Audio Transformation

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This presentation accompanied a workshop I ran for the Podcasting for Pedagogic Purposes Special Interest Group at the University of Bath in Nivember 2009. During the workshop participants were asked to review some principles for audio-enhanced pedagogy. These have been revised and appear in these vslides.

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Audio Transformation

  1. 1. Audio Transformation<br />audio voices as catalysts in a refreshed learner-centred curriculum<br />Andrew Middleton<br />Sheffield Hallam University<br />PPPSIG workshop, University of Bath, 11 November 2009<br />
  2. 2. Abstract<br />Podcasting would appear to provide an ideal tool for knowledge transmission. However, it will be argued that the greater opportunity for education is its use as an engaging and formative device for developing learner articulation and self-efficacy and as a tool for connecting the learner to the authentic digital voices beyond the classroom. This active session will draw out good pedagogic examples from all of those present, building upon some principles that will be used to seed the session.<br />
  3. 3. Principles informing audio transformed pedagogy<br />General statements of what we hold to be true and useful (revised following the workshop)<br /> <br />Students and teachers value the personal connectivity that the recorded voice affords<br />Students learn by articulating their understanding to themselves and others<br />Students value learning activity that is meaningful to them<br />Students can learn from independent and social enquiry and problem-solving<br />Neither knowledge nor learning is static, resulting from negotiated and interpreted changing information<br />Teachers value being able to make personal interventions in order to encourage, direct, and challenge their students in facilitating learner-centred pedagogy<br />Recorded digital audio increases access to the voices of teachers, peers, experts and publics<br />Recorded digital audio allows for engagement that is not constrained by time, place and traditional methods<br />The act of reviewing information, argument and conversation reveals deeper levels of understanding<br />
  4. 4. Media Intervention<br />&quot;Basic to all higher psychological processes, however, is mediation, that is, the use of some intervening instrument or tool between stimulus and response.&quot; (Asnin 1941) <br />If learning occurs through the use of media, then that learning is caused by the instructional method and not the media per se. (Clark 1994) <br />Media is used to initiate and facilitate learning through short, timely interventions that are designed to orientate, motivate, and challenge the learner. In this way media informs learner activity and reflection, contrasting with the traditional view of media that is employed to transmit knowledge.<br />Asnin, V. I. (1941/1979-1980) The development of visual-operational thinking in children. Soviet Psychology, 18(2), 23-36<br />Clark, R. E. (1994) Media will never influence learning. Educational Technology Research and Development, 42 (2), 21<br />
  5. 5. Feedback on ideas<br />Those attending the session reviewed 176 ideas for how audio might be used to enhance a learner-centred curriculum.<br />

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