobile learning technologies
• Establish best practices based on research evidence
Research on mobile learning technologies
• For how long will students listen to a podcast?
• Will students skip class because they know that podcasts of lectures will be posted on line?
• How does podcasting contribute to student learning?
• To what types of content would students most likely listen to?
Questions
Research study on podcasting
CEFES
Centre d’étude et de formation on enseignement supérieurCentre of faculty teaching and learning
André Caron, Director of CITÉCentre de recherche interdisciplinaire sur les technologies
émergentes Interdisciplinary research centre on
emerging technologies
Projet CITÉ / CEFESThe goal of the study was to describe the mobile podcast culture of a sample of university students and to identify those characteristics associated with teaching content delivered via podcasts made accessible for mobile learning.
The researchers also sought to better understand the real uses students experienced when listening to various types of podcasts as well as the contexts that promoted better usage.
• 120 students and 5 professors: Faculties of Architecture, Pharmacy, Arts and Science (Italian and English languages)
• Apple iPods or Creative Zen Visions
• Data collection: surveys, individual interviews, tutorials, online log books and focus groups
Methodology
A podcast explaining the research project
• Adoption of the technology
• Use and applications
•Mobility, sharing and autonomy
• New practices and social interactions
• Education
Overview of results
The authors present a framework for exploring the larger impact of emerging communication
technologies on daily life.
They focus on the social and cultural dimensions of the contemporary mobile turn - the ways in which new technologies have freed us from temporal and spatial constraints: even the
simplest notions of being present or absent, being alone or with someone, must be redefined.
Moving culturesMobile communication in everyday life
André H. Caron & Ltizia Caronia
Lectures on the Go
iTUNES UiTUNES U
http://www.dent.umich.edu/about/aboutschool/news/news2005/itunes_lg.jpg
Guided Tour
PodcastsiTunes U
iTunes UdeMYouTube
e-learninge-learning
m-learningm-learning
u-learningu-learning
Conclusion
The past, the present, the future
