• Save
How I Tunes U And Podcasting Are Transforming The Academic Experience?
Upcoming SlideShare
Loading in...5
×
 

How I Tunes U And Podcasting Are Transforming The Academic Experience?

on

  • 1,152 views

 

Statistics

Views

Total Views
1,152
Views on SlideShare
1,151
Embed Views
1

Actions

Likes
0
Downloads
0
Comments
0

1 Embed 1

http://www.slideshare.net 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

How I Tunes U And Podcasting Are Transforming The Academic Experience? How I Tunes U And Podcasting Are Transforming The Academic Experience? Presentation Transcript

  • How iTunes U and podcasting are transforming the academic experience ?
  • Abstract
    • Today’s student population as digital natives who ‘think and process information fundamentally differently from their parents and were born in the digital age.
      • Always on line and always reachable through their PDAs, cellphones or laptops.
      • Have the power to locate knowledge anytime, anyplace, anywhere.
    • A learner experience which has to make big pressure on educators to meet the expectations of students.
    • Educators have accepted that
      • lecturing to their students is not enough so
      • use Blackboards in order to communicate
      • form Facebook groups
      • show lecture related films from internet to appeal and educate their students.
    • Not enough to fully engage the students, offer them the flexibility in their study life.
    • Using the communication media with which the students are already familiar and proficient can be an opportunity for educators and institutions.
    • The integration of mobile devices will offer true flexibility for the students and fit in with their digital lifestyle.
    • Mobile learning is reshaping the educational experience.
    • Used to use the term e-learning for learning from a distance but learning no longer happens only at a desk.
    • Worldwide reputable universities are using podcasting via Itunes University created by Apple Inc. This essay aims to examine how the Turkish young generation may use podcasts as lectures and how the Turkish universities should use them in order to appeal this new media generation.
  • History of Distance Learning
    • First Generation (late 19th, early 20th century)
      • Print based correspondence courses.  
    • Second Generation (1960’s through to the 1980’s)
      • Radio and TV broadcast technology.  
    • Third generation (1980’s to early 90’s)
      • Computer based learning, teleconferencing , videoconferencing, audio/video tapes, multimedia CD-ROM’s.
    • Fourth Generation (early 90’s to late 90’s)
      • Interactive multimedia, Access to Internet resources and computer mediated communications (e.g. asynchronous discussions).
    • Fifth Generation (late 90’s to mid 2000’s)
      • In addition to fourth generation delivery technologies, this generation includes the use of automated response systems (e.g. email, online tests) and Virtual Learning Environments to access institutional processes and resources. 
    • Sixth Generation (mid 2000’s – current)
      • Web 2.0, Mobile and Synchronous technology: Much improved communications. A diverse set of tools to facilitate more active, participatory and collaborative learning. Connectivity
    View slide
  • New Generation cellphone laptop While watching tv View slide
  • What is Podcast?
    • First launched in 2001, the iPod is a brand of portable media player designed and marketed by Apple computers.
    • This was an innovative tool in order to control the illegal mp3 usage in music industry.
    • Podcast both as an audio and video podcast. Podcasts even though the name ‘pod’ refers to ipod, can be watched or listened via other mp3 players, some PDAs and of course on pcs.
    • Students are already coming to school with portable computers and devices such as an iPhone, iPod, mp3 player or laptop in hand. So they’re used to gathering information on the web, getting their email, watching lectures, getting directions anytime, anywhere .
    • We think that they will be more than satisfied to have their lectures, additional notes or educator’s notes mobile as well. Students like engaging, customized lectures when it’s delivered on their iPod or pc (laptop). It’s a familiar and essential part of their lives. Audio and video podcasts let students study at their own pace, wherever and whenever they want.
  •  
  •  
  • What is Itunes U?
    • Itunes University where most of the reputable universities are on-created by Apple Inc.
    • In order to get the Access to the Itunes U (Itunes University where most of the reputable universities are on), a student should only have to download Itunes and get an account. Then comes the information directly from the University. The associated term ‘vodcasting’ refers to those podcasts that include video .
  •  
    • In higher education,
    • Podcasting and vodcasting are effective means for encouraging the development of collaborative learning (Ractham and Zhang, 2006),
    • Which reflects the development of social networks in a diverse society, and meets the needs of students with different learning styles (Alexander, 2005)
    • and those who like to learn ‘ on the go ’ (Lim, 2005).
    • Learning ‘on the go’ facilitates a process of time-shifted learning, so learners can choose when and where they wish to learn (Chan and Lee, 2005).
  •  
  • Who are on Itunes U?
  •  
  • How to be in Itunes U?
    • If the institution wants to allow access only to members of its campus, it can host its own password-protected iTunes U site.
    • This enables the university to create and manage the content available on the site, while controlling who can access and download resources from it.
    • Or the university can have the option of making its the course material available to all iTunes visitors
    • Many schools choose to create both an internal site with a greater amount of course materials available exclusively to enrolled students with a user account and password; and an external site that provides a publicly accessible subset of those resources.
  • Experience in Duke University IPods with all their first-year students during 2004 to support the delivery and learning of a range of subjects including foreign languages, music, engineering, humanities and the social sciences. The academic use of the iPod fell into five main categories: as a course content dissemination tool; as a classroom recording tool; as a field recording tool; as a study support tool; as a file transfer and storage tool. Podcasting as an educational medium (Blaisdell, 2006). They found that although students did agree that the provision of entire lectures through online media might lead to a drop in attendance, they were beneficial for revision, understanding, and they enhanced the course experience. (Educating an iPod generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use Vanessa Parson*, Peter Reddy, Jon Wood and Carl Senior)
    • Impact of e-learning on academics
    • Academic identities are defined by three key aspects:
      • the discipline; the institution; and a sense of the profession (Henkel 2000).
    • The effective utilisation of e-learning by academics requires a considerable shift both in skills and conceptions of learning and teaching.
    • Have to be skilled in the use of technologies,
    • A move from a teaching-centred paradigm that emphasises the transmission of expert knowledge by the academic to a learning-centred paradigm in which students become the discoverers and constructors of knowledge (Hartman, Dziuban and Brophy-Ellison 2007).
    • Impact of e-learning on academics
    • E-learning displacing the academic as knowledge expert
    • When invited to discuss their experiences of using e-learning,
    • They described how they recorded lectures for video streaming on demand and created resource banks of their own research outputs to distribute to their students on CD-ROM.
    • However, these resources were not intended to replace the academic presence; they were designed to augment their physical presence when they were not in contact with students in the classroom.
    • The campus experience, they believed, was the primary reason students came to this university and although technology had a role to play in that experience, face-to-face contact between the academic and the student was more important.
    • However, even their authority to regulate this face-to-face contact was being challenged by the rising demand from students to ‘get their money’s worth’ from their tutors
    • Impact of e-learning on academics
    • Identity as successful teachers
    • Teaching practices as successful face-to-face teachers,
    • Caring about their students’ progress
    • E-learning leading to loss of teacher presence
    • Previous research suggests that academic identity is developed in the classroom through interaction with students (Knight and Trowler 2001; Taylor 1999).
    • When these academics described taking even the first steps towards making greater use of technology in the classroom, for example, using presentation software, they expressed feeling a loss of control over their teacher presence.
  • Procedure
    • In order to examine the acceptability of podcast learning vs traditional learning (in the classroom, in the campus area) we will have two aspects of methodology:
        • Questionnaire for students and
        • interviews with lecturers. Then the methodologies will be examined throughly.
    • At the start of the first year course of a volueenteer faculty department course all students will be asked randomly assigned to one of two groups, each of which would use only one type of online material:
        • PowerPoint slides or
        • Podcasts.
  • Procedure
        • Students will be instructed to stay with their specific broadcast group and not to use any of the other broadcasts over the duration of the course, one semester.
        • Students should download the lecture automatically with their PDA s or laptops or by accessing the intranet and manually downloading the latest episode. At the end of the semester, a questionnaire will be uploaded onto the Blackboard for these students.
  • Sample Questionnaire
    • 1.Which broadcast were you originally assigned?
    • 2.Which broadcast did you use most of?
    • 3.Was the broadcast that you used easy to understand?
    • 4. How often did you use your broadcast?
    • 5. Should these broadcasts be available to all?
    • 6. Should all lectures be broadcast on the internet?
    • 7. Was the broadcast that you used useful?
    • 8. Did your broadcast add to your understanding of the topic?
    • 9. Do internet broadcasts mean you are more likely to stay away from lectures?
    • 10. Did the online material make for an acceptable substitute to the regular lecture?
    Loyalty & Preferance Ease of Use Qty of Usage Ease of Use Loyalty & Preferance Substitution
  • Budget
    • Budget
    • Questionnaire and Assessing 5,000 $
    • Interview 5,000 $
    • Getting on Itunes U 3,000 $
    • Podcasting a lecture for a semester 5,000 $
    • Miscellanous 2,000 $
    • Total Budget 20,000 $
  • Podcasts
      • Can enhance student motivation, enjoyment and learning
      • Can promote participation, collaboration and active learning
  • In the End
    • ITunes U and podcasting in general lets professors use technology to teach in a way they never thought possible.
    • Some professors can load students' presentations to iTunes U for the rest of the class to listen to and critique. Other instructors can use the service to load their own oral comments to students' coursework.
    • Previous research has identified that the impact of e-learning on the role of the academic requires ‘faculty members to think about themselves very differently as instructors, recognising the changes in the educational paradigm, engage in new kinds of activities, and reconsider the meaning of being an expert in technology’.
  • In the End
      • There is still a place for ‘old’ media. Opportunity to Build on current good practices.
      • Great opportunities, but it is a time for transition. There is a need to experiment in order to progress. New media needs to be introduced gradually.
      • For students more emphasis on active learning, participating and collaborating could be scary – guidance and time to orientate to a new approach is essential.
      • For teachers – it’s new too, they will need support to decide how best to use ‘new media’ and how to change teaching strategies.
      • ‘ New media’ technology is not controlled by the institution .
  • In the End
    • Resisting e-learning is in fact entirely an act designed to strengthen a relationship based on ‘being face-to-face’ with the students, despite the quality of that relationship due to the pressure of increased student numbers and changing student expectations. However, we have to be open minded and adapt to digital age’s changes and use podcasts in order to cope up with the new media generation.
  • In the End
    • As Turkish universities, we have to be podcasting
      • some podcasts as an introduction to courses
      • some free of charge - as soon as possible
      • in order to be innovative and protect our dignity and identity as a Professional institution.
    In the End
  • Who are on Itunes U? Why not?
  •  
  •