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Dr Andrea Gorra, Dr Philippa Trevorrow

Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Foundation Levels. Dr Andrea Gorra, Dr Philippa Trevorrow Centre for Excellence in Teaching and Learning – Active Learning in Computing & Faculty of Information and Technology,

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Dr Andrea Gorra, Dr Philippa Trevorrow

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  1. Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Foundation Levels Dr Andrea Gorra, Dr Philippa Trevorrow Centre for Excellence in Teaching and Learning – Active Learning in Computing &Faculty of Information and Technology, Leeds Metropolitan University, United Kingdom

  2. AUDIENCE’S PODCASTING EXPERIENCE Have you ever • Downloaded any audio/video podcasts to a mobile player (e.g iPod, phone)via rss/iTunes? • Viewed any podcasts via a web browser? • Produced audio and / or video podcasts for assessment, teaching and learning? Dr Andrea Gorra, Leeds Metropolitan University, UK

  3. Podcasting to support Excel skills development • 1. Module A: Foundation level, i.e. on a pre-university course (approx 130 students) • 2. Module B: Undergraduate Level 1, HND (approx 180 students) • 3. Module C: Undergraduate Level 1 BA (Hons) (approx 470 students) [780 total student numbers; not accounting for non-attenders] Modules A & B -> only labs, Module C -> labs + lecture

  4. 11 Podcast episodes produced

  5. Why Podcasting? • -> Podcasts offer flexibility, any time, any place • -> Relatively low-cost to produce + reusable • PODCASTING ≠ VIDEO STREAMING • Podcasting = the production, distribution and automatic download of audio/video data from a publisher to a subscriber over the internet • RSS 2.0 feed (Really Simple Syndication) • Variety of formats (video, mp3, slides) Dr Andrea Gorra, Leeds Metropolitan University, UK Available via VLE and podcast server Watchable on PC/laptop and also iPod

  6. PROCESS OF PODCASTING • Creation of podcast: Audio (mp3) or video (.mp4, .mov, .m4v) recording • [audio/video capturing & editing software needed] • Distribution of podcast • upload to server • Feed location (i.e. URL ) to audience • Download by subscribers (e.g. via Apple iTunes or iGoogle)

  7. Evaluation • Aim was to evaluate use of podcasting considering pedagogic and technical issues. • Short (online) survey (10 questions) offered to students after they completed the excel section of the module • Data collection: - Module A: VLE, - Module B: Survey monkey,- Module C: Module evaluation (paper-based), incl. additional questions. • Access statistics via VLE to identify how many times podcasts were downloaded Dr Andrea Gorra, Leeds Metropolitan University, UK

  8. Findings • Surveys response rates: - Module A (53 out of 130 students) 41% return rate; - Module B (66 out of 180 students) 37% return rate; - Module C (86 out of 470 students) 18% return rate. Dr Andrea Gorra, Leeds Metropolitan University, UK Student numbers = students assigned to module ≠ students attending 8

  9. MODULE A (Foundation Level) 130 students Dr Andrea Gorra, Leeds Metropolitan University, UK - 64% of respondents: podcasts were ‘useful’ or ‘very useful’. - 56% of respondents would like similar podcasts in other modules. Shown in class by tutor 9

  10. MODULE B (Undergraduate Level 1 HND) 79% thought the podcasts were ‘fairly’ or ‘very easy’ to view only 1.5% viewed them on their iPod (as stated in questionnaire) 74% thought podcasts aided better understanding the information 26% used them if they happened to miss the lecture or tutorial. 83% would like to have similar podcasts for other modules. 180 students Dr Andrea Gorra, Leeds Metropolitan University, UK

  11. MODULE C (Undergraduate Level 1 BA (Hons)) 23% [out of 86] stated in written feedback that excel component was an element of the module they enjoyed the most. Out of the total number of viewings, 673 hits (77%) occurred the week leading up to the module exam In addition the podcasts were viewed 15 times the week before the reassessment module exam which was sat by 20 students 470 students Dr Andrea Gorra, Leeds Metropolitan University, UK

  12. Conclusion Podcasts seemed to be a popular learning resource (novelty factor?) Used for exam revision (Module C) Very few students used iPods to access podcasts (podcasting ≠ mobile learning) Appreciated by non-native English speakers ! Need to ensure that Podcasts can be accessed quickly + easily Integrate into class activities to allow students to benefit more consistently Dr Andrea Gorra, Leeds Metropolitan University, UK

  13. Future Research Repeat of study for 2009/10 with same modules Use of podcasts by international students Investigate student preferences of podcast access(web browser vs. mobile device)

  14. QUESTIONS? COMMENTS? Dr. Andrea Gorra Leeds Metropolitan University, UK A.Gorra @ leedsmet.ac.uk Dr. Pip Trevorrow Leeds Metropolitan University, UK P.Trevorrow @ leedsmet.ac.uk Some references • G. Salmon P. Edirisingha (Eds.) (2008)Podcasting for Learning in Universities, London: Open University Press and SRHE. • CETL ALiC http://www.leedsmet.ac.uk/inn/alic/podcasting.htm • Slides at: http://www.slideshare.net/andreagorra

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