distributed over the internet by syndicated download (2008, 'Knowledge Base' )
syndicated through RSS feeds
downloaded automatically by subscription
Delivered via Atom or RSS feeds (2009, 'Video Podcast ')
delivered by a stream or as a file
it may be relocated onto a portable media player such as a iPod
after subscription you are automatically updated
Restrictions of Podcasts and Vodcasts • Questions aren’t responded to in real time • A high internet connection and download limit is necessary to listen and view • Difficult to learn through just listening Restrictions of Vodcasts & Podcasts in Educational Contexts
Massachusetts Institute of Technology CASE STUDY
MIT Podcast & Vodcast Benefits • Easy to access/convenient • Complementary resource • Time-saving • Distance education • Repeat information until understood
Disadvantages & Challenges Of Vodcasts & Podcasts • Social interaction • Motivation • Attention span (Price et al. 2007) • Limited access to high-speed internet
Recommendations • Blended learning • Widely accessible high-speed internet • Break-up podcasts/vodcasts with bite sized chunks • Answer questions within a period of a day
Podcasts as a Lea rning Tool in Economics
Geraint Johnes, a student, has been creating podcasts and posting them weekly on a blog.
The service Feedburner was used to give the account an RSS syndicator.
This blog was given to other students to follow the podcast series via RSS feeds
Geraint produced a podcast series to research podcast impacts on education
Students download podcasts directly to iPod's as well as your PC.
This means a learning environment can be anywhere = personalize the way you learn.
Automatically delivered content is one of the major advantages
It saves time in many ways
The source is relevant to material
Software for distributing and receiving podcasts were free
A website is available for direct access of podcasts
Not all students have their own computers, internet access or iPods.
Most effective when podcasts were on a PC or iPod which unfortunately were a minority of students
Lack of visual presentation
Short attention span
EXA MPLE OF USE - VOD C AS T ING
Charles Sturt University uses vodcast to demonstrate key microbiological skills to their first year students.
35% of student accessed the vodcasts from the university network.
Beneficial for distance learners
Gives students the opportunity to pause and review content.
works well when presenting and discussing ideas, concepts and facts (MobileCast Media 2009)
useful for lectures and speeches when there is no visual references required
tone of a speakers voice can engage listeners more than plain text
Podcast costs less to produce in comparison to videos (Onlypodcasting.com 2009)
podcasting builds an audience via subscription
beneficial to the publisher as they don't need to distribute their content to the audience
allows the consumer to be in control of whether they want to receive the content and can un/subscribe anonymously.
Drives traffic to your website from aggregators such as iTunes.
It can be used as a form of advertising.
communicates more effectively with its use of imagery
found useful in teaching projections
supports consumers with slow connections
also builds an audience through subscription
has automatic distribution of new content
DISADVANTAGES AND CHALLENGES
Lack of reading material – books
Limited discussion between lecturer and learner – Q&A
Reduced attendance in class
Slow or no internet connection
Expensive to produce
Not suitable for hearing impaired students
Short attention span
REC OM M EN D AT IONS
Provide necessary tools- microphones, digital cameras, voice recorder
Teacher should ask question online.
High speed internet access
Encourage students to make their own podcast and vodcast.
Include podcast and vodcast in the delivery of the courses.
Covert the flash media learning object into format which is compatible with the media player.
Adjustable screen size
Teachers should help students develop habits using podcast & vodcast - create engagement and habitual audience
RE F E R E NC ES
Educational Vodcasting, 2009 ' Educational Vodcasting ', Peak Educational Consulting, viewed 20th March 2009 < http://educationalvodcasting.com/vodcastinglive.asp > Indiana University, 2008 Knowledge Base' University Information Technology Services , Indiana University, viewed 20th March 2009 < http://kb.iu.edu/data/arxx.html > Johnes, G. 2005, Case study: Podcasts as a Learning Tool in Economics , Lancaster University Management School, viewed 23rd March 2009 < http://www.economicsnetwork.ac.uk/showcase/johnes_podcasts.htm > MobileCast Media, 2009, Benefits of Podcasting and Web Video , MobileCast Media, viewed 26th March 2009 < http://www.mobilecastmedia.com/podcast-and-online-video-benefits.htm >
RE F E R E NC ES
Price, A., Gay, P.L., Searle, T. & Brissenden, G. 2007, ‘A History and Informal Assessment of the Slacker Astronomy Podcast’, Astronomy Education Review , vol. 5, no. 1, pp. 53-69 in Clark, S., Taylor, L. & Westcott, M. 2007, 'Using short podcasts to reinforce lectures', UniServe Science Teaching and Learning Research Proceedings, Sydney, Australia, pp. 22-27.
The Computer Language Company Inc. 2008, Podcast: Definition and additional resources from ZDNet , The Computer Language Company Inc., viewed 19th March 2009 < http://dictionary.zdnet.com/definition/Podcast.html >.