Podcasts as a_tool_for_feedback


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Podcasts as a_tool_for_feedback

  1. 1. Joachim Griesbaum, Ralph Kölle Institute of Information Science and Language Technology University of Hildesheim Screencasts as a tool for presenting students´ group work results and for instructor-given feedbackDELFI Dresden | 08.09.2011Dresden | 08.09.2011 1
  2. 2. Outline Introduction Research Questions and Setting Results and DiscussionDresden | 08.09.2011 2
  3. 3. Introduction Results from an exploratory case Research interest: study in a introductory lecture, in to gain first which insights concerning instructor used screencasts to the feasibility, deliver elaborate feedback acceptance and students produced didactical value of screencasts to present results such screencast of group work assignments usageDresden | 08.09.2011 3
  4. 4. Podcasts Podcasts: media files Screencasts are podcasts distributed on the internet: that combine screen easy access and low costs of recordings with audio production Compound word combining Apple´s portable music player iPod with broadcastingDresden | 08.09.2011 4
  5. 5. Podcasts in E-Learning Manifold possibilities Educational advantages to enrich E-learning Podcasts free up time and space of Recording of lectures consuming learning resources or supplementary (He09) (mobile dimension) materials still the Audio modality a specific kind of most common social presence (Ve06) (modal scenario dimension) Community building potential, vehicle for disseminating learner- generated content (Ch06) (didactical dimension); new didactical arrangementsDresden | 08.09.2011 5
  6. 6. Outline Introduction Research Questions and Setting Results and DiscussionDresden | 08.09.2011 6
  7. 7. Research Questions Focus on the 1. Hindrances and benefits of didactical dimension screencasts as a feedback tool Exploring two 2. Feasibility and didactical didactical judgment of student-created arrangements screencasts as results of group work assigmentsDresden | 08.09.2011 7
  8. 8. SettingInfrastructure Course settings Workstation with Introductory course on search engine webcam, microphone & social media marketing, 26 and screen capture participants (18 female, 8 male) software didactical parts Podcasts embedded a. Introductory lessions to course in virtual learning concepts environment b. „Traditional group work“: (Moodle) presentations on specific topics Introductory podcast c. „Screencast group work lession, tutorial assigments“ (Case studies) podcast, personal d. Feedback screencast to b & c supportDresden | 08.09.2011 8
  9. 9. Example of a screencastDresden | 08.09.2011 9
  10. 10. Outline Introduction Research Questions and Setting Results and DiscussionDresden | 08.09.2011 10
  11. 11. Hindrances and benefits ofscreencasts as a feedback tool Roughly 8 hours of initial test and configuration time; production took 10 to 15 minutes of preparation, finalizing and upload time Much less demanding than providing elaborate written feedback Students assessment of feedback podcastsThe employed feedback Mean SD No. of “do notpodcasts ... know” answerswere helpful for me 0.5 1.3 1are a sufficient tool for 0.7 1.6 0getting feedback Note: N=16. Mean values, standard deviation, number of “do not know” answers. 5-stage scale with values ranging from -2 (“I completely disagree”) to +2 (“I completely agree”).Dresden | 08.09.2011 11
  12. 12. Feasibility and didactical judgmentof student-created screencasts Four out of 16 sixteen students used podcasts prior the lecture Every group was successful Students assessment of student-created podcasts Mean SD No. of “do not Creating a podcast… know” answers was easy/difficult -0.1 1.1 0 fostered my learning success 0.75 1.13 0 fostered my motivation 0.67 0.82 1 Note: N=16. Mean values, standard deviation, number of “do not know” answers. 5-stage scale with values ranging from -2 (“I completely disagree”) to +2 (“I completely agree”).Dresden | 08.09.2011 12
  13. 13. Discussion Data not representative: Small sample and only descriptive, serving as a starting point for further research Nevertheless valuable findings of a concrete podcast employment that goes beyond the recording of lectures Feedback screencasts: Student-created screencasts, Applicable medium to mixed results: produce and deliver Adaption effort: manageable elaborate feedback Positive assessments concerning learning success and motivation (novelty effect bias?)Dresden | 08.09.2011 13
  14. 14. Thank you URL of this presentation http://www.slideshare.net/griesbau/podcasts-as- atoolforfeedbackDresden | 08.09.2011 14
  15. 15. References [Ch06] Chan, A.; Lee, M. J. W.; McLoughlin, C.: Everyone’s learning with podcasting: A Charles Sturt University experience. Markauskaite, L., Goodyear, P., Reimann, P. (Ed), Whos Learning? Whose Technology? Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, Sydney University Press, Sydney, 2006. [Da09] Dale, C.; Povey, G.: An evaluation of learner-generated content and podcasting. In Journal of Hospitality, Leisure, Sports and Tourism Education, (8) 1, 2009. [Du84] Durbridge, N: Media in course design, No. 9, audio cassettes. The role of technology in distance education. CroomHelm, Kent, 1984.Dresden | 08.09.2011 15
  16. 16. References [Gr09] Griffin D. K.; Mitchell, D.; Thompson, S. J.: Podcasting by synchronising PowerPoint and voice: What are the pedagogical benefits? Comput. Educ. 2009, (53) 2, 532-539, Elsevier Science Ltd., Oxford. [He09] Hew, K. F.: Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. Educational Technology Research and Development, 2009 (57), 333- 357. [La06] Laing, C.; Wootton, A.; Irons, A.A.: iPod! uLearn Méndez-Vilas, A.; Martín, A.S., González, J.A.M.; González, J. M. (ed.), Current Developments in Technology-assisted Education, 2006, 514-518, Formatex, Badajoz, Spain.Dresden | 08.09.2011 16
  17. 17. References [La07] Larraga, L.; Coleman, D.: Video podcasting is not as hard or as expensive as you think. SIGUCCS 07: Proceedings of the 35th annual ACM SIGUCCS conference on User services, 2007 202-206, ACM, New York. [Mo04] Mory, E. H.: Feedback Research Revisited. Jonassen, D. H. (ed.). Handbook of research on educational communications and technology, Mahwah N.J.; London: Lawrence Erlbaum, 2004, 745-783. [Ve06] Vess D. L.: History to Go: Why iTeach with iPods. The History teacher, 2006, (39) 4, 479-492.Dresden | 08.09.2011 17