01.encontro sobre podcasts pal portugal_200609_d1

A podcasting framework for teaching and learning in Higher Education

Dr Palitha EdirisinghaBeyond Distance Research

AllianceUniversity of Leicester, UK

Encontro sobre podcastsBraga, Universidade do Minho, Portugal8 e 9 Julho 2009

Informal Mobile Podcasting And Learning Adaptation IMPALA

Investigates the impact of podcasting on student learning

Develops testable and transferable models of podcasting

Develops subject- and context-specific exemplars and user cases

Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

Subjects 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

IMPALA partners


Portugal - Universidade do Minho

Scotland - University of Edinburgh

South Africa - University of Cape Town

Australia - Charles Sturt University, University of

New England

IMPALA’s friends!


Geography, Earth and Environmental Sciences

Genetics and Biomedical Sciences

Transition from school to university

IMPALA 2

IMPALA 3

IMPALA 4


Technology

Pedagogy

Wink, J. 3 Perspectives on Pedagogy Retrieved 22.2 2009 , www.joanwink.com/3perspectives.html

Source: Gilly Salmon (2009). Podcasting for Pedagogical Purposes meeting, 24 Feb 2009, University of Leicester.

How podcasting can support students’ learning


Potential for learning

Format of content:audio, audio-vision Content capture:

Free software and tools

Content distribution:Free software / tools and

automated services

Content access:free, automated tools,

services

Use:learner-owned technologies

Patterns, locationsof use:

potential to tap intodigital listening cultures

Possibilities forcontent, creativity:

endless …..


A framework for podcasting approaches


eLearning Africa, Nairobi, 28 May 200711








One podcasting approach in detail

Podcasts to support online learning: an undergraduate Engineering

course

‘profcasts!’


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

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Why podcasts

Core knowledge Core knowledge

Current events

Feedback and planning

Humour


Format of ‘profcasts’

Beginning: news element [2 minutes]

Middle: announcements, feedback, advice [7 minutes]

End: fun! [1 minute]



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’



Middle: announcements, feedback, advice

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



End: fun (joke, a rap, …)

Encourage students to listen regularly Keep them listening to the end more informal


How profcasts complements other teaching and learning

activities in the course


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

40 online lectures (each 10 minutes) + 40 quizzes

Asse

ssm

ent 1

Asse

ssm

ent 2

Asse

ssm

ent 3

Tuto

rial

Tuto

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Tuto

rial

End-

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1st m

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1 2 3 4 5 …

40 online lectures (each 10 minutes) + 40 quizzes

Asse

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ent 1

Tuto

rial

1st m

eetin

gquiz

Gets learnersgeared up for

RemindsE-tivity 1 E-tivity 2

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

Representation of the course design

quiz quiz quiz quiz quiz quiz quiz


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, 2008).


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, forthcoming)


What do the students say about ‘profcasts’

In the beginning I didn’t know what podcasts are. … 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.

(Fothergill, 2008) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009


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, 2008)



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.

It is really good when he relates information in the lecture to real life. It helps you to understand things.(Fothergill, 2008)


Nearly the end of my talk!!

Three things to remember…


Doubling the life of iPodsPodcasting in context

Podcasting technologyPodcasts and lecturesPodcasts and practicalsPodcasts and locationsPodcasts and feedbackPodcasts and online learningPodcasts and distance learning

Podcasts and resources

Podcasts and students’ storytellingPodcasts and collaborative learningPodcasts for reflective learningStudents’ podcasts as learning tools

Developing pedagogical podcastsThe future for podcastingThe university in your pocketHow to do podcasting – practitioner guidehttp://www.podcastingforlearning.com

A ten-factor development model

1. Purpose / pedagogical rationale

2. Medium: audio only or audio and visual)

3. Convergence: integration with other e-learning

4. Authors and contributors of content

5. Structure: frequency and timing

6. Reusability of content

7. Length

8. Style: presentation, interview, dialogue

9. Framework of content organisation

10. Access system: via VLE or Internet-based feeder service (RSS)

http://www.podcastingforlearning.com


Thank you!Please join the Impala community

[email protected]

www.impala.ac.ukwww.podcastingforlearning.com

http://www.impala.ac.uk/

Documents

01.encontro sobre podcasts pal portugal_200609_d1