Transcript Student`s reflections about podcast creation and usage processes

STUDENT’S REFLECTIONS ABOUT
PODCAST CREATION AND USAGE
PROCESSES
IETC
2010
Hacettepe University
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Introduction
IETC
2010
New ways of utilizing new tools and media to;
 Enrich the education
 Enhance the learning
 Support training process
 Provide students
 creating collaborative products with peers
 to participate actively in information construction
 cooperation and interaction
 personal reflection and critical thinking
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Introduction
IETC
2010
Blog
RSS
Wiki
Youtube
Podcast
Social Networks
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Podcast
IETC
2010
Above all, as popularity of mobile media players
increases and spreads out rapidly ;
 Podcasting became an interesting and
attractive way for distributing educational
materials
 Podcasting is considered to having
pedagogical potential with limited technical
skills and efforts
 Many educators started to consider
podcasting as an exciting learning paradigm
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
3
Podcast
IETC
2010
Most valuable potentials of podcasting are;
• Ease of production
• Portable use
• Being able to access information without
being linked to a certain physical location
• Being attractive especially for students who
are now more mobile
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Podcast
IETC
2010
To meet individual learning or teaching needs with
limited technical skills and effort, students can;
• produce, edit and deliver podcasts as
 course lectures,
 interviews with experts,
 document field trips,
 observation notes
 workshop reports
 personalized content.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Educational advantages of podcasts
IETC
2010
 Beneficial for students whose learning style is mainly
auditory
 An alternative to revise and review educational
materials.
 Students express ideas, share perceptions, debate
issues and bring experts to class digitally.
 Assist students who has difficulty to understand and
miss course lectures or students who are non-native
speakers, by providing reviewing records of events as
many times and clearly
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
6
Educational advantages of podcasts
IETC
2010
 Provide lecturers to criticize their own lectures
and recording feedback for group works.
 Replace full classroom or online sessions when
content simply requires delivery
 Alert learners about new material to be accessed
whenever, wherever they want.
 Enhance support for individualized learning
preference and needs.
 Support students’ engagement and interest in
class discussions, labs, field, research and
independent projects.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
7
Podcast
ETC
2010
While podcasts are currently available on many different
subjects from;
• music to technology
• news to foreign languages,
• politics to education
the use of podcasting for educational purposes is explained
rather a new idea and opportunity for higher education
?
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Problem
ETC
2010
It has been suggested that, by creating their own podcasts,
students will produce students-centered content and develop
their knowledge construction, active participation, critical
evaluation, information searching, analyzing and presenting,
creativity and reflective learning skills.
• Most of the studies about educational usage of podcasts are
merely surveys to investigate integration of podcasts into
educational context and its effectiveness on learning and
achievement.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
9
Problem
IETC
2010
The literature is still poor of examples, case studies
and evaluations of students created podcast
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
10
Purpose of Study
IETC
2010
• From this point, in this study, it is aimed to explain students’
experiences of both creating podcast and utilizing from
podcasts by building an environment for students in which
they could actively participate in and involve in groups to
develop their own podcasts.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
11
Method
IETC
2010
Study Group
The study group is consisted of 50 third-year students, from
department of computer and instructional technology
education.
– 16 female and 34 males
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Method
IETC
2010
Data Collection
• Data is collected with a tool, consisted of open ended
questions. Questions are asked to determine;
– Student’s prior experience of using or creating podcast
– Technologies which students use for listening podcasts
– Difficulties of students’ in the podcast creation process
(organizing text, scenarizing text and recording sound).
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Implementation Process
IETC
2010
• Topics of course subjects are determined in terms of weeks
• Topics are assigned to groups to create their podcast by
scenarizing subject after course
• Group members took notes of their subject to prepare their
podcast scripts in courses
• Scripts are sent to lecturer for control and feedback to revise
• Groups created their podcasts by recording sounds of content
text and received approval content and sound quality
• Weekly, students created podcasts are uploaded to Moodle
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Implementation Process
IETC
2010
At the end of the term, open ended questions were asked to all
students to explain
 students’ podcast creation processes,
 utilizing from other groups’ created podcast,
 general experience of podcast,
 podcast usage.
Answers of open ended questions are examined by content
analysis method and similar or same answers were
categorized.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
15
Findings and Discussion
IETC
2010
Students prior experience of using or creating podcast;
Only 1 student used podcast before this course
4 students created podcast before this course.
This finding pointed out that podcasting in this study,
was a new technology for students.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
16
Findings and Discussion
IETC
2010
Technologies used to listen podcast
f
%
Laptop/PC
41
83,7
MP3
5
10,2
MobilePhone
2
4,1
Ipod
1
2,0
Total
50
100
Despitepodcast provide students to be listened where they
want and when they want, most of students preferred to
listen podcast on their computers
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
17
Findings and Discussion
IETC
2010
The experiences of students during creating podcast in
group process are examined under four phases;
 organizing text,
 scenarizing text,
 recording sound
 other
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
18
Findings and Discussion
ETC
2010
The difficulties during podcast creation process, expressed by students
Phase
Problems
Could not take a common decision on editing text in groups
Couldn’t organize content text in a conversational form
Couldn’t access sufficient resources for content
Text organizing Difficulties while organizing content as authentic and original
Problems with breaking out content text into meaningful pieces
Difficulty with determining important points in the content
Difficulties to edit plain text to dramatize content
Scenarizing text
Topic as not being suitable to scenarize
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Findings and Discussion
ETC
2010
The difficulties during podcast creation process, expressed by students
Phase
Problems
Difficulties with clarity of recorded sound
Difficulties with finding a feasible environment to record
Recording
Can not adjust the tone of voice appropriately
Having a scratchy sound after recording
Can not set up a natural atmosphere
Problems within groups (making a co decision, coming together)
Other
Selecting the person to vocalize
Lack of experience
Non qualified products as a result
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
20
Conclusion
IETC
2010
•This
While
the
Computer
Education
and newer
result
canparticipants
be related towere
the fact
that podcasts
are relatively
tools
than many Technologies
other learning management
systems,
wiki,
blogs, forums
Instructional
students, most
of the
students
had
orno
discussion
boards.experience prior this study.
prior podcast
This finding can be related to the fact that, despite students listen music
or
watch videoallwith
their portable
tools
or on
they arevideos
not
• Although
of these
students
listen
tocomputers,
music or watch
aware
of this as a podcasting
On the other
hand
podcast
by downloading
them toactivity.
their portable
tools
or because
personal
is relatively a new term for students which they probably met in this
computers, only one student claimed that he or she used
course, they responded to this question, taking into consideration only
podcastspodcasts,
before. ignoring their daily life.
educational
It•Most
can beof
suggested
that, although
listening
canpersonal
be found and
the students
stated that
theymaterials
use their
listened
to everywhere,
concentrate on and not to distract their
computers
to listen to
podcasts.
attention, students preferred listening to educational podcasts on their
computers while sitting although they listen to content of entertainment
such as music or video on their portable devices.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Suggestion
IETC
2010
In future studies, the factors affecting the integration of
podcasts into the learning-instruction context should be
investigated in detail.
Because podcasting was the first experience of most students
in this study, they had various difficulties while they were
creating podcasts. Hence, in further studies, students’
experiences with podcasts at different time periods and
different in different forms (user or creator) can be examined
to reveal the differences amongst the processes or difficulties
of podcast creation.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
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Suggestion
IETC
2010
This study investigated podcast with students of computer
education and instructional technologies department who are
already compatible with professional context and the course
context. Future studies should also focus on the experiences of
students studying at different departments in relation to their
podcast creation, downloading, and listening processes.
Mazman, S.G., Usluel, Y. K. & Çevik, V.
Hacettepe University
23
IETC
2010
Usluel, Y. K. & Mazman, S.G.
Hacettepe University