Presentation Andrea Gorra Hea ics conference 09

Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Foundation Levels

Dr Andrea Gorra, Dr Philippa Trevorrow

Centre for Excellence in Teaching and Learning – Active Learning in Computing & Faculty of Information and Technology,

Leeds Metropolitan University, United Kingdom

Presented at HEA ICS Conference , August 09, University of Kent at Canterbury

AUDIENCE’S PODCASTING EXPERIENCE

Have you ever

Downloaded any audio/video podcasts to a mobile player (e.g iPod, phone) via rss/iTunes ?

V iewed any podcasts via a web browser?

Produced audio and / or video podcasts for assessment, teaching and learning?

Dr Andrea Gorra, Leeds Metropolitan University, UK

Podcasting to support Excel skills development

1. Module A: Foundation level, i.e. on a pre-university course (approx 130 students)

2. Module B: Undergraduate Level 1, HND (approx 180 students)

3. Module C: Undergraduate Level 1 BA (Hons) (approx 470 students)

[780 total student numbers; not accounting for non-attenders]

Modules A & B -> only labs, Module C -> labs + lecture

11 Podcast episodes produced Excel podcast episode Length of podcast (minutes) Getting started 01:36 Updating Formula Results 01:24 Dates Times 01:58 Auto Fill with Cell References 02:40 Auto Fill 4 Formulas 02:32 COUNT IF Function 01:51 VLOOKUP 05:28 IF Function 02:41 Creating Charts 03:19 SUM IF 01:59 AutoFill Insert Col 01:08

Why Podcasting?

-> Podcasts offer flexibility, any time, any place

-> Relatively low-cost to produce + reusable

PODCASTING ≠ VIDEO STREAMING

Podcasting = the production, distribution and automatic download of audio/video data from a publisher to a subscriber over the internet

RSS 2.0 feed ( R eally S imple S yndication)

Variety of formats (video, mp3, slides)

Dr Andrea Gorra, Leeds Metropolitan University, UK Available via VLE and podcast server Watchable on PC/laptop and also iPod

PROCESS OF PODCASTING

Creation of podcast: Audio (mp3) or video (.mp4, .mov, .m4v) recording

[audio/video capturing & editing software needed]

Distribution of podcast

upload to server

Feed location (i.e. URL ) to audience

Download by subscribers (e.g. via Apple iTunes or iGoogle)

Evaluation

Aim was to evaluate use of podcasting considering pedagogic and technical issues.

Short (online) survey (10 questions) offered to students after they completed the excel section of the module

Data collection: - Module A : VLE, - Module B : Survey monkey, - Module C : Module evaluation (paper-based), incl. additional questions.

Access statistics via VLE to identify how many times podcasts were downloaded

Findings

Surveys response rates:

- Module A (53 out of 130 students) 41% return rate;

- Module B (66 out of 180 students) 37% return rate;

- Module C (86 out of 470 students) 18% return rate.

Dr Andrea Gorra, Leeds Metropolitan University, UK Student numbers = students assigned to module ≠ students attending

MODULE A (Foundation Level) Dr Andrea Gorra, Leeds Metropolitan University, UK - 64% of respondents: podcasts were ‘useful’ or ‘very useful’. - 56% of respondents would like similar podcasts in other modules. Excel podcast episode Visits Length of podcast (minutes) Getting started 58 01:36 AutoFill Insert Col 41 01:08 Creating charts 35 03:19 Dates Times 25 01:58 TOTAL 159 Shown in class by tutor 130 students

MODULE B (Undergraduate Level 1 HND)

79% thought the podcasts were ‘fairly’ or ‘very easy’ to view

only 1.5% viewed them on their iPod (as stated in questionnaire)

74% thought podcasts aided better understanding the information

26% used them if they happened to miss the lecture or tutorial.

83% would like to have similar podcasts for other modules .

Dr Andrea Gorra, Leeds Metropolitan University, UK Excel podcast episode Visits Length of podcast Getting started 136 01:36 Updating Formula Results 70 01:24 Dates Times 62 01:58 Auto Fill with Cell References 46 02:40 Auto Fill 4 Formulas 45 02:32 COUNT IF Function 44 01:51 VLOOKUP 43 05:28 IF Function 37 02:41 Creating Charts 29 03:19 SUM IF 25 01:59 AutoFill Insert Col 7 01:08 Total 544 180 students

MODULE C (Undergraduate Level 1 BA (Hons))

23% stated in written feedback that excel component was an element of the module they enjoyed the most .

Out of the total number of viewings, 673 hits (77%) occurred the week leading up to the module exam

In addition the podcasts were viewed 15 times the week before the reassessment module exam which was sat by 20 students

Dr Andrea Gorra, Leeds Metropolitan University, UK Excel podcast episode Visits Length of podcast Getting started 198 01:36 Dates Times 101 01:58 COUNT IF Function 93 01:51 Updating Formula Results 91 01:24 Auto Fill 4 Formulas 83 02:32 AutoFill Insert Col 74 01:08 IF Function 60 02:41 VLOOKUP 59 05:28 SUM IF 58 01:59 Auto Fill with Cell References 54 02:40 Total 871 470 students

Conclusion

Podcasts seemed to be a popular learning resource (novelty factor?)

Used for exam revision (Module C)

Very few students used iPods to access podcasts (podcasting ≠ mobile learning)

Appreciated by non-native English speakers

! Need to ensure that

Podcasts can be accessed quickly + easily

Integrate into class activities to allow students to benefit more consistently

Future Research

Repeat of study for 2009/10 with same modules

Use of podcasts by international students

Investigate student preferences of podcast access (web browser vs. mobile device)

QUESTIONS? COMMENTS? Dr. Andrea Gorra Leeds Metropolitan University, UK A.Gorra @ leedsmet.ac.uk Dr. Pip Trevorrow Leeds Metropolitan University, UK P.Trevorrow @ leedsmet.ac.uk Some references