How Mobile is your Podcast?

1. Eileen Webb Gaynor Cavanagh University of Teesside, UK How Mobile is your Podcast?

2. Aims • Investigate the use of audio and enhanced audio podcasts to engage students in learning • To shift the balance from tutor supplied content to student development of the content

3. Where’s the students’ contribution? Lecturer – studying hard Students – not so much studying!

4. Students • 30 first year degree digital music students • Competent with technology • Some owned MP3/MP4 players but not all • When asked if they would listen to academic podcasts on an MP3/MP4 player most said they would • When we discussed the use of podcasts they were enthusiastic and seemed keen to get involved

5. Questions? • Audio? • MP3 sound only • Enhanced Audio? • MPEG-4, allows the incorporation of still graphics, slides and hyperlinks • Would they listen to the podcasts on their own players? • Would the players support the enhanced format? • How would we get them to engage with each others and the tutors podcasts?

6. Decisions • All students and tutor were given a basic MP3 player • no strings attached other than they were asked to be involved and take part in the evaluations • Podcats would be produced as pure audio and also enhanced audio • and we would investigate which the students preferred • And which platform they preferred to listen to them on • We would introduce a competition for the best student produced podcast

7. Spectrum of Mobility and Connectivity Likelihood of Connectivity Desktop Laptop Mobile Phone MP3 Player Mobility

8. Two sources of Podcast • Tutor developed • Podcasts of selected lectures and integral course information were developed by the module tutor. • These podcasts were made available in two different formats, enhanced audio (including graphics and URL links) and MP3 files. • Student developed • Podcasts were created by the students, working in small groups. These took the form of micro‑lectures on research topics selected by the tutor or negotiated by the students. Their initial form consisted of recordings of the micro-lecture (in MP3 format) as presented to the class. • These were uploaded to Blackboard and made available for feedback and comments via the wiki. Students were then given the opportunity to edit and enhance the initial recording by incorporating appropriate slides, graphics and URL links.

9. Tutor produced podcasts • Explanation of the format of the module

10. Student produced podcasts Will, Sam and Tom talking about music piracy

11. Student produced podcasts Funky Four Minus 1 (group name) Talking about Music in the games industry

12. Student produced podcasts • Generally just audio • Very creative and engaging • Various techniques used • Interstitials (music, jingles, sound effects to divide it into different segments) • Different voices • Change of pace • Accuracy of content checked by tutor and comments added where required to clarify misconceptions for other students listening

13. What did the students say? • Students did engage in researching and producing the micro-lectures and podcasts • They said they listened to each others podcasts • Though how much they learnt from each other is debatable • Some said they listened to the podcasts produced by the tutor • Generally they said they listened to them on their computer rather than a mobile device