Podcasting for Education Podcasts as Student Assignment
Introduction <ul><li>Overview </li></ul><ul><li>Rationale </li></ul><ul><li>Practice </li></ul><ul><li>Outcomes </li></ul>...
<ul><li>Context: </li></ul><ul><ul><li>C.40 final level Human Factors elective students </li></ul></ul><ul><ul><li>Choice ...
<ul><li>Aims of this approach: </li></ul><ul><ul><li>Reduce monotony - “Not another bloody report” </li></ul></ul><ul><ul>...
<ul><li>Some issues with file formats </li></ul><ul><li>Some excellent, imaginative work </li></ul><ul><li>Real demonstrat...
<ul><li>How did it work out : </li></ul><ul><ul><li>“ The assignments! Fantastic! Fun!” (sic.) </li></ul></ul><ul><li>Some...
<ul><li>Early days - so nothing conclusive </li></ul><ul><li>Some students enjoy this  and do well </li></ul><ul><li>Clear...
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Jisc M@1 Presentation

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Jisc M@1 Presentation

  1. 1. Podcasting for Education Podcasts as Student Assignment
  2. 2. Introduction <ul><li>Overview </li></ul><ul><li>Rationale </li></ul><ul><li>Practice </li></ul><ul><li>Outcomes </li></ul><ul><li>Conclusions. </li></ul>
  3. 3. <ul><li>Context: </li></ul><ul><ul><li>C.40 final level Human Factors elective students </li></ul></ul><ul><ul><li>Choice between written or video submission </li></ul></ul><ul><li>The brief </li></ul><ul><ul><li>produce 5 - 10 minutes of video </li></ul></ul><ul><ul><li>Explain a web-evaluation heuristic </li></ul></ul><ul><ul><li>Production values do not carry much weight </li></ul></ul><ul><ul><li>Marks for insight expressed via originality </li></ul></ul>Overview
  4. 4. <ul><li>Aims of this approach: </li></ul><ul><ul><li>Reduce monotony - “Not another bloody report” </li></ul></ul><ul><ul><li>Encourage creativity </li></ul></ul><ul><ul><li>Enable mobile learning: laptops, iPods, mobile phones </li></ul></ul><ul><ul><li>Build a “learning community - </li></ul></ul><ul><ul><ul><li>This year’s student cohort become teachers of the next </li></ul></ul></ul><ul><ul><li>Develop a library of Re-usable Learning Objects </li></ul></ul><ul><ul><ul><li>Varied content </li></ul></ul></ul><ul><ul><ul><li>Discussion points </li></ul></ul></ul><ul><ul><ul><li>Efficient and Effective use of tutor time. </li></ul></ul></ul>Rationale
  5. 5. <ul><li>Some issues with file formats </li></ul><ul><li>Some excellent, imaginative work </li></ul><ul><li>Real demonstrations of deep learning </li></ul>Practice
  6. 6. <ul><li>How did it work out : </li></ul><ul><ul><li>“ The assignments! Fantastic! Fun!” (sic.) </li></ul></ul><ul><li>Some problems with delivery </li></ul><ul><ul><li>File formats </li></ul></ul><ul><ul><li>Some technology avoidance from some students </li></ul></ul><ul><li>Unexpected benefit for dyslexic students </li></ul><ul><li>Podcasts got higher marks </li></ul><ul><ul><li>Podcast average c.6.5 marks higher than written </li></ul></ul><ul><ul><li>Possible problem with marking criteria / application </li></ul></ul><ul><ul><li>Better students made video, c.5.1 more on 1st assmt. </li></ul></ul>Outcomes
  7. 7. <ul><li>Early days - so nothing conclusive </li></ul><ul><li>Some students enjoy this and do well </li></ul><ul><li>Clear benefit to some dyslexic students </li></ul><ul><li>Efficient use of lecturer time </li></ul><ul><li>Technology is not a panacea. </li></ul>Conclusions
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