Transcript Slide 1

Podcasting at the University of
Hertfordshire
Alan Hilliard
[email protected]
Presentation Outline
• Background to Podcasting
• Staff Development Workshops
– Blended Learning Unit
• How might podcasts be used?
What is Podcasting?
Podcasting : iPod (MP3 player) and Broadcasting
What does it mean?
“a digital recording of a radio broadcast or similar
program, made available on the Internet for
downloading to a personal audio player“, New Oxford
American Dictionary
BUT…
• But you DON’T need an iPod
• In fact – you DON’T need an MP3 player
The technology is NOT new
…but is MORE accessible. Easy to…
– Create
– Publish (i.e. upload to a website)
– Subscribe and
– Listen (on MP3 players)
• at home, driving, exercising, waiting for buses – the
‘Dead time’.
• Mobile learning: when they want, how they want and
where they want.
How does it work?
Staff
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Record using digital voice recorder (MP3 format)
Upload (‘publish’) to MLE (StudyNet)
Student
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subscribes to the podcast (usually iTunes)
downloads the latest recording to their MP3 player
AND regularly checks for new content
But don’t need iTunes/ MP3 player…
…the workstation is fine
What are the benefits?
Cheap and easy to create
 Recording: digital voice recorder (£50)
 Editing: optional & free (Audacity)
 Uploading: fast & simple (StudyNet)
 Listening: free software available (iTunes)
 Minimal Training: media savvy NOT
essential
More benefits
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Relax & concentrate on the material
(students)
Captures the lecturer’s enthusiasm
Facilitates critiquing and self-critiquing in
private (staff & student)
Provides an accurate record of peer group
activity
Act as ‘cultural artefacts’
Reaches into ‘digital lives’

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Technology already part of “Youth culture”
iTunes (buy music, subscribe to radio, news)
Familiarity – non threatening - widen education
Bridges the gap between expert & learner
Sits alongside other podcasts…
…mixes education with the student’s daily life…
… extends beyond the classroom.
Recover & Understand
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Recovery of missed lectures & missed
lecture content
Helps to prepare, review & reflect (reinforce)
–
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Prepare (using dead time)
Review (difficult concepts) again & reinforce
understanding
Applies to any audio file BUT…
…podcasting = ‘on the move’
Challenges

Attendance may fall
–
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We are all amateurs - not experts
–
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Perceived, not reported (Duke Uni)
(solve: add social elements to lecture)
content (student) & quality (‘speakers voice’)
(solve: don’t lecture, be conversational)
The learner cannot control pacing
–
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Difficult to skim & often listen in 1 go
(solve: add show notes + chapter points)
Challenges
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Not designed for 2 way interaction
–
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Brings tutor & student closer BUT…
Student cannot ask for details or revision or
expand into related areas
(may) encourage shallow learning
–
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Skim reading = half listen (esp. while ‘on the
move’)
Listen at the last minute
Staff development Workshops
A brief background to the Blended Learning Unit
• The Blended Learning Unit (BLU) CETL aims to
promote, develop and evaluate educational
provision where high quality e-learning
opportunities and excellent campus-based
learning are combined or blended in coherent,
reflective and innovative ways so that learning is
enhanced and choice is increased. We aim to
“harness technology to enhance learning, teaching
and assessment”. Specific objectives are: to
develop educational resources; to evaluate the
impact of change; to foster internal & external
collaboration and dissemination; to ensure that
successful initiatives continue.
Structure of Workshops
• Introduction and background to podcasting
• Facilitated groupwork on the benefits and
challenges – Which is captured using
DVRs to create MP3 files.
• Step-by-step demonstration of how to
transfer the files to a computer and how to
upload MP3 files to the MLE (StudyNet)
– Real time + step-by-step pictorial handout
Structure of Workshops
• Facilitated discussion on examples of
podcasts and sharing of practices between
participants
• Participants offered a free DVR on long
term loan from the Blended Learning Unit
• Workshop concluded with offer of ongoing
support, either one-to-one, or within
schools or departments.
Factors for Success
• Loanstock of educational equipment:
– Items purchased include digital voice
recorders, digital cameras, web cams, audio
headsets and an EVS system.
– Of the items that have been purchased the
most popular are Digital Voice Recorders
(circa 200 units) supporting a podcasting
campaign in 2006/7.
How can I use this? (staff)
Record lectures
–
Either during or before & include slides / show
notes
Preparation work
–
create material during the summer prior to module
starting
How can I use this? (staff)
Commentaries aka radio show
–
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record regular commentaries in addition to the
lecture (e.g. weekly updates, tips, views)
unplanned brainstorming conference show (using
skype/email)
Add social activity to the lecture
–
deeper discussion (and record it!)
Field trips / guides
–
virtual tour ‘musecast’ (inc images) & commentary
How can I use this? (staff)
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Q & A and Tutorial sessions
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Answer questions submitted by students
Record 1-to-1 session with student
Interview experts, guest lecturers
–
Conferences, placements
Student podcasting
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Increases presentation skills
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More confident
Iterative process (critiquing)
Review & practice = improve vocab
Encourages creativity
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Explore & express ideas
Share perceptions
And show off!
Student Podcasting
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Field trips, placements, language practice,
record of group work, seminars, lectures,
interviews, field notes, interviews (with each
other, experts).
Oral essays (poster!) sound effects, music,
commentary, readings - pull in above to
create their own interpretation
UHcasting!
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Institutional promotion
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Campus guides, student interviews, staff
interviews
used to promote the university and it’s location to
domestic and foreign students.
Student support (news, religion)
Linking institution to community
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Profcasts, guest lecturers (seeds of interest).
Establish links to local schools (& abroad).