Educational Podcasting Teachers and Experts No Audio

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Educational Podcasting

teacher and expert voices as

media interventionsAndrew Middleton, Sheffield Hallam UniversityPodcasting for Pedagogic Purposes SIG

Glasgow Caledonian University, 7 th May 2009

These slides will be shared on:

PPP wiki and slideshare.net


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Audio examples

Apologies - I have removed the audio examplesfrom this presentation as I don't have permissionto share them in this way.

Please contact me directly if you would like tohear examples and I'll see what I can do.

a.j.middleton AT shu.ac.uk


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teachers and experts?

This presentation accompanies a presentation on learner-generated podcasts

Caveats: Beyond iTunes U ..? what can educational podcasting be?

Educational podcasting: taking a broad view and a Social Constructivist view:

Expertise is everywhere Teachers are everywhere We are all learners, learners all have expertise, however

The focus here is a small selection of podcasting

techniques that do not (primarily) feature the studentlearners voice Media intervention orientation, motivation and challenge


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A definition

Educational podcasting is the development of, Locally shared knowledge through

distributed, digital linear media, accessible toits community through flexible interfaces

(Podcasting in general might be defined as,the serial distribution, through a particular web-based channel, of

locally created downloadable digital media episodes, usually audio,to a niche audience of subscribers)


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Design Principles of EducationalPodcasting

We need to be able to evaluate the ideas wehear in the next few minutes, so:

1 minute activity: What makes a good podcast? (see next two slides for my ideas on this - and I'll type up the

responses I received and put them on my blog at: http://podcasting-for-lta.blogspot.com/)


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Effective educational podcasts willusually present (1/2)

Intention and clarity of purpose Speakers whose role and level of expertise is properly

introduced Ideas and discussion that is relevant and well

articulated An awareness of the learning situation or context Invitations and challenges, or 'ways in and ways out' ,

for the listener

References to, or acknowledgement of, related sourcesof knowledge


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Effective educational podcasts willusually present (2/2)

A hook that engages each listener Conversational voices rather than formal monologues Structured and well-signposted information,

punctuated with music or audio transitions whereappropriate An awareness of the strengths and weaknesses of the

audio medium

Information and ideas that are concise, well-paced andstraightforward Suitable clear production quality as appropriate for the

intended audience.


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Tutor s voice

Recording events (eg recorded lecture, summary audionotes)

Communicating (eg module announcements) Motivating (eg tutor conversations, storytelling, etc)

Describing (eg interviews with professionals, clients,public) Illustrating (eg testimony, vox pop) Forming (eg instructional; feedback) Building (eg key skill development) Modelling (eg behaviour, techniques)


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Other voices: experts and publics Support services, Broadcasting and Commercial producers,

Educational and Training Organisations, Professional & OtherOrganisations, teachers elsewhere, and tutors out of class

Instructing (eg learning objects) Describing (eg interviews with experts) Updating (eg current affairs and developments) Marketing (eg product placement, initiatives) Reporting (eg findings, proposals)

Conversing (eg criticism, review) Advocating (eg political) Various (eg learning objects)


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Coursecasting

Or, pouring knowledge into the empty vessel e.g. recording lectures (example not needed! Go to ITunes U )

How does coursecasting measure against our designprinciples? Supplementary and (often) not transformative pedagogy Some benefits claimed: support revision; reduce note-

taking, so better attention in class; potential reusability;marketing (e.g. iTunes U!); can free up time for moreinteractivity.


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Preview

Key concepts introduced before class/lecture Challenge and/or orientation before class/lecture

Module preview

Lecture preview


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Summary Conversations(Review)

Tutor (team) post lecture/seminar/topic discussion,challenge, reflection discussionHighlighting

Arguing or sharing perspectivesModelling synthesis and reflectionSupplementing

UpdatingConnecting/bridging and feeding forward

Lecturer discussion (UoS)

Research methods discussion (Law, SHU)


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Module Personalisation(announcements)

Tutor posts announcements to the VLE Why?

the personal touch

Mobile leaners Remote leaners Short, easy interventions that add texture to the VLE

Task announcement (June Clark, SHU)


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Storytelling(evidence and anecdote)

Establishing the tutors perspective throughanecdote and evidence, raising authenticity byconnecting theory to the outside world.

Storytelling may involve other captured voicesBiggs suggests,"[The strengths of the lecture] lie in communicating a) information and(b) the teacher's personal interpretations. Biggs, J. 1999 'Enriching large-class teaching'in John Biggs (1999) Teaching for quality learningat university. Buckingham: Society for Research intoHigher Education and Open University Press, p.97

A Permanent Holiday'Patent Voices

http://www.patientvoices.org.uk/ (cc) nc-nd
http://www.patientvoices.org.uk/http://www.patientvoices.org.uk/


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The Professional View

Interviews with professionals No physical barriers allow us to make strong,

meaningful connections to the outside world

the extended learning environment

Radio producer (Journalism, SHU)

Demos


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Audio Feedback Many approaches, e.g.

(Middleton, A. & Nortcliffe, A. (2009) Audio feedback design: principles and emerging practice.International Journal of Continuing Engineering Education and Life-long Learning, Special Issue,forthcoming)

'Personal tu to r m ono logu e ' recorded at the PC by the tutor as partof the marking process; 'Personal feedb ack con versat ions ,'recorded by the tutor or student(s) in the lab or studio to capture

project discussions or studio 'crits'; 'Broadcast feedback ' targetedat large groups; 'Peer audio feedback, ' in which students learn asthey assess each other's work; 'Tuto r conversat ions ' , a 'commonroom conversation' approach designed to model critical thinking;and 'Personal audio in tervent ions , ' targeted at individuals toaddress emerging issues; Peer Exchange corridor constructive

crits with tutor support. Generic stub + Personal(France, D. & Ribchester, C. (2008) 'Podcasts and feedback' in G. Salmon and P. Edirisingha(2008) Podcasting for learning in universities. Milton Keynes, UK: Open University Press)

Generic, end of module (SHU)

Peer Exchange model, corridor conversations (SHU)

Personal tutor feedback (SHU)


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Concept notes

Key concepts captured or constructed asreusable digital audio learning objects (DALO)

Can be captured in lecture

Prepared beforehand

Key skills in Art & Design (SHU)

Audio learning object (Alan Hilliard, UoH)


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Audio iIllustration

Audio tour Bringing the outside world in Fly on the wall Case-based learning Data

4 Weddings and a funeral

Downes Syndrome (D. Stokes, Coventry University)

Audio tour (Stuart Lee, Oxford University)


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Demonstration

Procedures, e.g.: Clinical (e.g.

videocast learning

object) Operational Techniques (e.g.

screencasting)

Clinical practiceseries (Pollard &

Jackson SHU)

Blackboardsupport

series(SHU)


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Guidance

Often made by support services staff, e.g.supporting: transition,

disability, key skills, library, etc

Access and guidance/transition (SHU)


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Summary of Benefits

Access to voices (e.g. personalisation, empathy, trust) Efficacy (simple, quick, high impact) Authentic (real worldness, open-ended )

Currency (e.g. immediate, up-to-date) Social Constructivist (promoting conversation) Engaging, varied, perspectives Varied diet another learning channel

Orienting, motivating, challenging media interventions

Documents

Educational Podcasting Teachers and Experts No Audio