Audacity and Gabcast for Course and Learner Generated Audio Content Facilitated by Lisa Marie Johnson and Karen Kaemmerling TeleCoop 2008 Breckenridge, Colorado April 17, 2008

Today you will … Learn reasons to use audio in your course. Understand accessibility as it relates to use of audio. Learn how audio has been used in CCCOnline courses. Gain first-hand experience with Gabcast and Audacity. Generate original ideas for using audio in courses.

Learn reasons to use audio in your course.

Understand accessibility as it relates to use of audio.

Learn how audio has been used in CCCOnline courses.

Gain first-hand experience with Gabcast and Audacity.

Generate original ideas for using audio in courses.

Why Use Audio? Auditory Learning Styles Some learn by “listening” others by “saying” … engage as many styles as possible in your courses! Easy and Free More freely accessible web technologies (e.g., Gabcast, Audacity) and communities giving online help for technologies (e.g., Audacity wiki). Just say no… to monotony A non-media rich course can be enhanced by inclusion of audio components.

Auditory Learning Styles Some learn by “listening” others by “saying” … engage as many styles as possible in your courses!

Easy and Free More freely accessible web technologies (e.g., Gabcast, Audacity) and communities giving online help for technologies (e.g., Audacity wiki).

Just say no… to monotony A non-media rich course can be enhanced by inclusion of audio components.

Why use student generated audio? “… collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning , as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.” Reference Lee, M.J.W., McLoughlin, C. & Chan, A. (forthcoming, 2008). Talk the talk: Learner generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology. Abstract available January 2008, from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-8535.2007.00746.x

“… collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning , as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.”

Reference

Lee, M.J.W., McLoughlin, C. & Chan, A. (forthcoming, 2008). Talk the talk: Learner generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology. Abstract available January 2008, from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-8535.2007.00746.x

Considerations Alternative Formats … Transcripts Americans with Disabilities Act (ADA) translates to have a text alternative available for audio components. Transcripts also prove beneficial to learners for planning ‘presentations’. Bandwidth, Storage, Updates Size does matter. Smaller files are always better. CCCOnline Faculty have access to a media server … contact aaron.leonard@cccs.edu . If you content is dynamic consider podcasting, but remember point 1 (above). Preparation and Flexibility Prepare documents to teach learners, give practice opportunities before “for point” activities, be flexible and let students use the programs they are familiar with… focus on process not the product.

Alternative Formats … Transcripts Americans with Disabilities Act (ADA) translates to have a text alternative available for audio components. Transcripts also prove beneficial to learners for planning ‘presentations’.

Bandwidth, Storage, Updates Size does matter. Smaller files are always better. CCCOnline Faculty have access to a media server … contact aaron.leonard@cccs.edu . If you content is dynamic consider podcasting, but remember point 1 (above).

Preparation and Flexibility Prepare documents to teach learners, give practice opportunities before “for point” activities, be flexible and let students use the programs they are familiar with… focus on process not the product.

Karen’s Examples from HIS 201 Welcome message from Instructor (Audacity) Audio version of instructor’s bio (Audacity) Recorded versions of course materials (Audacity) Student generated content (Audacity, Gabcast) Integration of available Mp3 files (NROC) for slide shows

Welcome message from Instructor (Audacity)

Audio version of instructor’s bio (Audacity)

Recorded versions of course materials (Audacity)

Student generated content (Audacity, Gabcast)

Integration of available Mp3 files (NROC) for slide shows

Lessons Learned from HIS 201 Initial doubt was dissolved when students reported enjoyment. Appealing to multiple learning styles with options is a win/win. Text component is essential even for non-auditory disabled learners. Informal Feedback shows… Student-Student and Student-Instructor rapport developed through knowing the “voice behind the text”. Students made suggestions about more use of audio (e.g., introductions). Initially hesitant students found sense of accomplishment and enjoyment when generating their audio component.

Initial doubt was dissolved when students reported enjoyment.

Appealing to multiple learning styles with options is a win/win.

Text component is essential even for non-auditory disabled learners. Informal Feedback shows…

Student-Student and Student-Instructor rapport developed through knowing the “voice behind the text”.

Students made suggestions about more use of audio (e.g., introductions).

Initially hesitant students found sense of accomplishment and enjoyment when generating their audio component.

What the Students Say… “ I liked the MP3's the best because I am an audio learner and I could listen to the notes before going to bed. I learned more from this course then other course because toward the end of most courses I would get tried of reading a boring textbook.” “ The audio lecture notes helped break the routine of just reading a book straight and writing what we learned.” “ I particularly enjoyed the audio lectures. The pictures were awesome while listening to the audio, but when I couldn’t sit to listen to the lectures; I was able to play them on the speakers as I did work around my home.”

“ I liked the MP3's the best because I am an audio learner and I could listen to the notes before going to bed. I learned more from this course then other course because toward the end of most courses I would get tried of reading a boring textbook.”

“ The audio lecture notes helped break the routine of just reading a book straight and writing what we learned.”

“ I particularly enjoyed the audio lectures. The pictures were awesome while listening to the audio, but when I couldn’t sit to listen to the lectures; I was able to play them on the speakers as I did work around my home.”

What is Gabcast http://www.gabcast.com Gabcast Faculty Wiki Guide http://faculty.ccconline.org/index.php?title= Creating_an_Audio_File_Using_Gabcast Record voice/sound using a phone or VoIP Call using a touch-tone telephone or a VoIP client. Advantage of not needing a microphone, but lacks the ability to edit audio. Pay $6-$12 per month and you can Create podcasts, Post audio to blogs, Create audio greetings, and Host conference calls. Let’s try it! Dial: 1-800-749-0632 | Channel : 17595 | Password: 2008 Tip 1: When finished, press 1 to listen to recording and 2 to publish. Tip 2: Listen from: http://www.gabcast.com/index.php?a=episodes&id=17595

http://www.gabcast.com

Gabcast Faculty Wiki Guide http://faculty.ccconline.org/index.php?title= Creating_an_Audio_File_Using_Gabcast

Record voice/sound using a phone or VoIP Call using a touch-tone telephone or a VoIP client. Advantage of not needing a microphone, but lacks the ability to edit audio. Pay $6-$12 per month and you can Create podcasts, Post audio to blogs, Create audio greetings, and Host conference calls.

Let’s try it! Dial: 1-800-749-0632 | Channel : 17595 | Password: 2008 Tip 1: When finished, press 1 to listen to recording and 2 to publish. Tip 2: Listen from: http://www.gabcast.com/index.php?a=episodes&id=17595

Gabcast Considerations… Create an account then create a unique channel per class. Provide students with specific instructions for calling. Require a script for the audio be submitted (e.g., in course, as comment). Consider privacy. Submission to free accounts are live immediately. Have students use aliases or give their recording a number. Choose a delivery / access method. E.g., Include “player” in a course webpage or other subscription options (Feeds) or provide class the link.

Create an account then create a unique channel per class.

Provide students with specific instructions for calling.

Require a script for the audio be submitted (e.g., in course, as comment).

Consider privacy. Submission to free accounts are live immediately. Have students use aliases or give their recording a number.

Choose a delivery / access method. E.g., Include “player” in a course webpage or other subscription options (Feeds) or provide class the link.

What is Audacity? Audacity is a Multi-platform audio recorder and editor. Exports files to multiple formats… including MP3. Faculty Wiki Audacity Guide: http://faculty.ccconline.org/index.php?title= Instructions_for_Using_Audacity

Audacity is a Multi-platform audio recorder and editor.

Exports files to multiple formats… including MP3.

Faculty Wiki Audacity Guide: http://faculty.ccconline.org/index.php?title= Instructions_for_Using_Audacity

Your Turn!

Your Ideas? What are your ideas for using audio in courses? [email_address] [email_address] Questions?

What are your ideas for using audio in courses?

[email_address]

[email_address]