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EXTENDÄ°NG BORDERS OF CLASSROOM - USÄ°NG PODCASTS TO OPTÄ°MÄ°ZE LANGUAGE LEARNÄ°NG. AslÄ± Saglam( firstname.lastname@example.org ) & Dilek SalkÄ±( email@example.com ) Ozyegin University Istanbul TURKEY. Guide for Workshop. What is podcasting? Educational Use(s) of podcasting
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Aslı Saglam(firstname.lastname@example.org) &
Ozyegin University Istanbul TURKEY
A brief overview of podcasting
(Cebeci& Tekdal 2006)
Using podcasting as a teaching learning strategy
Based on recent podcasting use at UK universities, Harris and Park (2008) categorize educational usages of podcasting as:
Considering Our Learners’ Needs
Analyses of our learner profile questionnaires
Considering our Learners’ Needs
“What do you least enjoy about learning English?”
Some student responses:
Observed student needs
There is a need for an alternative, supplementary resource for listening and speaking skills
for study skills
Use(s) of podcasting in our classes: student createdIntroduction of the concept, visiting other student generated podcast pagese.g. http://caeb2006.podomatic.com
Students were given discussion points & asked to use newly learned speaking objectives of their listening course book in their discussions
in addition to uses exemplified what could be other way(s) of extending borders of class by using podcasts?
What could be potential benefits of using Podcasts?
Hew’s review of research (2009) analyzes 8 studies (Anzai 2007; Bongey et al. 2006;
Clark et al. 2007; Evans 2007; Lane 2006; Lee and Chan 2007a; Maag 2006; Tynan and Colbran 2006)which focus on effects of using podcasts through participants’ self reports, questionnaires and/ or interviews and concludes that use of podcast could enhance student learning.
‘Informal Mobile Podcasting and LearningAdaptation’(IMPALA) research
project at theUniversity of Leicesteris investigatinghowpodcasting can
support student learning (language and study skills).
S1: Omm, first of all, it’s not like, I mean papers, like books, you’ve just got
to listen to it. It’s another way of learning, and it’s a new way of
S2: … I usually listen to thepodcasts for example if I’m feeling a bit tired of
typing the assignment,… It’s a kind of entertainment … , so you just go and
listen to podcasts.You’re relaxing yourself listening and learning.
1) How do I find podcasts and assess their suitability in terms of
Directories that give you the chance to find Podcasts categorized according to target audience / level / genre.
2) Teachers’ work load: preparing tasks for the listening material
Using tasks that require minimal preparation such as listening & note-taking or listening and summarizing where necessary
1) Finding resources
Providing students with resource lists & internet and database search training
2) Evaluating suitability
Providing guidelines which make learners think about the appropriateness of the material to the learning task
3) Student unfamiliarity with recording podcasts (for student generated podcasts)
Training learners and providing guidelines
Integrating the use of podcasts into curriculum and making it a part of the course
5) not seeing relevance for learning
raising awareness by providing explicit links between learning objectives and materials
6) technical problems in downloading and accessing
Checking links before hand
Aguilar, F. R. 2007. Top of the Pods-In Search of a Podcasting “Podogogy” for Language L. Computer Assisted Language Learning 20, no. 5: 471-492
Brown, A. et al. 2009. Instructional uses of podcasting in online learning environments: A cooperative inquiry study. J. Educational technolgy Systems 37, no.4: 351-371
Cebeci, Z. & Tekdal, M. 2006. Using podacsts as audio learning objects: Interdisciplinary Journal of Knowledge and Learning Objcets 2: 47-57
Harris, H. & Park, S. 2008. Educational Uses of Podcasting. British Journal of Technology 39, no. 3: 548-551
Hew, K. F. 2009. Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Education Tech Research Dev 57:333–357
Lee, M.J. et al. 2008. Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Technology 39, no. 3: 501-521