Transcript Thinking (through the) ear

Thinking (through the) ear
Presented by Tara Brabazon
for ResearchED Sydney 2015
School of Teacher Education
Charles Sturt University
Love to hear from you: [email protected]
"You have learned something. That always
feels at first as if you had lost something"
H.G. Wells
Critiques of learning styles
Key scholars for this presentation
Thinking (through the) ear
1/
Why sonic media?
2/
What are podcasts?
3/
How can podcasts be used and when should
they not be used?
4/
Who cares?
Section One
WHY SONIC MEDIA?
5+6=
Skullycandy
Landscape + Sound =
Soundscape
“What summons
us to listen?”
Peter Szendy
Part Two
WHAT ARE PODCASTS?
A maxim for your consideration
Each music platform creates
artificial ear lids that form new
relationships between self and
sound
Assessment of Educational
Technology
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Cost
Learning effectiveness
Availability to students
User friendliness
Place in the organizational environment
Recognition of international technological inequalities
Source: A.W. Bates, "Technology for distance education: A 10-year perspective," in A. Tait (ed.) Key issues in
open learning - a reader: An anthology from the journal 'Open learning' 1986-1992, (Harlow: Longman, 1993), p.
243
Part Three
HOW CAN SONIC MEDIA BE USED
AND WHEN THEY SHOULD NOT…
The functions of educational
technologies
• To provide a framework for the
presentation of learning materials
• To construct a space for the interaction
between learner and information
environment
• To offer a matrix of communication
between learners and teachers, learners
and learners, teachers and teachers
Paul Nataraj
Mock oral examination via podcast
PhD oral examination
preparation via podcast
Twitter screen grab about the
use of a Phd podcast
How to use podcasts in higher education
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Record a lecture, tutorial or seminar and time and space shift its
availability. Also useful to archive special events.
Capture the student voice, constructing links between theory and practice,
analysis and production
Provide audio feedback for assignments
Disseminate student research
Create rich born digital objects to repurpose and embed in teaching and
research
Providing a way to present the student experience of a course, beyond
surveys
Provide a podcast ‘sound reel’ (rather than show reel) of each student’s
development, constructing a profile for their future career
Provide sonic notes of supervisory sessions and new modes of
supervision for off campus students
Offer alternative delivery modes of information, communication and
exchange for students with print-based impairments
Record specific sonic sessions that conveys specific and often abstract
information for a targeted audience, to enable deeper learning (I often call
these microinterviews)
“The popularity of podcasts has mostly to do
with the fact that audio has become an easy
way to consume information without much
effort. Reading anything requires your
complete attention; your eyes need to see the
content, your mind needs to be involved in
digesting it, and your attention must be fully
focused on the visual matter to understand it.
On the other hand, using audio allows you to
multitask and does not require your eyes.”
Nandini Shastry and David Gillespie
Zoom Hn4
Podcasting: the advantages
• Can capture rich and expert content
• Interviews can be disseminated to a wide audience
• Convenient and can fit around the schedule of the
listener
• Create a different type of engagement with information
• Quick to produce
• Can sound professional with cheap domestic
equipment.
• Create an intimacy between an academic and
audience.
Part Four
WHO CARES?
Erlmann’s argument
Nature
Society
How would your life change…
If you focused more on what you hear
rather than what you see?
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More complex questions are being asked
about how media should be used to influence
learning for particular students, tasks and
situations.
Nick Mount and Claire Chambers