iPodium: Student Podcasting and Participatory Pedagogies By Tama Leaver The University of Western Australia

Introduction Podcasting: 20 million + unique podcast ‘shows’. Podcasting in academia (especially in the US, UK, Australia) primarily ‘profcasting’. Student podcasting showcase: iGeneration. (Amateur) podcasts = participatory culture = pedagogically valuable.

Podcasting: 20 million + unique podcast ‘shows’.

Podcasting in academia (especially in the US, UK, Australia) primarily ‘profcasting’.

Student podcasting showcase: iGeneration.

(Amateur) podcasts = participatory culture = pedagogically valuable.

Podcasting Goes to University Audio Recordings not new: in Australia streaming audio lecture recordings online since 1999 (Lectopia/iLecture system). 2005: Big push (esp US) into profcasting (Lectopia also ‘podcast enabled); large media reportage. (Iconic or pedagogic value?) Profcasting or Lectopia infrastructures means institutional technology already in place to support student podcasting.

Audio Recordings not new: in Australia streaming audio lecture recordings online since 1999 (Lectopia/iLecture system).

2005: Big push (esp US) into profcasting (Lectopia also ‘podcast enabled); large media reportage. (Iconic or pedagogic value?)

Profcasting or Lectopia infrastructures means institutional technology already in place to support student podcasting.

iGeneration: Digital Communication & Participatory Culture Sem 2, 2005: Communication Studies honours course; 5 students. Blog-based; collaborative curriculum. Open-source or free tools (Blogger, Audacity.) Podcasts hosted by Lectopia (nb: OurMedia.org etc. as alterative free hosts).

Sem 2, 2005: Communication Studies honours course; 5 students.

Blog-based; collaborative curriculum.

Open-source or free tools (Blogger, Audacity.)

Podcasts hosted by Lectopia (nb: OurMedia.org etc. as alterative free hosts).

The Podcast Assignment Construct an innovative digital audio programme of up to 45 minutes length which explores the medium of podcasting and critically engages with the idea of participatory culture in either the podcast itself or its exegesis. The programme can be of any genre or type, but must comply with copyright restrictions as the file will be made available publicly online. http://i-generation.blogspot.com/2005/10/major-podcast-assignment.html

Construct an innovative digital audio programme of up to 45 minutes length which explores the medium of podcasting and critically engages with the idea of participatory culture in either the podcast itself or its exegesis. The programme can be of any genre or type, but must comply with copyright restrictions as the file will be made available publicly online.

http://i-generation.blogspot.com/2005/10/major-podcast-assignment.html

The actual student-created podcasts: Tombcast Testimonial (‘godcast’). Simpsons podcast. ‘ The Rich and the Rural.’ Take a look: http://i-generation.blogspot.com

Tombcast

Testimonial (‘godcast’).

Simpsons podcast.

‘ The Rich and the Rural.’

Participatory Pedagogies… We need to work out how we can teach …in a distributed, collaborative environment, because this is the environment our students are going to live in. Network literacy means linking to what other people have written and inviting comments from others, it means understanding a kind of writing that is a social, collaborative process rather than an act of an individual in solitary. It means learning how to write with an awareness that anyone may read it: your mother, a future employer or the person whose work you’re writing about. Jill Walker, ‘Weblogs: Learning in Public’, On the Horizon , 13, 2 (2005): 112-118, reproduced at http: //jilltxt . net/txt/Weblogs-learninginpublic . pdf ,

We need to work out how we can teach …in a distributed, collaborative environment, because this is the environment our students are going to live in. Network literacy means linking to what other people have written and inviting comments from others, it means understanding a kind of writing that is a social, collaborative process rather than an act of an individual in solitary. It means learning how to write with an awareness that anyone may read it: your mother, a future employer or the person whose work you’re writing about.

Jill Walker, ‘Weblogs: Learning in Public’, On the Horizon , 13, 2 (2005): 112-118, reproduced at http: //jilltxt . net/txt/Weblogs-learninginpublic . pdf ,

Participatory Pedagogies… Creative literacies: The ability to experiment with technology in order to create and manipulate content that serves social goals rather than merely retrieving and absorbing information. - Jean Burgess, ‘Blogging to Learn, Learning to Blog’ in Axel Bruns and Joanne Jacobs, eds, Uses of Blogs , New York: Peter Lang (2006): 107.

Creative literacies: The ability to experiment with technology in order to create and manipulate content that serves social goals rather than merely retrieving and absorbing information.

- Jean Burgess, ‘Blogging to Learn, Learning to Blog’ in Axel Bruns and Joanne Jacobs, eds, Uses of Blogs , New York: Peter Lang (2006): 107.

Are podcasts bloggy? Adrian Miles: the “blogness” of podcasts? Embed in a ‘blog’ course context. Cut’n’paste is possible (just slower) Audio comments (same method or Odeo.com). (A pedagogical solution if not a technological one.)

Adrian Miles: the “blogness” of podcasts?

Embed in a ‘blog’ course context.

Cut’n’paste is possible (just slower)

Audio comments (same method or Odeo.com).

(A pedagogical solution if not a technological one.)

Participatory pedagogies … Producing public/social media = more stress but more thorough. Peer awareness and evaluation structured into participatory formats (eg amateur podcast shows). Increased student engagement (with each other, community etc.) - possible ‘re-use’ for students and for the course. Producing media = increased critical awareness (many examples of podcast production and consumption ‘visible’ online).

Producing public/social media = more stress but more thorough.

Peer awareness and evaluation structured into participatory formats (eg amateur podcast shows).

Increased student engagement (with each other, community etc.) - possible ‘re-use’ for students and for the course.

Producing media = increased critical awareness (many examples of podcast production and consumption ‘visible’ online).

Why audio? Tackling sound before video focuses on a parts before the whole. Legally re-usable samples and music more widely available (Creative Commons, Podsafe Music, etc.) Open-source tools the ‘norm’ for many podcasters ( Audacity ). Produced ‘media’ is often more impressive in creative folios, etc.

Tackling sound before video focuses on a parts before the whole.

Legally re-usable samples and music more widely available (Creative Commons, Podsafe Music, etc.)

Open-source tools the ‘norm’ for many podcasters ( Audacity ).

Produced ‘media’ is often more impressive in creative folios, etc.

Two Possible Drawbacks… While text-based participation (eg blogs) may encourage students from non-English speaking backgrounds, audio podcasts may heighten any existing self-consciousness about verbal expression. Marking time for time-based media (harder to ‘skim’ audio).

While text-based participation (eg blogs) may encourage students from non-English speaking backgrounds, audio podcasts may heighten any existing self-consciousness about verbal expression.

Marking time for time-based media (harder to ‘skim’ audio).

Conclusions … Participatory culture in the university setting leads to participatory pedagogies. (Life-long learners; community as mentors.) iPodium (iPod + Podium): Just as students ‘own’ iPods, they can also own the digital podium in creative and innovative ways. Not just the iListen of ‘profcasting’, but iCreate at the iPodium.

Participatory culture in the university setting leads to participatory pedagogies. (Life-long learners; community as mentors.)

iPodium (iPod + Podium): Just as students ‘own’ iPods, they can also own the digital podium in creative and innovative ways. Not just the iListen of ‘profcasting’, but iCreate at the iPodium.

References Brittain, Sarah, Pietrek Glowacki, Jared Van Ittersum, and Lynn Johnson, ‘Podcasting Lectures’, Educause Quarterly , 29, 3 (2006): 23-31. Burgess, Jean. ‘Blogging to Learn, Learning to Blog’ in Axel Bruns and Joanne Jacobs, eds, Uses of Blogs , New York: Peter Lang (2006): 105-114. Campbell, Gardner. ‘There’s Something in the Air: Podcasting in Education’, Educause Review , 40, 6, November/December (2005): 32–47, http://www. educause .edu/apps/er/erm05/erm0561.asp iGeneration: Digital Communication and Participatory Culture [Course Blog], http://i-generation.blogspot.com/ Miles, Adrian. ‘A Vision for Genuine Rich Media Blogging’ in Axel Bruns and Joanne Jacobs, eds, Uses of Blogs , New York: Peter Lang (2006): 213-222. Walker, Jill. ‘Weblogs: Learning in Public, On the Horizon , 13, 2 (2005): 112-118, reproduced at http: //jilltxt . net/txt/Weblogs-learninginpublic .pdf.

Brittain, Sarah, Pietrek Glowacki, Jared Van Ittersum, and Lynn Johnson, ‘Podcasting Lectures’, Educause Quarterly , 29, 3 (2006): 23-31.

Burgess, Jean. ‘Blogging to Learn, Learning to Blog’ in Axel Bruns and Joanne Jacobs, eds, Uses of Blogs , New York: Peter Lang (2006): 105-114.

Campbell, Gardner. ‘There’s Something in the Air: Podcasting in Education’, Educause Review , 40, 6, November/December (2005): 32–47, http://www. educause .edu/apps/er/erm05/erm0561.asp

iGeneration: Digital Communication and Participatory Culture [Course Blog], http://i-generation.blogspot.com/

Miles, Adrian. ‘A Vision for Genuine Rich Media Blogging’ in Axel Bruns and Joanne Jacobs, eds, Uses of Blogs , New York: Peter Lang (2006): 213-222.

Walker, Jill. ‘Weblogs: Learning in Public, On the Horizon , 13, 2 (2005): 112-118, reproduced at http: //jilltxt . net/txt/Weblogs-learninginpublic .pdf.