Lisa O’Neill, Instructional Development Consultant, Learning & Teaching Centre
Scott Watts, Media Specialist, MediaWorks (Learning & Teaching Centre)
Tom Wells, Medical Laboratory Sciences Instructor, School of Health Sciences
Mobilizing Educational MediaMobilizing Educational Mediaat BCITat BCIT
Define Media Casting at BCIT Results of Faculty use and Student value surveys Support services that encourage media creation
and casting at BCIT Experience from the trenches in the School of
Health Sciences Recommendations for success
An OverviewAn Overview
No ubiquitous definition existsWhat is podcasting to you?
A definition of Media CastingA definition of Media Casting
A definition of Media Casting A definition of Media Casting (cont’d)(cont’d)
QuickTime™ and a decompressor
are needed to see this picture.
Common thread through most definitions in the
academic literature is;
Deliver content in the form of audio/video files
over the internet
Distribution via subscription
A definition of Media Casting A definition of Media Casting (cont’d)(cont’d)
How do we assure we are diffusing innovative use of educational media?
How do we encourage media casting as an educational enhancement in Post Secondary?
Supporting Faculty InnovationSupporting Faculty Innovation
If we cast media will it add value to the learning experience?
What pedagogical models of educational media casting do students value?
Supporting Student LearningSupporting Student Learning
Ely’s eight conditions that (faculty perceive) facilitate the implementation of technological innovation
1. dissatisfaction with the status quo
2. existence of knowledge and skills
3. availability of resources
4. availability of time
5. existence of rewards or incentives
6. Participation
7. Commitment
8. leadership
Ely’s Final three conditions (1. Participation, 2. Commitment, 3. leadership) are essential to sustainability of tech. innovation (Zellweger Moser, 2007)
Theoretical ModelsTheoretical Models
Major hub of the cycle is the condition of time
Theoretical Models Theoretical Models (cont’d)(cont’d)
A 40 question online survey to Faculty at BCIT
focused on USE A 20 question online survey to the student body
focused on VALUE Redundant messaging was posted to all student
and instructor areas (email, intranet, on campus
posters, Facebook, etc.) Open for 14 days
The surveyThe survey
Good balance of face-to-face/ online participants,
representation from all schools (trades, health,
technology, business) and balanced response from male
female Average age of Faculty respondents was 41 and half of
student respondents where 25 and under 64 Faculty and 274 student respondents 83.3% of faculty knew what podcasting was 82.8% of students knew what podcasting was
The survey The survey (cont’d)(cont’d)
Change perceptions of media
casting
How do we assure we are diffusing How do we assure we are diffusing innovative use of Educational media?innovative use of Educational media?
‣63% of faculty currently use Powerpoint, audio, video, sim, etc in their instruction
‣46% felt that it was either very important or extremely important to have lecture notes online
‣63% felt it NOT important to archive lectures‣over 70% felt that it was very important or extremely
important to have supplementary course material online
Level of Interest in Educational Media Casting Amongst Faculty
The surveyThe survey
Ely’s (1990) 3 (of 8) conditions (Participation,
Commitment, Leadership)
Support through release time Encourage through recognition Promotion through demonstration
How do we encourage educational media How do we encourage educational media as an educational enhancement?as an educational enhancement?
How often do you seek support help from the TLC?
Perceived support at all levels ... Department (M = 3.23, SD = 1.70 ) School (M = 2.92, SD = 1.216) Institution (M = 3.06, SD = 1.286)
To note...To note...
Students do not even come close to utilizing the
original intent of casting media (distribution
through subscription for playback on mobile
devices) They seem to treat the media being cast much the
same as any media distributed through any other
means (i.e. streamed, emailed).
If we cast it will it add value to the learning If we cast it will it add value to the learning experience?experience?
Opportunity to mobilize educational media◦ Results showed that 54.7% of respondents had a portable audio player
◦ 20.8% had a mobile device that allowed them to play a video file and more than half also had a cell phone that could be used as an audio/video player (having at least 2GB of storage)
◦ 43.4% of respondents had multiple mobile devices that could storage and play media
Transit time as a means of gauging obvious “dead time” that might be utilized for playing media being cast ◦ 54.4% of respondents took transit or walked to school
◦ 41.2% of respondents had more than a half hour to more than an hour of travel time each way
The survey The survey
Although 82.8% of all respondents know what a podcast is, just over 70% do not subscribe to podcasts for any reason (including personal hobbies and interests)
Of the remaining 12.6% watch between 10-20% of them and only 9.2% watch between 80-100% of podcasts they subscribe to
That being said when asked if they would watch a podcast that the instructor provided to them 85.4% of respondents said that they would
To note: Of those that watch podcasts currently... 77.3% of respondents watch on their computer/laptop and only 20.7% watch from a mobile device
The survey The survey (cont’d)(cont’d)
When students where asked the value (from extremely
valuable to no value) they associated to specific types of media
casts students perceived lecture review/summary, exam study
aids and video demonstrations as more valuable than others
identified Survey responses and comments also clearly indicated that
they did not perceive student created podcasts as part of
project work of much value and felt that student created
podcasts transferred the burden of teaching from instructor to
students.
What pedagogical models of media casting What pedagogical models of media casting do students value?do students value?
The survey The survey
Scott Watts of MediaWorks:
www.bcit.ca/ltc/about/mediaworks.html
Support services that assist you with Support services that assist you with media creation and distributionmedia creation and distribution
Tom Wells of School of Health Sciences
Experience from the TrenchesExperience from the Trenches
1. Faculty need to design casting into their instructional delivery
BEFORE they develop and distribute (cast) media
Our recommendationsOur recommendations
Issue/Opportu
nity
approach in
context
media determi
ned
quality
development
processhardwa
re selecti
on
adapt course
identify
required
admincreate media
cast medi
a
2. Focus on augmenting instruction with short succinct media
“bites” (i.e. trailers for your lecture, review the highlights/salient
points, PDF your lecture notes, create a week in review sound-
bite, reading summaries, video demo’s) of about 15 minutes
3. BCIT and faculty need to work together to highlight the benefits
of media casting AS its being introduced to students
4. Consider student created media casting only when student
interaction is very limited and the media created will resolve this
issue
5. Faculty need to be proactive in seeking support from
technology and academic professionals when deciding what
media is appropriate to create/cast
Our Recommendations Our Recommendations (cont’d)(cont’d)