Podcasting for learning Palitha Edirisingha University of Leicester [email protected] IMPALA approaches Funded by

Podcasting for learningPodcasting for learning

Palitha EdirisinghaPalitha Edirisingha

University of LeicesterUniversity of [email protected]@le.ac.uk

IMPALA approachesIMPALA approaches

Funded by

Informal Mobile Podcasting And Learning Informal Mobile Podcasting And Learning Adaptation (IMPALA) – Adaptation (IMPALA) –

aims of the projectaims of the project

Investigating the impact of Investigating the impact of podcasting on student learningpodcasting on student learning

Delivering testable and Delivering testable and transferable models of podcastingtransferable models of podcasting

Developing subject-specific Developing subject-specific exemplars and user casesexemplars and user cases

About IMPALA About IMPALA

Funding: 38K from the HEAFunding: 38K from the HEA Duration: July 2006 – June 2007Duration: July 2006 – June 2007 Pilot study: Mar – June 2006Pilot study: Mar – June 2006 Research Associate appointed: July Research Associate appointed: July

20062006 Final report: Mid July 2007Final report: Mid July 2007 5 universities and 10 disciplines5 universities and 10 disciplines

DisciplinesDisciplines

ChemistryChemistry EngineeringEngineering English Language & English Language &

CommunicationCommunication GeneticsGenetics Human GeographyHuman Geography Physical GeographyPhysical Geography PhysicsPhysics SociologySociology Media and Media and

CommunicationCommunication Veterinary SciencesVeterinary Sciences

Universities Universities LeicesterLeicester KingstonKingston NottinghamNottingham GloucestershireGloucestershire Royal Veterinary CollegeRoyal Veterinary College

GEES subjectsGEES subjects

Genetics and Biomedical Genetics and Biomedical SciencesSciences

Transition to HETransition to HE

IMPALA 2IMPALA 2

IMPALA 3IMPALA 3

IMPALA 4IMPALA 4

Aspects of podcasts / podcastingAspects of podcasts / podcastingAspect Aspect PodcastingPodcasting Early approachesEarly approaches

Content Content capture capture

Computer, sound recorderComputer, sound recorderAnywhere,Anywhere,Free software, toolsFree software, tools

Specialised equipment, Specialised equipment, recording studiosrecording studios

DistributionDistribution Feeders (RSS) - freeFeeders (RSS) - freeVLEVLE

Duplication / copyingDuplication / copyingPostal servicesPostal services

AccessAccess Aggregator (iTunes, Google Aggregator (iTunes, Google Reader) - content ‘dripping in’Reader) - content ‘dripping in’DownloadDownload

Postal servicesPostal servicesCollecting personallyCollecting personally

UseUse Mobile devices (MP3 playback, Mobile devices (MP3 playback, ComputersComputers

Cassette playerCassette playerWalkmanWalkman

Logistics of Logistics of useuse

Easy, flexibility, indexing, near-Easy, flexibility, indexing, near-unlimited storageunlimited storage

Bulky tapes, limitations, Bulky tapes, limitations, lack of flexibilitylack of flexibility

Content Content contributorscontributors

Teachers, students, alumini, Teachers, students, alumini, stake holders, non-specialistsstake holders, non-specialists

Teachers, institutional Teachers, institutional

Applications Applications ManyMany Instructional, motivationalInstructional, motivational

Relevance of podcasting for learningRelevance of podcasting for learning

potential for learning - potential for learning - new waysnew ways

Format of content:Format of content:audio, audio-visionaudio, audio-vision

Content capture:Content capture:Free software and toolsFree software and tools

Content distribution:Content distribution:Free software / tools andFree software / tools and

automated servicesautomated services

Content access:Content access:free, automated tools,free, automated tools,

servicesservices

Use:Use:learner-owned learner-owned technologiestechnologies

Patterns, locationsPatterns, locationsof use:of use:

potential to tap intopotential to tap intodigital listening culturesdigital listening cultures

Possibilities forPossibilities forcontent, creativity:content, creativity:

endless …..endless …..

Review of podcasting approachesReview of podcasting approaches

eLearning Africa, Nairobi, 28 May 20eLearning Africa, Nairobi, 28 May 200707

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‘‘Profcasts’ – supporting campus-based Profcasts’ – supporting campus-based students’ online learningstudents’ online learning

An undergraduate module on Electrical An undergraduate module on Electrical Engineering, one semester (12 weeks)Engineering, one semester (12 weeks)

Lecturer – PVC for teaching and learningLecturer – PVC for teaching and learning Course online: 40 online lectures (each 10-Course online: 40 online lectures (each 10-

mins; sound, illustrations, video clips), Web-mins; sound, illustrations, video clips), Web-resources, ‘e-tivities’, formative and final resources, ‘e-tivities’, formative and final assessments assessments

Majority - non-native English speakersMajority - non-native English speakers

Rationale for including podcasts Rationale for including podcasts

Enliven the courseEnliven the course Complement the announcement page (‘what Complement the announcement page (‘what

you are doing next week, etc.’)you are doing next week, etc.’) Feedback on work, e-tivities and Feedback on work, e-tivities and

assignmentsassignments Informal learning / linking concepts to Informal learning / linking concepts to

everyday applicationseveryday applications Further explanations on difficult conceptsFurther explanations on difficult concepts Incorporating a fun element to learningIncorporating a fun element to learning

Format of ‘profcasts’ 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’


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


End: fun (joke, a rap, …)

Encourage students to listen regularly Keep them listening to the end more informal

An extract from a profcast – feedbackAn 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).

An extract from a profcast – feedbackAn 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)

What do the students say about ‘profcasts’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)

What do the students say about ‘profcasts’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)

A ten-factor development modelA 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)

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

Thank you … Thank you …

Join the IMPALA community!Join the IMPALA community!

www.impala.ac.ukwww.impala.ac.uk

[email protected]@le.ac.uk

http://www.impala.ac.uk/

Documents

Podcasting for learning Palitha Edirisingha University of Leicester [email protected] IMPALA approaches Funded by