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Podcasting for mobile learners - exploiting opportunities
 

Podcasting for mobile learners - exploiting opportunities

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Keynote presented at the Durban University of Technology (DUT) e-Learning Festival 18 November 2010.

Keynote presented at the Durban University of Technology (DUT) e-Learning Festival 18 November 2010.

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    Podcasting for mobile learners - exploiting opportunities Podcasting for mobile learners - exploiting opportunities Presentation Transcript

    • Podcasting for mobile learners: exploiting opportunities
      A/Prof. Dick Ng’ambi
      Centre for Educational Technology
      University of Cape Town
      Keynote presented at the DUT e-Learning Festival held at the Durban University of Technology
      17-19 November 2010
    • SMS Questions on Today’s lecture
      Our course is called: edn6099
      Today’s lecture is number 7
      It’s a big class
      Our short code is: 31642
      Text as I lecture (during), and text as you listen to the podcast (post-lecture)
      Edn6099-7 + [type your question]
      e.g. Edn6099-7 + How is the weather in Durban?
    • Background
    • Global Literature on m-learning
      Mobile phones connectivity vs. non-connected devices
      Desktop experience is extended through mobile learning (both connected / non-connected)
      Opportunity: Leverage classroom activity/ interaction
      Devices with no connectivity have not proved popular or sufficiently useful (FutureLab Handbook, 2006)
      Opportunity: Use MP3 players and iPods along side mobile phones
      Most mobile devices are not integrated into institutional networks
      Opportunity: Link students with educators & peers, mobile devices with learning
      Significant blurring of distinction between mobile phones and data-centric handheld devices e.g. PDAs (Becta, 2004)
      Opportunity: design learning activities that are device, space, time and distance independent
    • SA ICT Indicators
      Note: These statistics focus on devices / tools and not on what they are used for
      ITU website
    • Content
      Connectivity
      Interactivity
      Pedagogy
    • Content
      Connectivity
      Interactivity
      Pedagogy
      • Server: site archiving and storing podcasts
      8
      Podcast Servers
    • Record a podcast directly from a mobile phone
      Provide Internet access to MP3 of your voice messages
      9
      Using Mobile Phones to Podcast
    • MINGLING / INFORMAL AREA
      ON BUS TO / FRO CAMPUS
      Learning resources / collective knowledge
      COMPUTER LAB
      STUDY ROOM / LIBRARY / RESIDENCE
    • RSS feed to mobile devices
    • 12
      Challenge
    • Text as expression of thought
      13
    • Technology Mediated Expression
      14
    • 15
      Transformation of mind
    • Three reasons for using podcasts are:
      making learning more flexible
      increasing the accessibility of learning materials
      enhancing students’ learning experiences (McGarr, 2009)
      16
      Podcasting and Learner Mobility
    • Case Study (Undergraduate)
      Pedagogy
      Information Systems Dept
      2008-MP3
      • 428 1st year students (28 tutors)
      • Lectures; theory/prac in lecture theatre
      2009-MP4
      • 608 1st year students (44 tutors)
      • Lectures; theory/prac in computer lab
      Podcasts in pedagogy loosely coupled
      Didactic teaching approach
      Learner choice and flexibility high
    • Case Study (Postgraduate)
      Pedagogy
      Graduate School of Humanities; School of Education
      2008
      • 16 postgraduate students
      • 8 week module (4-7PM Tues & Thurs)
      2009
      • 18 postgraduate students
      • 1 week block release module (Mon-Sat)
      Podcasts in pedagogy tightly coupled
      Reflective learning teaching approach
      Learner choice and flexibility medium
    • Teaching Strategies for Podcast
      Comparing Teaching Approaches
      19
    • Undergraduate course in the Faculty of Commerce at the University of Cape Town
      Lecturers recorded their lectures, and uploaded the audio files on the course site on the LMS
      The total number of students was 411
      Most of the students commuted to campus and had no access to Internet when away from the campus.
      20
      Context (Undergraduate Experience)
    • Mobility was between home (without Internet connection); buses, campus, computer laboratories and classroom
      Time for socialisation and engagement with peers was also limited
      Mobile learners traversed high broadband Internet empowered environments (campus) to zero or expensive connectivity (home)
      21
    • Action Research approach
      An ethnographic method
      Two types of recording were done: a scheduled live lecture and a practical briefing
      Practical briefing involved details of what students were to do in the lab that week
      22
      Methodology
    • A total of six lecturers gave lectures over the course of the semester
      Five lecturers agreed to have their lectures recorded
      None of them had any prior experience with using podcasting to support student learning
      23
    • Students choosing not to use the course site to access the podcasts
      Access via RSS feed: 44
      Access via course site: 242
      Access via RSS feeds and via LMS accounted for 10.7% and 58.9% respectively.
      Some students were already exposed to the technology via music downloads.
      24
      Observations
    • 286 students accessed podcasts, more than half the total number of students registered for the course.
      69.6% of students registered for the course accessed the podcasts at least once
      Some files were downloaded more than once by the same user
      which indicates that students do not listen to each and every lecture. They might listen to some lectures more than once.
      25
    • Some students report not being aware of the availability of podcasts at the time of administering the questionnaire.
      Some students felt that the podcasts need video in order for them to be effective and so did not use the audio files, others used the slides and textbook only and some students forgot about them while others never thought of using them.
      26
    • Some of the ways in which the podcasts were found to be useful in learning include:
      enabling students to gain a better understanding as they reviewed what was said by lecturers
      an effective way of grasping concepts at one’s own pace
      helpful when classes weren’t specific
      27
    • Students may not be downloading and keeping the files for later reference, but rather download as and when they need to use them.
      Number of times users accessed podcasts:
      less than 5 (35%)
      Between 5-10 (47%)
      Greater than 10 (17%)
      28
    • Principle reason for using podcasts is to give students additional resources that they can use for study and reference purposes.
      Using the latest technology for learning purposes is meant to give students a choice in what resources they use to meet their needs.
      Lecturers report that the time spent on consultation and lecture preparation is not affected by the availability of podcasts.
      29
    • Improved attendance. Previously, this component suffered declining attendance resulting in poor student performance in the exam.
      Podcasts revamped the course, increased student attendance:
      The podcasting worked very well as I was able to construct notes from the lectures after the lectures were finished. (extracts from 2009 course evaluation)
      30
    • Discussion
      Challenges of Producing Podcasts
      Inability of the microphone to pick up the students’ voices when they were speaking.
      Filtering out outside noise also posed a significant challenge.
      31
    • Recording equipment
      Recorder was easy to use as well as small enough for the lecturers to carry around in their pocket.
      Technical problems experienced were accidental switching off the recorder as the lecturer moved around and interference with the sound system in the venue, which resulted in poor sound quality.
      32
    • Recording and Editing Audio Files
      reduce the size of the files to enable students to download on small-cost playback devices.
      The advantage of low-sized files was that the few students with iPods were not privileged at the expense of those who did not.
      33
    • 34
    • Knowledge construction
      Content
      Connectivity
      Cognition
      Learning Design
      Interactivity
      Pedagogy
      Sociology of knowledge
    • Knowledge construction
      Open Source
      Mobile Devices
      Content
      Connectivity
      Cognition
      Learning Design
      Interactivity
      Pedagogy
      Free Software
      Social Media
      Sociology of knowledge
    • Recommendations 1 of 4
      Designing tasks for learning while on the move requires both educators and instructional designers to focus on the medium view of mobile devices
      Aligning pedagogical goals with affordances at medium view level draws on existing device uses, reduces the learning curve and engages learners
    • Recommendations 2 of 4
      Ensuring that none of the learners are excluded, use a tools view to determine type of devices that learners have
      Don’t develop learning tasks that requires an iPhone when learners don’t have the device or a wap application when only a handful of learners have wap-enabled phones
    • Recommendations 3 of 4
      Design learning activities that combine the rigidity of lecture schedules, fixed desktops, learner mobility and ubiquitous technologies
    • Recommendations 4 of 4
      Leverage institutional LMS with popular social media so as to:
      Maximize use of tools
      Provides multiple ways of accessing content and social networking
      Value of using ubiquitous tools
      No additional costs in acquiring & training students to use new tools
      Ensures more equitable access to content
    • Discussion
      Answer SMS Questions
    • Useful Resources
      Search Engines And Directories For Podcasts.
      http://www.podcast411.com/page2.html (reflects numerous directories)
      http://www.vodstock.com/vodstock/vodcast-directories.php (listing video podcasts and “vlog” directories as of Nov. 10, 2005)
      http://podcasts.yahoo.com/
      http://www.podcast.net/
      http://www.podscope.com/
      http://search.singingfish.com/sfw/home.jsp
      http://www.podcastalley.com/index.php
      http://www.digitalpodcast.com/
      Podcatcher Programs.
      A list is available at: http://en.wikipedia.org/wiki/List_of_Podcatchers
      Finding Podsafe Content.
      http://creativecommons.org/
      http://www.audiofeeds.org/
      http://music.podshow.com/ (the podsafe music network)
      http://www.podsafeaudio.com/
      http://www.ipodarmy.com/2005/06/how-to-find-podsafe-music/ (how-to article)
      http://www.magnatune.com
      http://promonet.iodalliance.com (a service from IODA (Independent Online Distribution Alliance) that offers podcasters, and others access to thousands of pre-cleared tracks from independent record labels)
      http://www.pumpaudio.com/index.html (proper licensing of independent music for use in advertising, television, film and the web)
      http://www.garageband.com/htdb/feed/partners.html (music supplier with large catalog of CC music)
      http://www.gcast.com (free and simple service that provides entire GarageBand catalog that is podcast safe)
      Sourced from: http://wiki.creativecommons.org/Podcasting_Legal_Guide
    • Thank you
      Contact details:
      Dick Ng’ambi
      Centre for Educational Technology
      Dick.Ngambi@uct.ac.za
      Skype Id: dngambi
      43