Podcasting for Education Podcasts as Student Assignment Phil Scown [email_address]
Introduction <ul><li>Overview </li></ul><ul><li>Context </li></ul><ul><li>Rationale </li></ul><ul><li>Practice </li></ul><...
<ul><li>Final level Human Factors elective </li></ul><ul><ul><li>Choice between written or video assignment </li></ul></ul...
<ul><ul><li>Reduce monotony - “Not another bloody report” </li></ul></ul><ul><ul><li>Encourage creativity </li></ul></ul><...
<ul><ul><li>Build a “learning community” -  </li></ul></ul><ul><ul><ul><li>This year’s student cohort become  </li></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>Unexpected benefit for dyslexic students </li></ul><ul><li>Podcasts got higher marks </li></ul><ul><ul><li>Podcast...
<ul><li>Early days - so nothing conclusive… </li></ul><ul><ul><li>Need to study benefits of use in more detail </li></ul><...
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Jisc M@1 Presentation V2

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Jisc M@1 Presentation V2

  1. 1. Podcasting for Education Podcasts as Student Assignment Phil Scown [email_address]
  2. 2. Introduction <ul><li>Overview </li></ul><ul><li>Context </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>Final level Human Factors elective </li></ul><ul><ul><li>Choice between written or video assignment </li></ul></ul><ul><li>The video 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 Context
  4. 4. <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: </li></ul></ul><ul><ul><li>laptops, iPods, mobile phones </li></ul></ul>Rationale: 1
  5. 5. <ul><ul><li>Build a “learning community” - </li></ul></ul><ul><ul><ul><li>This year’s student cohort become </li></ul></ul></ul><ul><ul><ul><li>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: 2
  6. 6. <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
  7. 7. <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>Outcomes: 1
  8. 8. <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… </li></ul></ul><ul><ul><li>… scoring about 5 marks more previous assmt. </li></ul></ul>Outcomes: 2
  9. 9. <ul><li>Early days - so nothing conclusive… </li></ul><ul><ul><li>Need to study benefits of use in more detail </li></ul></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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