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Podcasting for learning

IMPALA approaches. Podcasting for learning. Palitha Edirisingha University of Leicester pe27@le.ac.uk. Funded by. Informal Mobile Podcasting And Learning Adaptation (IMPALA) – aims of the project. Investigating the impact of podcasting on student learning

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Podcasting for learning

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  1. IMPALA approaches Podcasting for learning Palitha Edirisingha University of Leicester pe27@le.ac.uk Funded by

  2. Informal Mobile Podcasting And Learning Adaptation (IMPALA) – aims of the project Investigating the impact of podcasting on student learning Delivering testable and transferable models of podcasting Developing subject-specific exemplars and user cases

  3. About IMPALA • Funding: 38K from the HEA • Duration: July 2006 – June 2007 • Pilot study: Mar – June 2006 • Research Associate appointed: July 2006 • Final report: Mid July 2007 • 5 universities and 10 disciplines

  4. Disciplines • 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

  5. GEES subjects Genetics and Biomedical Sciences Transition to HE IMPALA 2 IMPALA 3 IMPALA 4

  6. Aspects of podcasts / podcasting

  7. Relevance of podcasting for learning Format of content:audio, audio-vision Content capture: Free software and tools Content distribution: Free software / tools and automated services Possibilities forcontent, creativity:endless ….. potential for learning - new ways Patterns, locationsof use:potential to tap intodigital listening cultures Use:learner-owned technologies Content access:free, automated tools,services

  8. Review of podcasting approaches

  9. eLearning Africa, Nairobi, 28 May 2007

  10. eLearning Africa, Nairobi, 28 May 2007

  11. eLearning Africa, Nairobi, 28 May 2007

  12. eLearning Africa, Nairobi, 28 May 2007

  13. eLearning Africa, Nairobi, 28 May 2007

  14. eLearning Africa, Nairobi, 28 May 2007

  15. eLearning Africa, Nairobi, 28 May 2007

  16. eLearning Africa, Nairobi, 28 May 2007

  17. ‘Profcasts’ – supporting campus-based students’ online learning • An undergraduate module on Electrical Engineering, one semester (12 weeks) • Lecturer – PVC for teaching and learning • Course online: 40 online lectures (each 10-mins; sound, illustrations, video clips), Web-resources, ‘e-tivities’, formative and final assessments • Majority - non-native English speakers

  18. Rationale for including podcasts • Enliven the course • Complement the announcement page (‘what you are doing next week, etc.’) • Feedback on work, e-tivities and assignments • Informal learning / linking concepts to everyday applications • Further explanations on difficult concepts • Incorporating a fun element to learning

  19. Format of ‘profcasts’ • 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’

  20. Format of ‘profcasts’ Middle: announcements, feedback • 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

  21. Format of ‘profcasts’ • End: fun (joke, a rap, …) • Encourage students to listen regularly • Keep them listening to the end • more informal

  22. 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, forthcoming).

  23. 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)

  24. What do the students say about ‘profcasts’ ‘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. When the announcements say that podcasts are available I listen to them. Mostly after I go back home. … you don’t have to do it at the same time as others. Go home and listen to them. Sit down and listen.’ ‘It is really good when he relates information in the lecture to real life. It helps you to understand things.’ (Fothergill, forthcoming)

  25. What do the students say about ‘profcasts’ ‘In the beginning I didn’t know what podcasts are. I think he is singing in the sixth one, my friend told me, so I’m like “mm, that should be interesting! [laughter] . 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.’ ‘It is different. It is like, “let’s see what joke he has got in this one! Also there is a lot of information as well.’ ‘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, forthcoming)

  26. 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)

  27. Doubling the life of iPods Podcasting in context Podcasting technology Podcasts and lectures Podcasts and practicals Podcasts and locations Podcasts and feedback Podcasts and online learning Podcasts and distance learning Podcasts and resources Podcasts and students’ storytelling Podcasts and collaborative learning Podcasts for reflective learning Students’ podcasts as learning tools Developing pedagogical podcasts The future for podcasting The university in your pocket How to do podcasting – practitioner guide

  28. Thank you … Join the IMPALA community! www.impala.ac.uk pe27@le.ac.uk

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