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Dmu Pathfinder Conference 16 05 08 Slideshare Version
 

Dmu Pathfinder Conference 16 05 08 Slideshare Version

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Presentation given at DMU symposium workshop-1 on 16th May 2008 by Malcolm Andrew

Presentation given at DMU symposium workshop-1 on 16th May 2008 by Malcolm Andrew

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    Dmu Pathfinder Conference 16 05 08 Slideshare Version Dmu Pathfinder Conference 16 05 08 Slideshare Version Presentation Transcript

    • Introducing podcasts into the curriculum & their reception by students Malcolm Andrew School of Pharmacy HLS e-Learning Co-ordinator DMU Pathfinder Symposium May 2008
    • Workshop outline
      • What is a podcast?
      • Subscribing to a podcast
      • Example of a podcast feed
      • The podcast plug-in for Blackboard
      • Podcast examples for teaching
      • Making podcasts: key issues.
      of 24
    • What is a podcast? ( P ortable o n d emand broad cast )
      • A podcast is “ a digital media file, or a series of such files, that is distributed over the Internet using syndication feeds for playback on portable media players and personal computers . ” (Wikipedia, 2008)
      • A podcast is… “WHAT you want, WHEN you want it, WHERE you want it” (Alan Greenberg, Apple Computers)
      • Claimed to be the fastest growing area of the Internet since 2004
      • Particularly associated with episodes to which users can subscribe (e.g. BBC podcasts ).
      of 24
    • Podcasts can be…
      • Audio podcasts (e.g. .mp3 files)
      • Video podcasts (e.g. .mp4 files), aka “ vodcasts/vidcasts”
      • Enhanced audio podcasts (i.e. .mp3 files containing still images, chapters & hyperlinks).
      of 24
    • Subscribing to a podcast
      • Subscription allows podcast episodes to be “pushed” to users as, and when, they become available
      • Podcast feeds are special text files with an .rss (“really simple syndication”) or .xml extension which control subscription
      • They reside on a server with the podcast files
      • Podcast aggregators, aka podcatchers, (e.g. iTunes, IE7 & Firefox v2) automatically collect podcast episodes for the subscriber by reading the podcast feed file.
      of 24
    • Part of a podcast feed .rss file (needs to be validated) of 24
    • Podcast plug-in for Blackboard
      • The plug-in embeds podcasts into your Blackboard website in two easy stages:
        • Create a podcast feed for the module (i.e. the .rss file is written automatically by the plug-in)
        • Upload a podcast episode (.mp3/.mp4 file) into a Content Area ( cf. uploading a Word document)
      • Users can then play podcast inside Blackboard and/or can subscribe to the feed so that new episodes are made available to them automatically and outside Blackboard.
      of 24
    • Examples of use of podcasts
      • Augmenting/replacing lectures
      • Introducing assignments
      • Expert discourse
      • Giving feedback and assessment
      • Student-generated podcasts
      • Offering support & guidance
      • Revision and reinforcement
      • Delivering distance learning
      • (Visit the DMU e-learning staff support site on Blackboard to watch/hear some examples)
      of 24
    • Student focus group-1
      • Student focus group meeting held to show prototype video podcast and assess interest
      “ If the students listen to it before the lecture then they can get questions and they can understand it slightly better before the actual lecture.” of 24
    • Student focus group-1
      • Student focus group meeting held to show prototype video podcast and assess interest
      “ I think it is good to have something like this because then you can take it away and, like, review it in your own time because when you’re in lectures you have your lecture notes but it’s hard to get everything you say down so at least if you go this way then you’ve got the wording there so if you miss something you can pick it up from there.” of 24
    • Student focus group-1
      • Student focus group meeting held to show prototype video podcast and assess interest
      “ I’m quite a big believer in if you listen to something, again it’s different from writing it down. I like writing things down – it’s how I revise – but listening to things as well is a big plus for me. And being able to listen to something like that just of an evening when you’ve just sat down, you’ve finished your work, you can put your feet up, stick your iPod in your ears, or headphones in your ears, and then listen to it – it’s a good way to go I think.” of 24
    • Student questionnaire-1
      • Anonymous questionnaire issued to in-coming student cohort to assess podcast experience and ownership of hardware
      of 24 Students who used (in term time) … n=101/111 1 Their own computer with iTunes installed 47 47% 2 Their own computer without iTunes installed 45 45% 3 University computers only 11 11%
    • Student questionnaire-1
      • Anonymous questionnaire issued to in-coming student cohort to assess podcast experience and ownership of hardware
      of 24 Students who possessed… n=101/111 1 An iPod (audio only) 31 31% 2 An iPod video player 10 10% 3 A non-iPod player (audio only) 26 26% 4 A non-iPod video player 15 15% 5 A mobile phone playing video 43 43% 6 No player of audio/video files 22 22%
    • Student questionnaire-1
      • Anonymous questionnaire issued to in-coming student cohort to assess podcast experience and ownership of hardware
      of 24 Students who had… n=101/111 1 Never listened to/watched podcasts before 77 76% 2 Listened to audio podcasts 15 15% 3 Watched video podcasts 13 13%
    • Broadcasting the podcasts
      • Published on Blackboard ® using a podcast plug-in, giving full usage instructions
      • Released sequentially ca. 7 days before relevant lectures
      • Students could watch them
        • directly within Blackboard ® on university/own PC
        • download them
        • subscribe to them (e.g. via iTunes or a browser).
      of 24
    • Student questionnaire-2
      • Anonymous questionnaire issued at end of lecture course to elicit opinions and usage of podcasts
      of 24 Students who had watched… n=107/111 1 Podcast 1 106 99% 2 Podcast 2 102 95% 3 Podcast 3 95 89% 4 Podcast 4 83 78% 5 Podcast 5 84 79% 6 Podcast 6 79 74% 7 Podcast 7 75 70% 8 Podcast 8 73 68% 9 Podcast 9 53 52%
    • Student questionnaire-2
      • Anonymous questionnaire issued at end of lecture course to elicit opinions and usage of podcasts
      of 24 Students mainly watched the podcasts… n=106/111 1 On Blackboard using own computer 49 46% 2 On Blackboard using university computers 31 29% 3 On a portable player (e.g. iPod or similar) 4 4% 4 On a mobile phone 2 2% 5 By subscribing using portable player (e.g. iPod) 3 3% 6 By subscribing using own computer 17 16% 7 By subscribin g using mobile phone 0 0%
    • Student questionnaire-2
      • Anonymous questionnaire issued at end of lecture course to elicit opinions and usage of podcasts
      of 24 Students mainly watched the podcasts… n=95/111 1 Before relevant lectures 64 67% 2 After relevant lectures 31 33% Students thought the podcasts were… n=106/111 1 Too short 4 4% 2 About the right length 91 86% 3 Too long 11 10%
    • Student questionnaire-2
      • Anonymous questionnaire issued at end of lecture course to elicit opinions and usage of podcasts
      of 24 Students strongly agreed/agreed that… n=106/111 1 Instructions for using podcasts were clear 86 81% 2 There were no problems viewing podcasts 83 79% 3 The purpose of podcasts was clearly explained 96 91% 4 Podcasts aided learning/understanding of module 93 87% 5 Podcasts increased motivation for the module 69 65% 6 Podcasts made attendance at lectures less likely 11 10% 7 Podcasts would be useful for revising for exam 92 87%
    • Student focus group-2
      • Student focus group meeting held as a follow-up to second questionnaire
      “ They are useful… purely ’cos it’s an additional thing and I thought I was doing more on the lecture and actually doing the work for it and it was getting me more involved in it and I actually started enjoying it - so I thought they were really good.” “ And also because you could watch them before you went to the lectures, it gave you more opportunity in the lecture to listen to what Dr Andrew was saying as opposed to taking down notes constantly.” of 24
    • Student focus group-2
      • Student focus group meeting held as a follow-up to second questionnaire
      “ You can watch it on your iPod and you can download it to your phone too.” “ But it also gives some flexibility like you could watch it on the bus rather than put it all in notes.” “ It’s probably the only thing you can do so flexibly.” “ Yeah.” of 24
    • Student focus group-2
      • Student focus group meeting held as a follow-up to second questionnaire
      “ Do the podcasts make it more fun?” “ Yeah.” “ Interactive.” “ Definitely.” “ It makes you want to learn.” “ Yeah.” of 24
    • Making podcasts: key issues
      • Identify a use/need & consider the shelf life
      • Perhaps start off with audio podcasts (eg .mp3 files) using Audacity free software
      • Write a script first
      • Most people don’t like the sound of their own voice or seeing themselves on video
      • Short is better than long (5-15 min)
      • Be aware that your podcasts will be in the public domain – don’t infringe copyright…
      of 24
    • Making podcasts: key issues
      • Avoid exclusivity (make them DMU compliant)
      • Use Blackboard to deliver (real) podcasts
      • Clearly explain the purpose of the podcasts to your students
      • Give your students full instructions for their use
      • Clearly state the conditions of use (e.g. Creative Commons Licence)
      • Get student feedback on their value.
      of 24