A podcasting framework for teaching and learning in Higher Education
Dr Palitha EdirisinghaBeyond Distance Research
AllianceUniversity of Leicester, UK
Encontro sobre podcastsBraga, Universidade do Minho, Portugal8 e 9 Julho 2009
Informal Mobile Podcasting And Learning Adaptation IMPALA
Investigates the impact of podcasting on student learning
Develops testable and transferable models of podcasting
Develops subject- and context-specific exemplars and user cases
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Subjects 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
IMPALA partners
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Portugal - Universidade do Minho
Scotland - University of Edinburgh
South Africa - University of Cape Town
Australia - Charles Sturt University, University of
New England
IMPALA’s friends!
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Geography, Earth and Environmental Sciences
Genetics and Biomedical Sciences
Transition from school to university
IMPALA 2
IMPALA 3
IMPALA 4
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Technology
Pedagogy
Wink, J. 3 Perspectives on Pedagogy Retrieved 22.2 2009 , www.joanwink.com/3perspectives.html
Source: Gilly Salmon (2009). Podcasting for Pedagogical Purposes meeting, 24 Feb 2009, University of Leicester.
How podcasting can support students’ learning
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Potential for learning
Format of content:audio, audio-vision Content capture:
Free software and tools
Content distribution:Free software / tools and
automated services
Content access:free, automated tools,
services
Use:learner-owned technologies
Patterns, locationsof use:
potential to tap intodigital listening cultures
Possibilities forcontent, creativity:
endless …..
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
A framework for podcasting approaches
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
eLearning Africa, Nairobi, 28 May 200711
eLearning Africa, Nairobi, 28 May 200712
eLearning Africa, Nairobi, 28 May 200713
eLearning Africa, Nairobi, 28 May 200714
eLearning Africa, Nairobi, 28 May 200715
eLearning Africa, Nairobi, 28 May 200716
eLearning Africa, Nairobi, 28 May 200717
eLearning Africa, Nairobi, 28 May 200718
One podcasting approach in detail
Podcasts to support online learning: an undergraduate Engineering
course
‘profcasts!’
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
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40 online lectures (each 10 minutes long) + 40 quizzes
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Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Why podcasts
Core knowledge Core knowledge
Current events
Feedback and planning
Humour
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Format of ‘profcasts’
Beginning: news element [2 minutes]
Middle: announcements, feedback, advice [7 minutes]
End: fun! [1 minute]
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
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’
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Format of ‘profcasts’
Middle: announcements, feedback, advice
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
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Format of ‘profcasts’
End: fun (joke, a rap, …)
Encourage students to listen regularly Keep them listening to the end more informal
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
How profcasts complements other teaching and learning
activities in the course
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
1 2 3 4 5 6 7 8 9 10 11 12
40 online lectures (each 10 minutes) + 40 quizzes
Asse
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Asse
ssm
ent 2
Asse
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Tuto
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Tuto
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Tuto
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End-
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Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
1 2 3 4 5 …
40 online lectures (each 10 minutes) + 40 quizzes
Asse
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Tuto
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1st m
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Gets learnersgeared up for
RemindsE-tivity 1 E-tivity 2
Pod-1 Pod-2 Pod-3 Pod-4
Representation of the course design
quiz quiz quiz quiz quiz quiz quiz
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
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, 2008).
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
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)
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
What do the students say about ‘profcasts’
In the beginning I didn’t know what podcasts are. … 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.
(Fothergill, 2008) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
What do the students say about ‘profcasts’
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, 2008)
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
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.
It is really good when he relates information in the lecture to real life. It helps you to understand things.(Fothergill, 2008)
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Nearly the end of my talk!!
Three things to remember…
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Doubling the life of iPodsPodcasting in context
Podcasting technologyPodcasts and lecturesPodcasts and practicalsPodcasts and locationsPodcasts and feedbackPodcasts and online learningPodcasts and distance learning
Podcasts and resources
Podcasts and students’ storytellingPodcasts and collaborative learningPodcasts for reflective learningStudents’ podcasts as learning tools
Developing pedagogical podcastsThe future for podcastingThe university in your pocketHow to do podcasting – practitioner guidehttp://www.podcastingforlearning.com
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)
http://www.podcastingforlearning.com
Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009
Thank you!Please join the Impala community
www.impala.ac.ukwww.podcastingforlearning.com