Podcasting in Higher Education

Podcasting your Lectures

noreply@blogger.com (Steve) — Mon, 16 Jul 2007 01:41:00 +0000

Podcasting your lectures – will your students stay or will they go? [mobile-learning.blog-city.com]

This article addresses the topic of student attendance and outlines some of the emerging findings from a course in Engineering Management at the University of Bristol which makes a recording of the lecture available at the end of the each session.

Podcasting in Higher Ed

noreply@blogger.com (Steve) — Mon, 09 Jul 2007 19:47:00 +0000

Draper

The possibility of using the technologies associated with podcasting and MP3 players to augment campus based HE teaching is explored. A study demonstrating its use in five courses, and eliciting favourable learner attitude responses, is briefly reported. A range of educational applications, including and going beyond those demonstrated in the study, are suggested. The different functions entailed are identified: recording, distribution, and playback. The acceptability for each stakeholder group separately is discussed: learners, teachers, IT support. The technology's characteristics are assessed with respect to essential factors for widespread adoption: cost, ease of use (i.e. personal effort and learning costs for users), and educational benefit. The underlying technologies are briefly described, partly to indicate what the fundamental advantages are based on (independently of currently available products) and partly to allow likely longevity to be assessed. Finally some underlying principles from the viewpoint of educational research are proposed and discussed.

Arizona State University Technology Survey

noreply@blogger.com (Steve) — Wed, 30 May 2007 19:56:00 +0000

Arizona State University Student Technology Survey | ASU, (alt^I)

Sixty-two percent of the students responding indicated a desire to have podcasts of their courses available. On how students anticipate accessing the podcast, 55% prefer access via their laptop computer, 35% on a portable audio player, and 33% a desktop computer. The desire to access via a laptop may appear counter intuitive on first glance. However, as format of 'Podcasts' continue to evolve, the capabilities of this distribution approach span a range of formats; from an audio file, to enhanced podcasts which combine audio with graphics such as slides, synchronized to the audio, text files such as handouts and readings, and 'video podcasts', which can be viewed on a video enabled portable device -- as well as via a computer. As a learning tool, the majority indicate they would . . .

the Masie Center - Learning LAB & ThinkTank

noreply@blogger.com (Steve) — Sun, 27 May 2007 00:21:00 +0000

The MASIE Center - Learning Lab & ThinkTank - PodCasting for Learning Call

While many of these resources are aimed at both grade school and higher-ed teachers, they demonstrate the various ways in which PodCasting may be used for learning. We hope you find them inspiring and useful in your PodCasting efforts for corporate learning in your organization!

Podcasting in Scotland

noreply@blogger.com (Steve) — Sun, 27 May 2007 00:09:00 +0000

Derek's Blog: Podcasting Archives

Just browsing the web this morning, searching for some information about Podcasting when I came across a whole heap of podcasts about Learning and Teaching in Scotland on Podcast.net .

These podcasts have been created by Learning and Teaching Scotland , an executive non-departmental public body sponsored by the Scottish Executive Education Department to help review, assess and support developments in learning and education, including the use of information and communications technology (ICT).

The Net Generation

noreply@blogger.com (Steve) — Thu, 17 May 2007 03:49:00 +0000

Innovate - Teaching and Learning with the Net Generation

A decade ago, the first wave of the Net Generation began to enter college, forcing educational institutions to deal with a new population of learners with unique characteristics. With the Net Generation representing nearly 7% of the population today (Bartlett 2005) and with nearly 49.5 million students enrolled in schools in 2003 (Enrollment Management Report 2005), responding to the specific needs of this generation of learners is becoming increasingly important. The challenge of evolving pedagogy to meet the needs of Net-savvy students is daunting, but educators are assisted by the fact that this generation values education. These students learn in a different way than their predecessors did, but they do want to learn. In this article we will define the characteristics of Net Geners' learning styles and discuss how educators can make the most of these particular traits.

Thomson's Survey - Social Networking

noreply@blogger.com (Steve) — Wed, 16 May 2007 14:42:00 +0000

Thomson - Many College Professors See Podcasts, Blogs and Social Networking Sites as a Potential Teaching Tool

Survey results revealed that many tech-savvy faculty members recognize the value of blogs and podcasts as communication tools in the classroom. Key findings of the survey include:.......

IPods as Study Aids

noreply@blogger.com (Steve) — Mon, 07 May 2007 17:34:00 +0000

USATODAY.com - iPods now double as study aids

iPods now double as study aids
By Ken Fuson, USA TODAY
Don't assume that Duke University students carrying Apple iPods around campus are listening to the latest hits.

Articles

noreply@blogger.com (Steve) — Fri, 04 May 2007 19:35:00 +0000

Coop's Word / GoldenBibliography

Podcasting Research and its Application in Higher Education

* Abram, S. (2006). The proof is in the podding. MultiMedia & Internet@Schools, 13(3), 22-24. Retrieved June 7, 2006, from the Academic Search Premier database.

Stephen Abram, VP of Innovation at SirsiDynix, the vendor providing MCCCD library automation system, reports on a presentation by Christine Dowd, K-20 education consultant with Apple. Dowd identified several potential uses of mp3 players in the classroom, such as lecture notes, expert presentations, audio and video tours, etc. She also identified some of the uses of mp3 players in library settings. The article also includes a webliography of sites referred to in the article. One site mentioned, Free Classic Audio Books, contains podcasts of several of the books that are supplementary reading in MCCCD RDG 081/091 classes.

* Alexander, B. (2005, Summer). Podcasting and the liberal arts. The NITLE News, 4(3), 8-10. Retrieved June 8, 2006, from http://newsletter.nitle.org/v4_n3_summer2005/podcasting.php

Of initial interest in this article is the identification of several software sites and podcast directories. The author describes several examples of uses of podcasts by institutions of higher education, such as Artmobs, in which students created commentary on art works at the Metropolitan Museum of Art in New York City. Another example incorporated the sharing of podcasts created at Haverford College with students who created podcasts of discussion at the Rabat American School in Morocco. Alexander also touches on many of the questions that need to be resolved such as copyright, storage, and access issues.

* Belanger, Y. (2005). Duke University iPod First Year Experience Final Evaluation Report. Retrieved May 17, 2006, from http://cit.duke.edu/pdf/ipod_initiative_04_05.pdf

Presents the report of Duke University's experiment to present iPod devices with recording capability to 1600 entering freshman in 2004. They found that usage of the device by faculty was as a means to share class content, record class content, record supplemental materials outside of class, assist with studying class content, and file storage and transfer of materials. The report indentifies the benefits and challenges of using mp3 players in academia as well as the institutional implications of embracing the technology systemically. The continuation of the Duke Digital Initiative project is described at http://www.duke.edu/ddi/ Duke also held a Podcasting Symposium, a two-day event on September 27-28, 2005. Audio podcasts of all symposium sessions are available via DukeCast by posting the following podcast feed URL http://dukecast.oit.duke.edu/podcasts/rss/11 in any podcast aggregator application.

* Blaisdell, M. (2006, March 1). Academic mp3s: Is it iTime yet? Campus Technology. Retrieved June 21, 2006, from http://www.campus-technology.com/print.asp?ID=18001

While the Duke University podcast experiment is well-known, this article mentions the first podcasting experiment in academia conducted at Georgia College & State University (GC&SU) in 2002. Usage of podcasting at University of Dayton, University of Michigan, and Virginia Tech as well as Stanford, Drexel, and Duke Universities are also mentioned. The article mentions the ease of use and accessibility of the iPod as positives for incorporating the technology. Some of the challenges associated with the technology include administrative and technical support as well as the effort required by faculty to incorporate the technology into their courses. GC&SU has used podcasting to explore service learning with college students as mentors to middle school students. GC&SU have now created the iVillage project which uses technology-- iPods, iChat, and iSight cameras--to help establish a "virtual community" for incoming freshman. The goal of the project is to assist with retention and student success. Learn more about podcasting in academia at the panel discussion, From Tunes to Teaching, iPods on Campus, at the Summer 2006 Campus Technology Conference on August 1, 2006.

* Chan, A. and Lee, M.J.W. (2005) An MP3 a day keeps the worries away: Exploring the use of podcasting to address preconceptions and alleviate pre-class anxiety amongst undergraduate information technology students. In: Dirk HR Spennemann & Leslie Burr (eds), Good Practice in Practice. Proceedings of the Student Experience Conference 5-7th September ’05. Wagga Wagga, NSW: Charles Sturt University. Pp. 59–71. Retrieved June 8, 2006, from http://www.csu.edu.au/division/studserv/sec/papers/chan.pdf

Chan and Lee have designed a study of the use of short, well-crafted 3-5 minute podcasts to explore the impact of these podcasts on alleviating student anxiety in a technology class. The actual study is slated to take place in Fall 2005, thus this report does not cover the findings of the study, but only the preliminary design. The design of the podcasts are not intended to teach the content of the course or to remove the necessity of attending classes. The podcasts developed included two or more current or previous students of the course discussing issues related to the course in a radio talkshow style. The findings of their study are presented in their article, Exploring the potential of podcasting to deliver mobile ubiquitous learning in higher education, published in Fall 2006 issue of the Journal of Computing in Higher Education on pages 94-116. Unfortunately, this article is unavailable electronically, but can be located at the SMCC Library.

* Lim, K.Y.T. (n.d.). Now hear this -- Exploring podcasting as a tool in geography education. Retrieved June 8, 2006, from http://homepage.mac.com/voyager/brisbane_kenlim.pdf

Lim, instructor in teacher-training programs in East Asia, describes the results of his experiment in using podcasting in geography education. The author relates this use of technology to the educational theories of Vygotsky. He comments on the motivational factors for using mp3 players as well as the use of existing podcasts related to coursework, such as Education Podcast Network for general educational podcasts or 'Very Spatial' podcast for specific geography content. He considers that authoring podcasts might be performed by instructors as well as students. He considers that video episodes would be more beneficial for geography instruction; however, he mentions the significant difference for use because of podcasting being audio only versus how one must use a vodcast. He concludes by describing his use in his course and the responses that students made about this usage.

* Lum, L. (2006, March 9). The power of podcasting. Diverse: Issues in Higher Education, 23, 32-35. Retrieved June 1, 2006, from EBSCOHost Academic Search Premier.

This article provides several instances of how podcasting is being used in classes, such as Spanish civilization and by administrators for addressing student concerns (ASU's president Michael M. Crow). The article cites an one example by Dr. Don McCubbrey of University of Denver to get the views of East Asians about the topic of exporting software engineering jobs to India. The Journalism and Mass Media Department at North Carolina AT&T State University are also involved with learning using the technology. The article is supplemented with charts of data about use and creation of podcasts.

* Philpot, E. (2006). Podcasting -- Education on the go!. Community College Week, 18(16), 3-3. Retrieved June 07, 2006, from the Academic Search Premier database.

Bellevue Community College in Washington state announces a pilot podcasting project during the spring 2006 semester involving about 20 instructors. The goal of the project is to "... assess the application of podcasting in multiple academic disciplines, to determine where and how it best enhances the educational process, examine the effects of podcasting on students, identify an solve podcasting's technological challenges, assess the technology's financial requirements, and investigate the technological and legal implications of publishing podcasts on the web." (para. 3) The results of the pilot will be published on the National Workforce Center for Emerging Technologies (NWCET) website during summer 2006 (http://www.nwcet.org).

* Read, B. (2005). Lectures on the go. Chronicle of Higher Education, 52(10), A39-A42. Retrieved June 7, 2006, from the Academic Search Premier database.

In this article, Read documents several uses of podcasting of lectures at Duke, Purdue, and a new for-profit venture, Pick-a-Prof. At Purdue, the podcasting project, called BoilerCast, is allowing students to skip using the college library. The goal of the project was designed to enable students to study without needing access to computers. The article describes how one professor, Ms. Linda Herkenhoff, is using podcasting to provide review for students in her business class while creating other podcasts which allow her advanced students to expand their knowledge beyond class content. As expected, some professors express concern that students will avoid attending class; however, supporters overcome this argument either through use of attendance points or testing on content that is delivered in class visually, but not covered in the podcasts. The article also touches on intellectual property rights as they relate to podcasting of lectures.

* Smith Nash, S. (2005). Podcast Theory Gap. Z Xplanazine. Retrieved June 10, 2006, from the E-Learning Queen Blog

Nash discusses podcasting theory that online learners seem to prefer using audio and web-based information in ways that counter what researchers recommend. She discusses podcasting principles and how they relate to various learning theories and how it sometimes is counterintuitive to certain theories.

* For more information, go to https://drcoop.pbwiki.com/PodcastingInCCs and https://drcoop.pbwiki.com/UsageInClass and https://drcoop.pbwiki.com/PodcastLitReview

Coop's Word: Podcasting Theory Practice

noreply@blogger.com (Steve) — Fri, 04 May 2007 18:08:00 +0000

Coop's Word / PodcastingTheoryPractice

Coop's Word
PodcastingTheoryPractice

Podcasting on the GROW!

noreply@blogger.com (Steve) — Fri, 04 May 2007 17:06:00 +0000

Coop's Word / PodcastingTheoryPractice

Podcasting Growth

Look at it grow! And this is just podcasts on Feedburner. There are many more sites that are growing just as fast.

Cheating with MP3 Players

noreply@blogger.com (Steve) — Mon, 30 Apr 2007 17:22:00 +0000

Schools say iPods becoming tool for cheaters - CNN.com

"It doesn't take long to get out of the loop with teenagers," said Mountain View High School Principal Aaron Maybon. "They come up with new and creative ways to cheat pretty fast."

Mountain View recently enacted a ban on digital media players after school officials realized some students were downloading formulas and other material onto the players.

New Uses for iPods

noreply@blogger.com (Steve) — Mon, 30 Apr 2007 17:06:00 +0000

Open Culture: 10 Unexpected Uses of the iPod

New technologies often have unintended uses. Take the Ipod as a case in point. It was developed with the intention of playing music (and later videos), but its applications now go well beyond that. Here are 10 rather unforeseen, even surprising, uses:

Assessment in Higher Ed

noreply@blogger.com (Steve) — Wed, 25 Apr 2007 13:45:00 +0000

Student Assessment in Higher Education Home Page

This is a web site devoted to world's best practice in student assessment in higher education, and related topics: here you'll find links to online articles, books, journals, and other relevant information. We hope that the information provided here will be of use to researchers and practitioners working in this area.

Online Collaborative Learning in Higher Ed

noreply@blogger.com (Steve) — Wed, 25 Apr 2007 13:42:00 +0000

Online Collaborative Learning Home Page

This is a web site devoted to world's best practice in online collaborative learning in higher education, and related topics: here you'll find links to online articles, books, journals, and other relevant information. We hope that the information provided here will be of use to researchers and practitioners working in this area.

Need Help Keeing up with Journal Articles

noreply@blogger.com (Steve) — Mon, 23 Apr 2007 14:20:00 +0000

In stead of spending hours at the library searching for journal articles here is an RSS feed that will track the latest articles in an rss reader

edresearch » Journals

Edit This Page
Research Journals with RSS feeds

Here is an OPML file with a list of RSS feeds for various research journals related to education, psychology, and technology.

Ask A Ninja: What is Podcasting

noreply@blogger.com (Steve) — Fri, 20 Apr 2007 16:48:00 +0000

Educational Podcasting? Why?

noreply@blogger.com (Steve) — Fri, 20 Apr 2007 16:39:00 +0000

Podium Blog » Blog Archive » Why Educational Podcasting ?… Read on

Why Educational Podcasting ?… Read on

Doug Dickinson
March 2006

When you are thinking that you should find out what podcasting has to offer you and your children/students give a thought to the following:

• It provides another way of sharing and transmitting audio for teaching and learning in schools and at home

• Children and young people are able to record, produce and publish on the Internet podcasts of ......

Podcast Academy V 2007

noreply@blogger.com (Steve) — Thu, 12 Apr 2007 02:26:00 +0000

Duke has posted their Podcast Academy V. Listen to the conference lectures.

DukeCast : ISIS Podcast Academy V - 2007

Duke Digital Initiative

noreply@blogger.com (Steve) — Thu, 12 Apr 2007 01:48:00 +0000

Duke Digital Initiative

iPods at Duke

iPod at Duke In collaboration with Apple Computer, Inc., Duke distributed 20GB Apple's iPod devices to each first-year student in August 2004 to stimulate creative uses of digital technology in academic and campus life. Since then, Duke has continued to incorporate portable digital listening and recording devices to faculty and students that has allowed for innovative instruction and learning beyond the boundaries of the classroom.

Podcast Measurements

noreply@blogger.com (Steve) — Mon, 09 Apr 2007 01:20:00 +0000

Podtrac Essentials

Podtrac provides advertisers with all the key metrics and tools to reach their target audience - and all the essentials that podcasters need to deliver relevant advertising to a new and growing audience.

Podtrac's podcast advertising essentials include demographic analysis and targeting, third-party measurement, content ratings, planning and purchasing, creative rotation, advertising delivery options, and more.

Podtrack Survey

noreply@blogger.com (Steve) — Mon, 09 Apr 2007 01:10:00 +0000

Podcasting News: Podtrac Survey: Most People Listen to or View Entire Podcasts

Podtrac, a podcasting service provider, today announced it has developed the largest podcasting demographics database worldwide, with over 55,000 detailed demographic profiles, representing more than 22 million U.S. podcast listeners and viewers.

Podtrac also announced the findings from its most recent quarterly survey. According to their survey, over half (56%) of the podcast audience is listening and viewing podcasts on their computers, 46% on a portable device, and the vast majority (88%) listen or view the entire podcast episode.

Podcast Survey Results

noreply@blogger.com (Steve) — Sun, 08 Apr 2007 15:35:00 +0000

For Immediate Release: The Hobson and Holtz Report

Tuesday, May 02, 2006
Podcast survey: FIR listeners are influential, educated, mobile and global

[FIR Listener Survey] The results are in from the first FIR Listener Survey that ran during April, providing us with invaluable feedback on a wide range of topics including what listeners think of the show, how and where they listen, and with some great suggestions on how to make it even better.

The survey results also provide a credible picture of who the listeners are to a podcast such as this, with a clear demographic view on listeners’ occupations, geographic locations, budget responsibility and education levels.

In all, the survey attracted 126 responses, a meaningful representative number from which to draw valid conclusions and make decisions on developing the show for the future. We estimate that each bi-weekly episode of FIR attracts between 800 and 1,000 listeners. This estimate is primarily based on download statistics from Libsyn where the MP3 files are hosted.

We will be publishing the entire survey results soon with the detailed responses to each of the 22 questions and some pretty graphs, including responses to the open-ended questions. All we will omit will be personally-identifiable information: the names of those of you who chose to provide such information when taking the survey will not be published.

In the meantime, here are some headline figures from the survey results.

Listening to FIR:

* Half of the listeners (49.2%) listen to every episode
* 45% get hold of the MP3 files via iTunes; 18% subscribe to the RSS feed; only 2.4% listen to the audiostream from the website
* Nearly two-thirds of you (61%) listen to FIR on a digital media player like an iPod
* Where you listen varies widely - 22% in the office; 16% on the commute to work, 15% at home, and 10% when jogging or doing other exercise
* Podcast-listening tends to be a solo activity - 95% of you listen to FIR by yourselves
* Over 48% of you have been listening to FIR for more than six months, and 13.5% of you have been listening since the very first episode in January 2005

Who the Listeners Are:

* 14% have senior management positions in agencies
* 13% are independent communication consultants
* Nearly 13% are managers or directors in corporate communication positions
* Over one third of you (38%) work outside the communication profession in areas as diverse as aviation, IT, environmental engineering, local government, telecommunications, publishing, utilities, energy, academia, retail, and banking
* 81% of listeners are men (so, logically, 19% are women)
* Nearly two-thirds of you (64%) have budget responsibility in your organization
* The majority of listeners (60%) falls into the 25-44 age range followed by 27% in the 45-54 range
* Over 44% have a BA, BS or other four-year degree, and 30% have a Masters, PhD or other post-graduate degree
* Just over 15% are IABC members although the majority (53%) has no professional affiliation
* 41% of you listen to no other communication-related podcasts except FIR. However, many of you also enjoy listening to podcasts by other communicators, especially Eric Schwartzman’s On The Record Online (31%), Edelman’s Earshot (27.8%), Lee Hopkins’ Better Communications (19.8%) and Joseph Jaffe’s Across the Sound (19%)

Where the Listeners Are:

* Top five countries - United States (48%), Canada (15.6%), UK (14.8%), Australia (6.6%), Netherlands (3.3%)
* Geographic breakdown - North America (64%); Europe including UK (26%); Australia (6.6%), rest of the world (3%)

Likes and Dislikes:

* Nearly all of you (97%) like Shel’s and Neville’s news and commentary discussions (and we’re very pleased about that!)
* 64% of listeners like the brief interviews we include in some episodes
* 10% of you enjoy the different outro music we play in each show while nearly a quarter (23.8%) of you don’t
* Show notes are liked by 39% of listeners (less than 1% dislike them)
* Listeners’ comments and our discussions of them were rated highly by 74% of listeners (less than 2% of you said you didn’t like this show segment)
* Many of you like the contributions from our correspondents, especially from Lee Hopkins (49%) and Eric Schwartzman (40%)
* The big dislike - over half of you (52.4%) don’t like the typically long length of the show

Recommendations:

The suggestions for what we could do with the show in its ongoing development and to improve it as a listening experience came in the open-ended comments from survey participants - collectively over 200 individual comments, and we will be posting all of them, verbatim. A clear majority of recommendations and suggestions were related to show length with requests to make it shorter.

We are listening to what you’ve told us! What we plan to do about it all will be a discussion point in a forthcoming show during May.

Again, we would like to sincerely thank every one of the 126 people who took the survey. You are truly a community.

New Learners

noreply@blogger.com (Steve) — Thu, 05 Apr 2007 00:37:00 +0000

Medical Education Blog

The new generation of learners

"Different kinds of experiences lead to different brain structures" - Dr. B. Berry, Baylor College of Medicine.

According to Marc Prensky, http://www.marcprensky.com/writing/default.asp in his article Digital Natives, Digital Immigrants, children born in North America after 1985 are radically different from the previous generations because they have always had digital resources in their homes and schools, they are native speakers of technology. To these digital natives instantaneous global access to people and resources has always been available at the click of a mouse; music has always been personally portable/shareable; photographs and video are for sharing with friends and relatives. In other words, vast amounts of information are instantly available in multimodal and frequently interactive formats.

To quote Marc "Educators have slid into the 21st century—and into the digital age—still doing a great many things the old way. It's time for education leaders to raise their heads above the daily grind and observe the new landscape that's emerging. Recognizing and analyzing its characteristics will help define the education leadership with which we should be providing our students, both now and in the coming decades."

According to Susan El-Shamy in her book Training for the new and emerging generations, digital natives learn differently. They need:

1. fast paced, highly stimulating presentations
2. increased interactivity with the content and each other
3. information that relates to the learner’s world
4. multiple options for obtaining knowledge.

Medical education can respond to the needs of these students by increasing the amount of :

• multimodal content (graphic, auditory, hands on)
• active learning (read, write, discuss)
• experiential/contextual learning (job shadowing, simulation labs)
• problem based learning, team projects.

No Difference

noreply@blogger.com (Steve) — Tue, 20 Mar 2007 23:18:00 +0000

No Significant Difference Phenomenon Website

A collection of over 350 studies, reports, dissertations, and articles showing no significant difference between online multimedia learning and traditional classroom.