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Podcasting in a Community College: A Case Study . Thomas Lombardo Northern Illinois University Educational Technology, Research, and Assessment. Committee. Dr. Rhonda Robinson – Co-chair Dr. Hayley Mayall – Co-chair Dr. Pi-Sui Hsu Dr. Lara Luetkehans. Introduction. Rationale
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Podcasting in a Community College: A Case Study Thomas Lombardo Northern Illinois University Educational Technology, Research, and Assessment
Committee • Dr. Rhonda Robinson – Co-chair • Dr. Hayley Mayall – Co-chair • Dr. Pi-Sui Hsu • Dr. Lara Luetkehans
Introduction • Rationale • Demand for “anytime, anyplace” learning • Popularity of portable listening devices • Free space on iTunesU • Little research on podcasting as educational innovation • Diffusion of Innovation Theory used to study other educational innovations (CMS, etc) but not podcasting
Purpose • The purpose of this descriptive case study was to describe the experiences of community college faculty as they adopted and integrated podcasting technology into their teaching. These experiences were viewed through the lens of Diffusion of Innovation Theory.
Diffusion of Innovation Theory • Descriptive and Prescriptive: • To understand the diffusion process • To create conditions that promote diffusion of innovation
Diffusion of Innovation Theory (Rogers, 2003)
Significance • Increasing role for community colleges in the modern economy • Add to IT knowledge base regarding Diffusion of Innovations in community colleges • Provide possible directions for future experimental studies about podcasting
Research Questions • What happened when community college faculty members were offered the opportunity to use podcasting in their classes? • In what ways did community college faculty members use podcasts in their classes? What guidelines for podcasting were instructors using? • What challenges and successes did faculty members perceive when implementing podcasting?
RQ1: What Happened? • Most participants are in the persuasion stage. • Most have favorable opinion of podcasting, but have not adopted it. • Two common issues: time and training. Faculty reported not having enough time to create podcasts, or even to find externally created podcasts. • Time (in this context) is not something addressed specifically by Diffusion of Innovation Theory.
RQ1: What Happened? • Training was brief, sporadic, and purely technical. • No pedagogical training. • Trainers were volunteers, not paid. • No formal support structure (at the time).
RQ1: What Happened? • Nine faculty members creating podcasts (at the time of this study) • None are using it in collaborative or innovative ways, perhaps because of the training.
RQ2: (a) In what ways did community college faculty members use podcasts in their classes? (b) What guidelines for podcasting were instructors using?
RQ2a: How Podcasting is Used • The only “reinvention” came from the change agent: using an iPod as a media storage device.
RQ2a: Podcast Features Audio synchronized with slides - lectures Full-motion video - lectures Screen recording - “how-to” videos
RQ2b: Guidelines that Faculty Use This slide intentionally left blank.
RQ3: What challenges and successes did faculty members perceive when implementing podcasting?
Obstacles and Challenges • Time • Training/support • Technology • minor issues with iTunesU • Windows users learning Mac software
Successes and Benefits • Perceived improvement in student performance • Perceived increase in student satisfaction • Podcasting caused professors to be more organized in lectures • Those who put lectures online reported more effective use of class time (discussion, activities)
Themes that Emerged • General podcasting experiences • New tools with old methods • Inadequate training • Lack of incentives for podcasters
Suggestions for Future Research • Experimental studies that compare podcast to live lecture • Guidelines for creating effective podcasts • Student perceptions of podcasting • Longitudinal study following a group of faculty members
Recommendations for Colleges • Provide training, support, and perhaps release time • Provide custom “just-in-time” training • Training could integrate pedagogy with technology
Advice for Faculty Podcasters • Find professionally-created podcasts for students • Use professionally-created podcasts to determine “best practices” and adopt those in one’s own podcasts • Keep podcasts relatively short and focused on a single topic • Use the podcast format that fits the topic
Final Thoughts • This study identified two constructs that are not defined by Diffusion of Innovation theory: time (i.e. the extra time it takes to learn and use an innovation) and observability (from the perspective of an innovation putting its user into the spotlight). • In addition, the study also noted the need to integrate technical training with pedagogical training, rather than the former followed by the latter.
Final Thoughts • Previous studies about the use of podcasting have revealed a number of innovative ways in which podcasting can be used. Faculty members may consider using podcast technology in non-traditional ways, such as offering auditory feedback on assignments and allowing students to create podcasts as class assignments.
