Podcasting Workshop 2010<br />By Dick Ng’ambi & Shihaam Donnelly<br />
Introduction<br />Welcome<br />Introduce yourself!<br />Name<br />Brief background<br />Why he/she is attending the worksh...
Workshop Layout<br />Programme of activities<br />Podcasts and Podcasting DefinedDiscussion on the definitions of podcast ...
Definition<br />…inspired by the Apple Computer Corporation’s iPod – a portabledigital audio player which allows users to ...
…refers to any software and hardware combination that allows automatic download of audio files (most commonly in MP3 forma...
Interconnecting learning spaces; lecture theatre, the field, laboratory, seminar room, personal workspaces and learning ma...
Podcasting and Learning<br />Power of audio over text<br />Listening as opposed to reading<br />Learning while away from t...
Educational uses<br />Lectures – for listening again; or extension<br />Supplementary learning resources<br />Collaborativ...
Podcasting for effective 	learning<br />Decide the pedagogical rationale and the driver<br />Select the medium (audio only...
Decide on reusuability<br />Choose length<br />Select style (presentation, interview, dialogue)<br />Decide on framework o...
http://www.impala.ac.uk/outputs/model.html<br />
How to plan a Podcast<br />Choose a topic<br />Develop segments for use across episodes of your podcasts<br />Create a pla...
Choosing a topic<br />Most successful Podcasts are about a specific topic. Choose a topic you’re knowledgeable and passion...
Developing show segments<br />Opening<br />An intro to your podcast<br />Stories or features<br />Issues in the episode<br...
How to record a Podcast<br />Recording all at once<br />You hit record button, record from start to finish. <br />Easier b...
Creating, Editing and Publishing Podcasts<br /><ul><li> How to create a podcast using Audacity
Configuring your audio device
 How to edit podcasts
 Publishing on Blackboard
Podcast LX
Legal aspects of publishing</li></li></ul><li>Case Studies<br />Graduate School of Humanities (Case 1)<br />School of Educ...
   Case 1<br />Podcasts in pedagogy tightly coupled<br />Reflective learning as a teaching approach<br />Learner choice an...
Didactic teaching approach
Learner choice and flexibility – high </li></li></ul><li>Case 1: activity / pedagogical model<br />Activity layer<br />Ref...
Case 2: facilitative learning  <br />Supported preparation for assessed work<br />Flexibility<br />Revisiting<br />New & a...
Some emerging themes<br />From case 1<br />Guest lecturer and mastery of voice<br />Enhanced note taking<br />Reinforcemen...
Guest lecturer and mastery of voice<br />…I have a limited permanent record of it that the learner can continuously make r...
Enhanced note taking<br />…Sometimes where you are reflecting without podcasting, you see that you miss out some facts.  W...
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Podcasting Workshop 2010

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Dr Ng'ambi's presentation on podcasting at CPUT in August 2010.

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Podcasting Workshop 2010

  1. 1. Podcasting Workshop 2010<br />By Dick Ng’ambi & Shihaam Donnelly<br />
  2. 2. Introduction<br />Welcome<br />Introduce yourself!<br />Name<br />Brief background<br />Why he/she is attending the workshop<br />What he/she plans to do with Podcasts<br />
  3. 3. Workshop Layout<br />Programme of activities<br />Podcasts and Podcasting DefinedDiscussion on the definitions of podcast and podcasting<br />Podcasting and LearningThe use of podcasting in teaching and learning<br />Planning a Podcast<br />Methods for planning a podcast<br />Creating, Editing and Publishing PodcastsPractical session <br />Case Studies<br />The use of podcasting in teaching at UCT<br />
  4. 4. Definition<br />…inspired by the Apple Computer Corporation’s iPod – a portabledigital audio player which allows users to download music from their computer directly to the device for later listening<br />4<br />
  5. 5. …refers to any software and hardware combination that allows automatic download of audio files (most commonly in MP3 format) for listening at the one’s convenience<br />5<br />
  6. 6. Interconnecting learning spaces; lecture theatre, the field, laboratory, seminar room, personal workspaces and learning management systems (LMS)<br />6<br />
  7. 7. Podcasting and Learning<br />Power of audio over text<br />Listening as opposed to reading<br />Learning while away from the computer screen<br />Users empoweredto publish audio content directly and seamlessly onto the Web<br />7<br />
  8. 8. Educational uses<br />Lectures – for listening again; or extension<br />Supplementary learning resources<br />Collaborative and active learning support<br />Cultivation of confidence in a subject<br />Instructions & guidance e.g. lab work<br />Support for distance learners<br />Feedback on assessments<br />Reflections<br />8<br />
  9. 9. Podcasting for effective learning<br />Decide the pedagogical rationale and the driver<br />Select the medium (audio only or audio and video)<br />Choose convergence (how much the podcasts are integrated with other e-learning)<br />Choose authors and contributors to podcasts<br />Decide on structure of podcasting (frequency & timing)<br />9<br />
  10. 10. Decide on reusuability<br />Choose length<br />Select style (presentation, interview, dialogue)<br />Decide on framework of content organisation<br />Select access system (via Vula or internet-based feeder service)<br />(Edirisingha et al. 2008)<br />10<br />
  11. 11. http://www.impala.ac.uk/outputs/model.html<br />
  12. 12. How to plan a Podcast<br />Choose a topic<br />Develop segments for use across episodes of your podcasts<br />Create a plan for each individual Podcast<br />
  13. 13. Choosing a topic<br />Most successful Podcasts are about a specific topic. Choose a topic you’re knowledgeable and passionate about.<br />Gain an audience<br />Say something new or interesting<br />Maintain momentum<br />E.g. weekly or even monthly <br />Think about your audience <br />e.g. old audience may want a quieter, more serious Podcast than young people.<br />
  14. 14. Developing show segments<br />Opening<br />An intro to your podcast<br />Stories or features<br />Issues in the episode<br />Interviews<br />Discussion with experts<br />Listener feedback<br />Feedback from subscribers <br />Sign-off<br />End of show statement or phrase<br />
  15. 15. How to record a Podcast<br />Recording all at once<br />You hit record button, record from start to finish. <br />Easier but less flexibility.<br />Recording in pieces<br />You create each segment separately, the combine them into one track later.<br />More control but more editing time.<br />
  16. 16. Creating, Editing and Publishing Podcasts<br /><ul><li> How to create a podcast using Audacity
  17. 17. Configuring your audio device
  18. 18. How to edit podcasts
  19. 19. Publishing on Blackboard
  20. 20. Podcast LX
  21. 21. Legal aspects of publishing</li></li></ul><li>Case Studies<br />Graduate School of Humanities (Case 1)<br />School of Education<br />2008<br />16 postgraduate students<br />8 weeks module (4-7pm Tuesday & Thursday)<br />2009 <br />18 postgraduate students<br />1 week block release module (Mon-Sat)<br />Commerce (Case 2)<br />Information Systems Dept<br />2008<br />428 (28 tutors) 1st year students (Lectures theory/prac in lecture theatre)<br />2009<br />608 (44 tutors) 1st year students (Lectures theory/prac in computer lab)<br />
  22. 22. Case 1<br />Podcasts in pedagogy tightly coupled<br />Reflective learning as a teaching approach<br />Learner choice and flexibility - medium <br />Case 2<br /><ul><li>Podcasts in pedagogy loosely coupled
  23. 23. Didactic teaching approach
  24. 24. Learner choice and flexibility – high </li></li></ul><li>Case 1: activity / pedagogical model<br />Activity layer<br />Reflection<br />Pedagogical layer<br />Coach<br />Action<br />Podcasts<br />Questioning<br />Assessment<br />instrument<br />Learning<br />Student<br />Subject<br />Outcome<br />Activity<br />Group (peers)<br />Object<br />Task<br />Presentation<br />Ng’ambi, 2008<br />19<br />
  25. 25. Case 2: facilitative learning <br />Supported preparation for assessed work<br />Flexibility<br />Revisiting<br />New & attractive experience<br />Listening again and again<br />Portfolio development<br />Mix of entertainment & learning<br />Pacing learning activities<br />Presentations<br />Catching up<br />Informality of learning<br />Learner choice & flexibility<br />Discussion<br />Tacit knowledge through discussion<br />Edirinsingha et al. 2007<br />20<br />
  26. 26. Some emerging themes<br />From case 1<br />Guest lecturer and mastery of voice<br />Enhanced note taking<br />Reinforcement<br />Selective ‘listening’<br />Use of RSS feed <br />
  27. 27. Guest lecturer and mastery of voice<br />…I have a limited permanent record of it that the learner can continuously make reference to and listen very carefully to pronunciations and so on and so forth. It will not help to accelerate the process of understanding and acquiring competencies in development of another language. <br />
  28. 28. Enhanced note taking<br />…Sometimes where you are reflecting without podcasting, you see that you miss out some facts. With this you can’t. It’s like a journalist that cover an event. <br />
  29. 29. Reinforcement <br />…I find it [podcasts] very effective yah. I was able to quickly recall what happened and also comments from individuals telling different sessions we had so I find it very useful and I see it as an opportunity to relearn<br />Selective ‘listening’<br />we do it necessary downloading and playing it on other, of course I have to say on the computer… <br />
  30. 30. Use of RSS feed <br />I was interested…I opened one in the preparation…this is stressing programme, so to back to that what I heard, it just doesn’t make sense. I listened today and yesterday a little bit but the funny things actually why, because it came up itself and I don’t know how even I still have to ask… <br />
  31. 31. Observations<br />Resources are not accessible to students outside the module<br />Lecturers in SoE or IS cannot access these resources without being a member of a site<br />Self ranking of podcasts by frequency of use<br />Potential of podcast reuse beyond a module<br />Chance that these podcasts represent a topic of interest to students<br />Chance both student & educator may want to share these resources or recommend them<br />
  32. 32. Search Engines And Directories For Podcasts.<br />http://www.podcast411.com/page2.html (reflects numerous directories) <br />http://www.vodstock.com/vodstock/vodcast-directories.php (listing video podcasts and “vlog” directories as of Nov. 10, 2005) <br />http://podcasts.yahoo.com/<br />http://www.podcast.net/<br />http://www.podscope.com/<br />http://search.singingfish.com/sfw/home.jsp<br />http://www.podcastalley.com/index.php<br />http://www.digitalpodcast.com/<br />Podcatcher Programs.<br />A list is available at: http://en.wikipedia.org/wiki/List_of_Podcatchers<br />Finding Podsafe Content.<br />http://creativecommons.org/<br />http://www.audiofeeds.org/<br />http://music.podshow.com/ (the podsafe music network) <br />http://www.podsafeaudio.com/<br />http://www.ipodarmy.com/2005/06/how-to-find-podsafe-music/ (how-to article) <br />http://www.magnatune.com<br />http://promonet.iodalliance.com (a service from IODA (Independent Online Distribution Alliance) that offers podcasters, and others access to thousands of pre-cleared tracks from independent record labels) <br />http://www.pumpaudio.com/index.html (proper licensing of independent music for use in advertising, television, film and the web) <br />http://www.garageband.com/htdb/feed/partners.html (music supplier with large catalog of CC music) <br />http://www.gcast.com (free and simple service that provides entire GarageBandcatalog that is podcast safe) <br />Sourced from: http://wiki.creativecommons.org/Podcasting_Legal_Guide<br />
  33. 33. Contact Us<br />Dr. Dick Ng’ambi<br />Centre for Educational Technology<br />University of Cape Town<br />dick.ngambi@uct.ac.za<br />Shihaam Donnelly<br />Centre for Educational Technology<br />University of Cape Town<br />shihaamdonnelly@gmail.com<br />

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