Adding Classroom Richness to the On-Line Experience

1. Adding Classroom Richness to the On-Line Experience Judith F. Bennett & Peter A. Cooper Sam Houston State University

2. Distance EducationSuffers • Administrative Perceptions as a cost saver • Lack of pedagogical underpinning • Lack of richness of media used to offset the missing classroom experience

3. Podcasts Used as Supplements • Frees instructor from time and geography constraints of the classroom • Frees students from time and cable constraints of computer based on-line instruction

4. New Trends • Computer literacy being driven in two directions: • The speed at which software, particularly office applications are evolving • Frequency of new applications • Forcing computer literacy courses to reevaluate importance and value of developing purely functional literacy elements.

5. Toffler and Toffler • Whatever gulf separates the rich from the poor, an even greater chasm separates the armed from the unarmed and the ignorant from the educated. Today, in the fast-changing, affluent nations, despite all inequities of income and wealth, the coming struggle for power will increasingly turn into a struggle over the distribution of and access to knowledge. (Toffler and Toffler, 1990)

6. Podcasting • Wikipedia defines podcasting as “the method of distributing multimedia files, such as audio or video programs, over the Internet using syndication feeds, for playback on mobile devices and personal computers. The term, coined in 2004, combines “iPod”, a popular portable audio device, and “broadcasting.”

7. Podcast Availability • Thought of as a program • Available on Macintosh and PC platforms – iTunes supports both • Software is available on both PC and Mac platforms • Audacity on PC • GarageBand on the Mac

8. Provide Educational Context 4 Significant opportunities • Pressure on classroom time can be alleviated. • Repeatedly review material normally experienced only once in the classroom • Changes students notion of what is possible • Frees students from time constraints

9. Methodology • GarageBand • It’s free with the Apple OSX operating system. • Mix sounds and associate them with images or video • Large collection of built-in sounds (loops) • Record sound from a microphone or a device such as an electric guitar or CD player

10. 3 Main Components in GarageBand • Timeline which is split into tracks • Loop browser which allows predefined music to be added to the timeline • Media browser which allows other sounds, photos or video to be added

11. GarageBand Interface

12. Audacity • Free download from the Internet • Create MP3 files • Record using a microphone • Write over existing tracks to create multi-track recordings • Record up to 16 channels • Import sound files which can be edited and combined • Export in WAV, AIFF, AU, MP3

13. Audacity continued • Use cut, copy, paste and delete • Edit and mix an unlimited number of tracks. • Pitch can be changed and static, and other background noised eliminated • Sound quality is excellent and can be recorded up to 96 KHz. MAC OSX, Windows and GNU Linux compatible

14. Audacity Running on Different Systems

15. Audacity Preferences Check the MP3 export settings.

16. MP3 Export Settings • Use the same MP3 export • Check MP3 export setting and set the ID3 tags. • ID3 tags provide information about the podcast such as title and other information. • All the tags will not be used – designed for CDs, not podcasts.

17. Bit Rate Adjustment • Controls the quality of the audio and the size of the file. • Lower the bit rate, the smaller the file. • Use lowest bit rate that still gives “adequate” quality. • Bit rates range from 48K – 128K • After adjustments, export to web server

18. Videos • Show examples that would be used in classroom • Requires a digital camcorder • Download to video producing software program • FTP to web server • Include link in RSS file

19. Podcast Distribution • Method of distribution is dependent on the nature of the materials. • Course materials can be done through embedding the .rss file on a faculty or course web page. • Blackboard or WebCT could also be used.

20. RSS Files • Not an acronym • Does not stand for anything • Are in XML format and provide an open format for all types of content. • Creates the newsfeed so others can subscribe or incorporate the content of the newsfeed into their site.

21. RSS File Elements • Channel – metadata that describes what the channel is and who created it. Required. • Image – logo of the channel provider if used. Optional. • Items – contain the content of the channel and are required. • Text –used to query or respond. Used infrequently. • Must close RSS file

22. <?xml version="1.0"?> <rss version="2.0"> <channel> <title>Podcasting Assignment</title> <link>http://www.shsu.edu/~csc_jfb</link> <description>My First Podcast</description> <language>en-us</language> <item> <title>My Video Podcast</title> <link>http://www.shsu.edu/~csc_jfb/podcastassignment/MyAudioPodcast.html</link> <description>Podcasting Assignment that was fun</description> <enclosure url="http://www.shsu.edu/~csc_jfb/podcastassignment/podcast1.mov" length="5258166" type="video/mov"/> </item> </channel> </rss>

23. Validation of RSS File • Validate to assure there are no typing errors or that something has been left out that is critical • Website: http://www.feedvalidator.org • Locates errors and gives line number and type of error along with instructions on how to correct the file.

24. Packaged RSS Files • Low cost packages that include: • Manual • Recording software • Ready to use sounds • Web sources that produce the RSS newsfeed • Podcast Blaster is less than $20.00 • Others are available on the Internet

25. Distribution on Website • Podcast directory may be desirable • Publish it on the schools server • For student podcasts, publishing to iTunes should best be left to the discretion of the student

26. Instructions for Publishing Podcast • Create folder inside public_html folder on server • Label folder Podcasting or something similar • FTP the RSS file, audio files, etc to the folder • Only 1 RSS file is needed for unlimited items and can contain both audio and video files

27. iTunes Podcast Service • Wider distribution may be desired through iTunes • Service allows submission of information concerning podcast and a link to the .rss file • Service does not store files, stored and managed by the institution • iTunes periodically updates information from the .rss file

28. Podcasting to Support Instruction Trials • 2 podcasting trials • 1st trial – podcast materials were provided as a set of A/V resources via Blackboard to support a Java programming course. • Podcasts detailed procedures, particularly for the setup of application development environments and complex compilation protocols that require review by the students but take time to answer.

29. Podcasting to Support Instruction Students comments positive. 1. Ability to repeat, stop and review instructions. 2. Comments were also made on the removal of repetitive components leaving more time for concepts and examples

30. Podcasting as a Digital Lifeskill • 2nd trial consisted of providing opportunities for students to develop audiovisual podcasts as part of their course materials. Response was positive • “I really enjoyed the podcast assignment as I’ve been wanting to learn how to do this for over a year”. • “What I liked most was that we got the chance to put our own ideas and thoughts into something that we really care about”.

31. Podcasting as a Digital Lifeskill • Student concerns: • Students would not willingly accept podcasts as a substitute for a live instructor, “No, I enjoy interaction with the professor. If I get confused I can ask questions”. • Quality control issues were also a concern for the students

32. Value in Podcasting • Significant group felt they had no desire to podcast, that they had nothing of value to say • Concern over the lack of censorship of podcast materials • Value as a means of communicating to a widely dispersed family group, to leave a legacy to grandchildren.

33. Conclusion • “How much material can be thrown at students in a one semester course?” • Need time to assimilate the information. • Students have advanced so they no longer need the “open file” and “close file” instructions. • Need to learn to use technology to enhance their lives and careers.

34. Conclusion continued • Students scratch their heads at the volume of information Podcasts are a tool that can supplement learning. • Podcasts can be used to explain difficult concepts over and over again to help students comprehend difficult information

35. Time and Effort • Takes time and effort to make a • An invaluable tool in terms of learning for the student. • Conceivable that an entire course could be done • Makes learning convenient for the student in an “anywhere, anytime” environment.