Podcasting : A Useful Tool for Learning Languages ?

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  • 1. Podcasting : A Useful Tool forLearning Languages ?Nicolas Roland (Researcher in Educational Sciences, Université libre de Bruxelles)
  • 2. 01Introduction
  • 3. Introduction // Media files downloaded… through RSS feeds | 2 |
  • 4. Introduction // Recorded Lectures | 4 |
  • 5. Introduction // “Capsules” | 5 |
  • 6. 02Podcasting in Higher Education
  • 7. Podcasting in higher education // Impact of podcasting on studentsImpact of podcasting on studentsScores Attitudes Attendance 11 15 4 6 4 4Kay (2012) | 7 |
  • 8. Podcasting in higher education // Podcasting & foreign languagesImpact of podcasting on students in language courses “ In spite of the scepticism which surrounds the academic effectiveness of podcasting in learning, language learning has been identified as one of the disciplines most likely to benefit from podcasting’s integration and use (Evans, 2008; Kukulska-Hulme & ” Shield, 2008; Walls et al., 2010). | 8 |
  • 9. Podcasting in higher education // A different approach (Roland, 2012) “ What is the impact of podcasting on student Technocentric ” learning ? User seen as passive | 9 |
  • 10. Podcasting in higher education // A different approach (Roland, 2012) “ Why and how do u s e r s i nte g r ate User seen as active Meaningful approach podcasting in their Systemic approach teaching / learning Study of reciprocal " ” practices ? influence | 10 |
  • 11. 03Methodology
  • 12. Methodology // 3 case studies “Podcast self- “CLIL course” “CLIL conference” Industrial Economics & Faculty of Applied Sciences! study course” Strategy! WHY ? 1200 students! WHY ? First CLIL First conference course in WHY ? in English! Self-study course! English! Exam questions about Little motivation! the conference! HOW ? 9 grammar modules! HOW ? Recorded lecture! HOW ? Recorded lecture! (sound, slideshow! (sound & slideshow)! 4 “capsules” per & video)! module! Other resources! | 12 |
  • 13. Methodology // 3 case studies “Podcast self- “CLIL course” “CLIL conference” Industrial Economics & Faculty of Applied Sciences! study course” Strategy! 1153 167 213 STUDENTS STUDENTS STUDENTS | 13 |
  • 14. Methodology // 3 case studies N = 3 N = 1533 N = 10 | 14 |
  • 15. 04Results & Discussion
  • 16. Results & Discussion // Do students use the podcasts ?DO STUDENTS USE THE PODCASTS ? “Podcast self-study course” “CLIL course” “CLIL conference” Yes Yes 23% 36% Yes 45% No 55% No 64% No 77% | 16 |
  • 17. Results & Discussion // Do students use the podcasts ?DO STUDENTS USE THE PODCASTS ? For “Physique des technologies de l’information” (N = 154) For recorded lectures (N = 1198) No 2% No 38% Yes 62% Yes 98% | 17 |
  • 18. Results & Discussion // Why do/don’t students use the podcasts ?WHY DO/DON’T STUDENTS USE THE PODCASTS ? “Podcast self-study course” “CLIL course” “CLIL conference”No Not useful / Fluent 39.83% No Not useful 82.6% No Not useful 49.7% in English Not enough time 40% Not enough time 44.17% I did not know 29.74% where to find them Fluent in English 11.66% Not enough time 23.93%Yes Revise grammar 55.83% Yes Review comprehension 54.6% Yes Study 44.9% Out of curiosity 34.05% Complete notes 49.3% Complete notes 24.48% Make up the Learn grammar 32.20% Make up a lesson 46.6% Conference 10.2% Deepen grammar 28.83% “I didn’t understand 10.2% the lecture” | 18 |
  • 19. Results & Discussion // When do students use the podcasts ? WHEN DO STUDENTS USE THE PODCASTS ? “Podcast self-study course” “CLIL course”70   70   60,360   60   50,750   50  40   40   35,6 3030   30  20   20   13,7 9,810   10   0   0   During the semester During the revision During both periods During the semester During the revision During both periods period period | 19 |
  • 20. Results & Discussion // How do students use the podcasts ?HOW DO STUDENTS USE THE PODCASTS ? (NUMBER PODCASTS VIEWED) “Podcast self-study course” “CLIL course”45! 35! 4040! 30 30! 2835! 25 25!30! 2425! 20 20! 1720! 16 15!15! 10!10! 5! 5! 0! 0! 1! 2 to 4! 5 to 8 ! 9! 1! 2 to 4! 5 to 8 ! > 8! | 20 |
  • 21. Results & Discussion // How do students use the podcasts ?HOW DO STUDENTS USE THE PODCASTS ? “Podcast self-study course” “CLIL course” “CLIL conference” Mainly using theoretical It’s mostly students who have podcasts (about tenses & verb 3 profiles difficulties that are using podcasts forms) But also explanatory podcasts THE 3 PROFILES REAPPROPRIATE 59% view various parts of the (that analyse examples) podcast THE COURSE MATERIAL. One student out of two followed the procedure 41% view the entire podcast They want more exercises | 21 |
  • 22. Results & Discussion // How students use the podcasts ?WHAT DO STUDENTS THINK ABOUT THE PODCASTS ? “Podcast self-study course” “CLIL course” “CLIL conference” For For55.8% studied more regularly 86.3% podcasts have take helped them to 80.9% podcasts have helped them to better notes understand the For lecture better72.8% are more motivated to 82.2% podcasts reduce For study with the the stress of taking notes 37.8% the podcasts were necessary podcasts given their level 94.4% want podcasts in other courses of English73.7% believe that their level of English has improved | 22 |
  • 23. 05Conclusion
  • 24. Conclusion // THE USE OF PODCASTING IS NOT a technological question BUT A PEDAGOGICAL QUESTION 3 examples in our case studies… | 24 |
  • 25. Conclusion // Kadiyala & Crynes (2000) “ Our review provides convincing evidence that information technology can enhance learning when the pedagogy is sound, and where there is a good match of technology, techniques ” and objectives. | 25 |
  • 26. Conclusion // NECESSITY FOR A SYSTEMIC APPROACH FOCUS ON TEACHERS & STUDENTS | 26 |
  • 27. THANK YOU FOR YOUR ATTENTION niroland@ulb.ac.be http://podcast.ulb.ac.be http://www.niroland.be @nicolasroland
  • 28. Bibliography // Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498. Kay, R. H. (2012). Exploring the use of video podcasts in education : A comprehensive review of the literature, Computers in Human Behavior, 28(3), 820-831.! Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: from content delivery to supported collaboration and interaction. ReCALL, 20(03), 271–289. Roland, N. (2012). Intégrer le podcasting à l’université : pourquoi ? Comment ? Pour quels résultats ? Dans Bélair, L. (Ed.)  Actes du 27e Congrès de l’Association internationale de pédagogie universitaire (AIPU). Trois-Rivières: Université du Québec à Trois-Rivières, pp. 301-308.! Walls, S. M., Kucsera, J. V., Walker, J. D., Acee, T. W., McVaugh, N. K., & Robinson, D. H. (2010). Podcasting in education: are students as ready and eager as we think they are?, Computers & Education, 54(2), 371–378. | 28 |