1 / 74

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.

ciqala
Download Presentation

Harnessing Podcasting’s Potential: Designing for Learning Goals

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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

More Related