Educational Podcastinga learner-centred, collaborative opportunityAndrew MiddletonSenior Lecturer in Creative DevelopmentPlease be aware you will be taking part in various recordings during this session

My contextAcademic innovation with digital audioEducational developer Teacher of disruptive technology in JournalismPodcasting for Pedagogic Purposes SIGCreative Voices book – communal explorationInfrastructure (human and technical systems) for digital mediaOrganising ‘A Word In Your Ear’ conference on audio feedback

Drop the e?Response to John Connell, YesBecause 2.0 is about a creative process of transforming learning, not creating an adjunct to it.Actively involving people in redefining learning is an opportunity for a social construction of what 21st century learning can be.

It’s difficult though...When faced with a totally new situation, we tend to always attach ourselves to the objects, to the flavor of the most recent past. We look at the present through the rear-view mirror. We march backwards into the future.McLuhan and Fiore, 1967

My challenge thereforeWhat can we usefully do now that we couldn’t do before?Working together, creatively inventing theblended, extended learning environmentImagining what’s round the next corner(cover the rear-view mirror!)

Starting pointEffective technology-enhanced applications are usually active, constructive, intentional, authentic and collaborative (Jonassenet al. 2003)Learner-centred, autonomousi.e. Meaningful...and fun!How can a medium historically associated with information transmission transform pedagogy to facilitate engaging ‘noisy thinking’ for the C21st curriculum?

Audio (and a-learning) in the 2.0 ethos*O'Reilly, T. (2005). What Is Web 2.0? - design patterns and business models for the next generation of software.Available online at: http://facweb.cti.depaul.edu/jnowotarski/se425/What%20Is%20Web%202%20point%200.pdflast accessed 26/03/07

Gets betterwith useHackabilityRich userexperienceCreativeadaptableflexiblePerpetual betaGets betterwith use- asynchronousTrustyour usersRich userexperienceNot preciousTrustyour users – they're centralThe Long TailNiche audiencea-learning2.0GranularcollectionsRemixGranularRemixPlayVariedperspectivesas dataPlayImmediate, emergent notpredeterminedSmall pieceslooselyjoinedVoices nottechnologyData as theIntel InsideWeb 2.0Small pieceslooselyjoinedEmergent notpredeterminedAttitude nottechnology

Therefore audio appears to fit well with the notion of active, constructive, intentional, authentic and collaborativeandautonomous, learner-centredpedagogy

Drop the ‘a’ now?!Yes, of course!

What’s new?Recordhighly accessible technology

The Mic is Mightier than the PenJournalism module (e.g.)Large cohort - 230Tutor team conversational summary (could involve learners just as easily);Student seminar discussion captured and shared from pollination across seminar groups;Expert voices – the real world comes in;Audio and screencast feedback: timely and meaningful;Assignment briefs and cognitive challenges;etc

Audio Active5 minute audio breakout – touch the technologySee handout for instructionsAudio links will be posted to NingMedia Chairs – a circular structured discussion of 10 peopleGroup summary of a-learning – briefly discuss, then record a 2 min summary for people not hereInterview the experts – find someone who has presented(Roving reporter)

Discussion: active, authentic, audioRoving reporterQs for me or my Qs for you:Do lectures fit into the active, authentic, audio a-learning 2.0 ethos?What voices would you bring into your learning environment and why?Design principles for user-generated audio content?What needs to be in place (strategic, human and technical infrastructure)?