0
Encontro sobre podcastsBraga, Universidade do Minho, Portugal8 e 9 Julho 2009<br />A podcasting framework for teaching and...
Informal Mobile Podcasting And Learning Adaptation IMPALA<br />	Investigates the impact of podcasting on student learning<...
IMPALA partners<br />Subjects<br />Universities          <br /><ul><li>Chemistry
Engineering
English Language & Communication
Genetics
Human Geography
Physical Geography
Physics
Sociology
Media and Communication
Veterinary Sciences
Leicester
Kingston
Nottingham
Gloucestershire
Royal Veterinary College</li></ul>Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
IMPALA’s friends!<br /><ul><li>Portugal - Universidade do Minho
Scotland -  University of Edinburgh
South Africa -  University of Cape Town
Australia - Charles Sturt University, University of New England</li></ul>Palitha Edirisingha, Universidade do Minho, 8 e 9...
IMPALA 2<br />	Geography, Earth and Environmental Sciences<br />   Genetics and Biomedical Sciences<br />  Transition from...
Technology<br />Pedagogy<br />Wink, J. 3 Perspectives on PedagogyRetrieved 22.2 2009 , www.joanwink.com/3perspectives.html...
Research  methods<br />Qualitative and Quantitative<br />Initialquestionnaire<br />Finalquestionnaire<br />Staffinterviews...
How podcasting can support students’ learning <br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
Format of content:audio, audio-vision<br />Content capture:<br />Free software and tools<br />Content distribution:<br />F...
A framework for podcasting approaches<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
11<br />eLearning Africa, Nairobi, 28 May 2007<br />
12<br />eLearning Africa, Nairobi, 28 May 2007<br />
13<br />eLearning Africa, Nairobi, 28 May 2007<br />
14<br />eLearning Africa, Nairobi, 28 May 2007<br />
15<br />eLearning Africa, Nairobi, 28 May 2007<br />
16<br />eLearning Africa, Nairobi, 28 May 2007<br />
17<br />eLearning Africa, Nairobi, 28 May 2007<br />
18<br />eLearning Africa, Nairobi, 28 May 2007<br />
One podcasting approach in detailPodcasts to support online learning: an undergraduate Engineering course‘profcasts!’<br /...
40 online lectures (each 10 minutes long) + 40 quizzes<br />Tutorial<br />Tutorial<br />Tutorial<br />1st meeting<br />Ass...
Upcoming SlideShare
Loading in...5
×

01.encontro sobre podcasts pal portugal_200609_d1

764

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
764
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "01.encontro sobre podcasts pal portugal_200609_d1"

  1. 1. Encontro sobre podcastsBraga, Universidade do Minho, Portugal8 e 9 Julho 2009<br />A podcasting framework for teaching and learning in Higher Education<br />Dr Palitha Edirisingha<br />Beyond Distance Research Alliance<br />University of Leicester, UK<br />
  2. 2. Informal Mobile Podcasting And Learning Adaptation IMPALA<br /> Investigates the impact of podcasting on student learning<br /> Develops testable and transferable models of podcasting<br /> Develops subject- and context-specific exemplars and user cases<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  3. 3. IMPALA partners<br />Subjects<br />Universities <br /><ul><li>Chemistry
  4. 4. Engineering
  5. 5. English Language & Communication
  6. 6. Genetics
  7. 7. Human Geography
  8. 8. Physical Geography
  9. 9. Physics
  10. 10. Sociology
  11. 11. Media and Communication
  12. 12. Veterinary Sciences
  13. 13. Leicester
  14. 14. Kingston
  15. 15. Nottingham
  16. 16. Gloucestershire
  17. 17. Royal Veterinary College</li></ul>Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  18. 18. IMPALA’s friends!<br /><ul><li>Portugal - Universidade do Minho
  19. 19. Scotland - University of Edinburgh
  20. 20. South Africa - University of Cape Town
  21. 21. Australia - Charles Sturt University, University of New England</li></ul>Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  22. 22. IMPALA 2<br /> Geography, Earth and Environmental Sciences<br /> Genetics and Biomedical Sciences<br /> Transition from school to university<br />IMPALA 3<br />IMPALA 4<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  23. 23. Technology<br />Pedagogy<br />Wink, J. 3 Perspectives on PedagogyRetrieved 22.2 2009 , www.joanwink.com/3perspectives.html<br />Source: Gilly Salmon (2009). Podcasting for Pedagogical Purposes meeting, 24 Feb 2009, University of Leicester. <br />
  24. 24. Research methods<br />Qualitative and Quantitative<br />Initialquestionnaire<br />Finalquestionnaire<br />Staffinterviews<br />Studentfocusgroups<br />Studentpersonalinterviews<br />12 weeks<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  25. 25. How podcasting can support students’ learning <br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  26. 26. Format of content:audio, audio-vision<br />Content capture:<br />Free software and tools<br />Content distribution:<br />Free software / tools and<br />automated services<br />Possibilities forcontent, creativity:endless …..<br />Potential for learning<br />Patterns, locationsof use:potential to tap intodigital listening cultures<br />Content access:free, automated tools,services<br />Use:learner-owned technologies<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  27. 27. A framework for podcasting approaches<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  28. 28. 11<br />eLearning Africa, Nairobi, 28 May 2007<br />
  29. 29. 12<br />eLearning Africa, Nairobi, 28 May 2007<br />
  30. 30. 13<br />eLearning Africa, Nairobi, 28 May 2007<br />
  31. 31. 14<br />eLearning Africa, Nairobi, 28 May 2007<br />
  32. 32. 15<br />eLearning Africa, Nairobi, 28 May 2007<br />
  33. 33. 16<br />eLearning Africa, Nairobi, 28 May 2007<br />
  34. 34. 17<br />eLearning Africa, Nairobi, 28 May 2007<br />
  35. 35. 18<br />eLearning Africa, Nairobi, 28 May 2007<br />
  36. 36. One podcasting approach in detailPodcasts to support online learning: an undergraduate Engineering course‘profcasts!’<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  37. 37.
  38. 38. 40 online lectures (each 10 minutes long) + 40 quizzes<br />Tutorial<br />Tutorial<br />Tutorial<br />1st meeting<br />Assessment 1<br />Assessment 2<br />Assessment 3<br />End-of-semester assessment<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  39. 39. Core knowledge<br />Core knowledge<br />Current events<br />Feedback and planning<br />Humour<br />Why podcasts<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  40. 40. Format of ‘profcasts’ <br /><ul><li>Beginning: news element [2 minutes]
  41. 41. Middle: announcements, feedback, advice [7 minutes]
  42. 42. End: fun! [1 minute]</li></ul>Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  43. 43. Format of ‘profcasts’ <br /><ul><li>Beginning: news element</li></ul>Course context, situating what they learn to the real world applications<br />E.g. birthday of fibre optics, fibre optics in the ‘Internet Superhighway’, lunar eclipse, delivering internet over the ‘final mile’<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  44. 44. Format of ‘profcasts’ <br />Middle: announcements, feedback, advice<br />Students’ achievements<br />Signposting to the course<br />Overview of typical amount of work expected<br />A comparison of findings amongst groups (e-tivity tasks)<br />Feedback as a group<br />Comments on assignments<br />How to pace studies<br />Further explanations - concepts<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  45. 45. Format of ‘profcasts’ <br /><ul><li>End: fun (joke, a rap, …)</li></ul>Encourage students to listen regularly<br />Keep them listening to the end<br />more informal<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  46. 46. How profcasts complements other teaching and learning activities in the course<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  47. 47. 40 online lectures (each 10 minutes) + 40 quizzes<br />Tutorial<br />Tutorial<br />Tutorial<br />1st meeting<br />Assessment 1<br />Assessment 2<br />Assessment 3<br />End-of-semester assessment<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  48. 48. 40 online lectures (each 10 minutes) + 40 quizzes<br />quiz<br />quiz<br />quiz<br />quiz<br />quiz<br />quiz<br />quiz<br />quiz<br />Pod-3<br />Pod-2<br />Pod-1<br />Pod-4<br />Reminds<br />E-tivity 1<br />E-tivity 2<br />Gets learnersgeared up for<br />1st meeting<br />Tutorial<br />Assessment 1<br />Representation of the course design<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  49. 49. An extract from a profcast – feedback<br />‘Well – how do you think the assignment went?’<br /> ‘The group with the highest score was group 2 – well above the others with an average score 72%. Group 3 got a score of 63% and the other two groups got average marks in the high 2(ii)s. The average mark was 31 out of 50, i.e. 62%.’<br /> ‘You mostly did well in knowing the different types of fibre and you seemed to know what attenuation was – although you didn’t always get your decibel calculations correct. You need to make sure you understand the difference between millis, micros, nanos, and kilos, megas, and gigas – if you’re not sure then check in the Engineering Data book and learn them.’<br /> (Fothergill, 2008). <br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  50. 50. An extract from a profcast – feedback<br />‘You were a bit more hazy on what dispersion is – which is a pity because it’s really the rationale for using lasers as you’ll see later in the course. You’ll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldn’t answer the question that gave you some data and then said, “If the source has a bandwidth of 50 nm, what is the maximum bit rate possible over a 10 km link?” This will be quite useful in your final assignment. In particular many of you found it difficult to distinguish between different types of dispersion.’<br /> (Fothergill, forthcoming)<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  51. 51. What do the students say about ‘profcasts’<br />In the beginning I didn’t know what podcasts are. … professor has got a really good sense of humour. I really like that. I really like his lectures and podcast. <br /> If you are interested in the way the module is taught, then you sit down and study. But if the module is boring or the lecturer is boring you think “oh, I have to study this. But I don’t want to”. <br />The way the module is taught is interesting. It makes people interested in the module.<br /> (Fothergill, 2008)<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  52. 52. What do the students say about ‘profcasts’<br /> Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes aren’t related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes.<br /> (Fothergill, 2008)<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  53. 53. What do the students say about ‘profcasts’<br />The good thing about podcasts is you can sit in your room and play and listen to them. He is saying things about the module. It is good to listen to them.<br /> I listen to them after about 8pm. When they are announced … when I don’t have anything else to do like course work, I listen to them.<br /> It is really good when he relates information in the lecture to real life. It helps you to understand things.<br /> (Fothergill, 2008)<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  54. 54. Nearly the end of my talk!!Three things to remember…<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  55. 55.
  56. 56. Doubling the life of iPods<br />Podcasting in context<br />Podcasting technology<br />Podcasts and lectures<br />Podcasts and practicals<br />Podcasts and locations<br />Podcasts and feedback<br />Podcasts and online learning<br />Podcasts and distance learning<br />Podcasts and resources<br />Podcasts and students’ storytelling<br />Podcasts and collaborative learning<br />Podcasts for reflective learning<br />Students’ podcasts as learning tools<br />Developing pedagogical podcasts<br />The future for podcasting<br />The university in your pocket<br />http://www.podcastingforlearning.com<br />How to do podcasting – practitioner guide<br />
  57. 57. A ten-factor development model<br />http://www.podcastingforlearning.com<br />1. Purpose / pedagogical rationale<br />2. Medium: audio only or audio and visual)<br />3. Convergence: integration with other e-learning<br />4. Authors and contributors of content<br />5. Structure: frequency and timing<br />6. Reusability of content<br />7. Length<br />8. Style: presentation, interview, dialogue<br />9. Framework of content organisation <br />10. Access system: via VLE or Internet-based feeder service (RSS)<br />Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009<br />
  58. 58. Thank you!Please join the Impala community<br />pe27@le.ac.uk<br />www.impala.ac.uk<br />www.podcastingforlearning.com<br />
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×