According to the article, the most often cited arguments for podcasting in education are;
Greater flexibility has always been a focus of distance learning. By providing material in a broad range of media (ie; audio and visual), as well as combining this media with internet and automatic update technologies, podcasting (as well as other distance learning technologies) can create more flexibility for the student. This way, students cans access material on their own time and at their own pace.
Podcasts can be accessed via home internet connections, or even downloaded in mp3 format to music player sand phones. With the tight time schedule of the modern student, increased accessibility is key to fitting study time where, in the past, studying could not be done. On the bus, in the car, et cetera, a student can listen to podcasts at their leisure.
Educators are not only using podcasting as a tool for distance education. Many instructors use podcasting to supplement on-campus courses. In addition, instructors can distribute podcasts of their class lectures, much like many instructors may distribute print-outs of their PowerPoint presentations or an outline of their lecture.
Podcasts are used in substitution of a lecture. A podcast of the entire lecture is distributed to students, who learn in a passive role.
Podcasts are used to supplement the traditional lecture. Much like PowerPoints and outlines are used to supplement lectures today, short audio clips can be distributed for student review.
Based on the material in the course, students create and share their own podcasts. Peer-to-Peer learning is available through student-created podcasts. Students must have a strong knowledge of the material in order to successfully create a podcast.
Figure 1; Article 1, pg. 318 Next Slide
Article 1 Reflection This article had a very important point to stress, almost in line with old adage: “tell me and I will forget, teach me and I will remember, involve me and I will know.” Podcasting is a great way to make class material for flexible and accessible for students, however, it’s real power arises when students have a chance to interact and create podcasts of their own. Involving students in a more constructive role, rather than a passive role, has a great benefit. Combined with podcasting, students can learn at their own pace. Table of Content
As the proliferation of mp3 playing devices becomes wide-spread among students, educators are beginning to see ways in which they can utilize this technology. Specifically, language learning instructors have taken in interest in the idea of mp3 players and podcasting.
In a discussion on a popular internet forum, SlashDot, a question arised as to the easiest way to learn a new language. One of the first suggestions made was the use of podcasting.
Podcasting has just begun to gain popularity and use in language learning, but as mp3 players grow more common and the technology grows more advanced, offering text notes, photos, and video attachments, podcasting as a form of education is expanding.
Article 2 Summary Current uses of podcasting in Language Learning; PIECasts ; A Scottish podcasting programmed used to improve vocabulary, create listening exercises, and publish interviews with native speakers Really Learn Spanish ; A spanish language acquisition course from J. van Rose that utilizes podcasting in the learning process Bob and Rob Show ; A podcasting program that offers weekly lessons in English language. From Article 2; pg. 12 Next Slide
Article 2 Reflection Podcasting is a great way to acquire or improve skills in a new language. Several educators of foreign languages preach that the best way to become fluent in a language is to immerse yourself among native speakers. Since flying to Mexico may not be financially acceptable to many of us, downloading podcasts of Spanish speaking programs or learning via language learning podcast progrmas may be a great option. This form of learning showcases the power that podcasting can have, when used in creative ways. Table of Content
Article 3 Summary Marist College Spanish professor Kevin Gaugler publishes spanish podcasts in supplement to his traditional lectures. Since lecture time was no longer so “one-way”, classroom discussion and debate on course material increased. Vocabulary and spelling also improved, Professor Gaugler says. Duke University New students were given ipods (1,600 device in total) on orientation day, pre-recorded with orientation instructions and helpful campus information. Over the semester, students used the ipods to conduct interviews and take notes, among other things. Duke University’s Center for Instructional Technology have been working to create more “ipod-friendly” courses and students in those course receive ipods as part of the course supplies. There are current 47 different courses offered, ranging from political science to cinema to physics. Faculty use the ipods to record lectures, use them in assignments, and encourage students to debate and critique each other’s work via podcasting. Arizona State University The president, Michael M. Crow, has begun publishing podcasts as a way to interact with students and discuss issues and news at the university. In conjuncture with his podcasts, Crow has opened “student office hours” to discuss issues in person with groups of students. From Article 3, pg. 32-33 Next Slide
Article 3 Summary Mansfield University Administrators use podcasting to create a sort of “radio talk show” that discusses student life and campus activity. Each podcast, students are interviewed to discuss campus life and their educational experiences. Enrollment applications have seen an 11% spike since the introduction of podcasting. University of Denver Students in Dr. McCubbrey’s class utilize podcasting and podcasting communities to discuss and debate hot issues. Podcasting is especially useful for getting insight from international perspectives. Not only do students listen to the podcasts of others, they create their own. New Mexico State University Dr. M. Ann Bock uses podcasts in her course, which is offers only online. Podcasts are an especially useful tool for online courses where students and instructors may have almost no verbal communication without podcasting. From Article 3, pg. 34-35 Next Slide
Article 3 Reflection Many universities around the nation are beginning to utilize podcasting in higher education. It is important to note, when reviewing this article, that the methods in which podcasting are being used are not simply as substitutions for lectures. When educators use technology such as podcasting in creative and interactive ways, the benefits greatly increase. Students feel more comfortable with this type of communication and are able to access it more easily, as well as relate and understand the information given. Table of Content
Conclusion Podcasting is a wonderful way to supplement course material. The ability to review audio and visual information from home or on mobile devices creates a new level of accessibility and flexibility for students of the modern era. However, it is important to remember that one must not rely solely on podcasting. It has been shown that substituting traditional lectures with podcasts may not be the best option. Rather, one must use podcasts in creative and interactive methods to fully utilize the potential of the technology. As involvement with the student increases, learning follows. Many college campuses and personal learning programs are beginning to recognize the potential of podcasting and integrate it into their policy. It may be wise for all educators to explore the possibilities of this emerging technology in hopes to improve their own classroom environment and interact with their students on a level that the students are more comfortable and familiar with. I find this quote, from Article 1, particularly interesting. I believe it summarizes exactly how podcasting should be utilized in the world of education: “ Future uses of the technology should be guided by sound educational goals that aim to improve the students’ existing experience, rather than being guided by vague claims of revolutionizing it.” Table of Content
Article 1. McGarr, Oliver. A Review of Podcasting in Higher Education: Its Influence on the Traditional Lecture . Australasian Journal of Educational Technology, v25 n3, p309-321. 2009. <http://www.ascilite.org.au/ajet/ajet25/mcgarr.pdf>
Article 2. Godwin-Jones, Robert. Skype and Podcasting: Disruptive Technologies for Language Learning. Language Learning & Technology, v9 n3, p9-12. 2005. <http://llt.msu.edu/vol9num3/emerging/default.html>
Article 3. Lum, Lydia. The Power of Podcasting . Diverse: Issues in Higher Learning, v23 n2, p32-35. 2006.