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A Non-Structured Approachto Using a Module Podcast<br />Andrew Middleton<br />
Outline<br />Description of how the module podcast in the Blackboard VLE allows the class to:<br />Connect to real world e...
Opportunity<br /> An interview with a friend about their experience of being broadcast on the Web without permission<br />...
Practice in making commitment to ideas based on independent study<br /> Recording of a class discussion following independ...
Audio assignment brief – more meaningful<br />Generic audio feedback recorded by tutor team and posted immediately to podc...
Access to expert voices:<br />Careers staff memberinformed the student assignment of professionalisation and online identi...
Audio Revision Notes:<br />5 key concept points > Guidance on how to respond > 5 points repeatedGuarantee that all student...
Currency and authenticity:<br />Extract from feature on BBC Radio 4 Today programme from that week<br />Link to a recordin...
Feeding back and feeding forward<br />Student group presentations<br />
Conclusion<br />Educational podcasting extends the learning environment in time and space<br />It complements and echoes c...
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A Non-Structured Approach to Module Podcasting

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A short presentation from the Media-Enhanced Learning Special Interest Group meeting at the University of Sunderland, 21/4/2010. It describes my opportunistic approach to using the module's podcasting channel rather than a designed approach.

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Transcript of "A Non-Structured Approach to Module Podcasting"

  1. 1. A Non-Structured Approachto Using a Module Podcast<br />Andrew Middleton<br />
  2. 2. Outline<br />Description of how the module podcast in the Blackboard VLE allows the class to:<br />Connect to real world experience and expertise<br />Reflect on their performance and the ideas of their peers<br />Review assignment briefings<br />Receive feedback<br />Highlight key concepts<br />Show their work<br />
  3. 3. Opportunity<br /> An interview with a friend about their experience of being broadcast on the Web without permission<br />Recording of the class discussion that followed<br />
  4. 4. Practice in making commitment to ideas based on independent study<br /> Recording of a class discussion following independent research and the viewing of a video in class<br />
  5. 5. Audio assignment brief – more meaningful<br />Generic audio feedback recorded by tutor team and posted immediately to podcast following last presentation<br />Extract from the Guardian’s podcast that week that was relevant to their current topic<br />
  6. 6. Access to expert voices:<br />Careers staff memberinformed the student assignment of professionalisation and online identity. Recorded at short notice.<br />Extract from US podcast that dealt with current topic (luck!)<br />
  7. 7. Audio Revision Notes:<br />5 key concept points > Guidance on how to respond > 5 points repeatedGuarantee that all students have had key concepts from key topics presented to them in preparation for exam following an experiential high activity approach<br />
  8. 8. Currency and authenticity:<br />Extract from feature on BBC Radio 4 Today programme from that week<br />Link to a recording made at a conference session I attended that covered the student topic<br />
  9. 9. Feeding back and feeding forward<br />Student group presentations<br />
  10. 10. Conclusion<br />Educational podcasting extends the learning environment in time and space<br />It complements and echoes classroom activity<br />Access to tutor, student, expert and public voices<br />Connects to professional voices, real world events<br />Highlights and emphasises key points<br />Opportunistic, flexible and very easy to do!<br />
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