OUChina_podcasting_Edirisingha_06062013
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The PowerPoint slides that I've used during the "Innovations in Learning Design and Technology for Distance Education" workshop for the delegates from the Open University of China , 3rd – 7th of ...

The PowerPoint slides that I've used during the "Innovations in Learning Design and Technology for Distance Education" workshop for the delegates from the Open University of China , 3rd – 7th of June, 2013. University of Leicester, UK

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    OUChina_podcasting_Edirisingha_06062013 OUChina_podcasting_Edirisingha_06062013 Presentation Transcript

    • Technology and pedagogyfor distance learning –podcastingDr Palitha EdirisinghaInstitute of Learning InnovationUniversity of Leicester, UKpe27@le.ac.ukInnovations in Learning Design and Technology for Distance EducationWorkshop for the delegates from the Open University of China3rd – 7th of June, 2013
    • Learning objectivesYou will be able to:• appreciate the impact of podcasting on learning• gain insights into approaches to using podcasts invarious discipline and institutional contexts and theirtransferability• be aware of the IMPALA 10-factor framework to developpodcasts to address specific teaching and learningchallenges• consider how to develop a storyboard to includepodcasting to support learning• be aware of technologies and tools used for creating andediting podcats
    • What knowledge and experience do wehave on podcasting?
    • Activity 1: A skills auditKnowledge, skills YesNo NotsureComments, examples1 I listen to podcasts regularly2 I have created podcasts3 I have helped others to develop podcasts4 I have used my own podcasts for my teaching5 I have used podcasts developed by others for my teaching6 I know how to record a podcast on computer7 I know how to edit a podcast sound file8 I know how to upload a podcast to VLE and / or other web service9 I know that podcasting can be used for more than for recordinglectures10 I know how podcasts can help students’ learning11 I have done research on podcasting12 I am familier with the academic / research literature on podcasting
    • Results … later!
    • So… what is podcasting…Technical definitions - distinguishingpodcasts from other means of delivery andaccess to digital media files• Distributed on the internet using syndication feeds• Downloaded automatically through a subscriptionservice• Content to be automatically delivered to user’scomputer as soon as new content is posted on theweb (BBC, 2005).
    • But what do we mean by podcastingA podcast is• a digital media file• that plays sound (or sound and visuals)• made available from a website (via the internet, VLE)• can be opened and / or downloaded and played on acomputer, and / or• downloaded from a website (e.g., VLE) to be playedon a portable digital player(Salmon et al., 2008, p. 20)
    • Aspect Podcasting Early approachesContent CaptureComputer, sound recorder,anywhere, free software,toolsSpecialised equipment,recording studiosDistribution Feeders (RSS) – free VLEDuplication / copyingPostal servicesAccessAggregator (iTunes, GoogleReader) - content ‘drippingin’DownloadPostal servicesCollecting personallyUseMobile devices (MP3 players)ComputersCassette playerWalkmanLogistics of useEasy, flexibility, indexing,near-unlimited storageBulky tapes, limitations,lack of flexibilityContentcontributorsTeachers, students, alumini,stake holders, non-specialistsTeachers, institutionalApplications ManyInstructional,Podcasting Vs early uses ofaudio
    • New possibilitiesthrough technologyLearning on locationGuidance and supportImprove distancelearner experienceListening to sound,voice and learningLearning activitiesPodcasting to support studentlearningFindings from Leicester research
    • Findings from the DUCKLINGproject• Curriculum became more personalised• Human dimension to the learning experience• Listening to the tutors voice added a personaltouch and livened up the learning experience• Podcasts resembled a direct communicationwith the tutor• Feeling like having a conversation with thetutor• Feeling that less distant and isolated, moreconnected with the tutor.
    • • Tutors able to convey important and detailedinformation in an effective and convincingmanner• A quick and effective mechanism to provideguidance, explanations, and feedback• Tutors offered and students received feedback ina way not possible with text.• Valuable form of interaction between studentsand tutors• Listening to podcasts was consolidating andreassuringFindings … [contd.]
    • Student feedback - IMPALAprojectIn the beginning I didn’tknow what podcastsare. … professor has gota really good sense ofhumour. I really likethat. I really like hislectures and podcasts.In the beginning I didn’tknow what podcastsare. … professor has gota really good sense ofhumour. I really likethat. I really like hislectures and podcasts.
    • Student feedback - IMPALAproject[in podcasts] professor talks aboutthe course, examples, topic for theweek and explanations relating tothe topic studied. I learn otherthings which sometimes aren’trelated to the course. It is quiteuseful, it is just general feedback.He points out where students makemistakes.[in podcasts] professor talks aboutthe course, examples, topic for theweek and explanations relating tothe topic studied. I learn otherthings which sometimes aren’trelated to the course. It is quiteuseful, it is just general feedback.He points out where students makemistakes.
    • Student feedback - IMPALAprojectIt is really goodwhen he relatesinformation in thelecture to real life.It helps you tounderstand things.It is really goodwhen he relatesinformation in thelecture to real life.It helps you tounderstand things.
    • Student feedback - DUCKLINGprojectPodcasts mademe feel closer tomy tutors and Ithink they helpyou to build arelationship withthem.Podcasts mademe feel closer tomy tutors and Ithink they helpyou to build arelationship withthem.
    • Student feedback - DUCKLINGproject[podcasting] makesthe course lessimpersonal. Forexample, listening tothe lecturer’s voiceon podcasts is a bigimprovement thanreading notes.[podcasting] makesthe course lessimpersonal. Forexample, listening tothe lecturer’s voiceon podcasts is a bigimprovement thanreading notes.
    • Student feedback - DUCKLINGprojectThe most interestingthing was hearingsomeone’s voice. Ididn’t feel quite sodistant.The most interestingthing was hearingsomeone’s voice. Ididn’t feel quite sodistant.
    • Student feedback - DUCKLINGprojectI was able to download thedissertation podcasts on thecomputer and then onto myiPhone. This made it easyto listen when I had a sparegap. This was useful andenabled me to think thingsthrough while I was at workor out.I was able to download thedissertation podcasts on thecomputer and then onto myiPhone. This made it easyto listen when I had a sparegap. This was useful andenabled me to think thingsthrough while I was at workor out.
    • Tutors’ comments: DUCKLINGprojectFor a 5-minutepodcast, I only needto plan half an hourto complete therecording andediting. It’s a veryfast and efficientway to turn thingsaround.For a 5-minutepodcast, I only needto plan half an hourto complete therecording andediting. It’s a veryfast and efficientway to turn thingsaround.
    • Tutors’ comments: DUCKLINGprojectIt’s amazing how much information youcan pack in a 3-5 minute podcast. Thematerial that might take 4-5 pages towrite can be covered in a 4-5 minutepodcast. Again, in terms of time-saving,the lecturer may not have 5-6 hours towrite something, but he or she has halfan hour to do a podcast.It’s amazing how much information youcan pack in a 3-5 minute podcast. Thematerial that might take 4-5 pages towrite can be covered in a 4-5 minutepodcast. Again, in terms of time-saving,the lecturer may not have 5-6 hours towrite something, but he or she has halfan hour to do a podcast.
    • Activity 2[10 minutes]Listen to podcastsA taste of podcasts
    • A taste of IMPALA podcasts
    • Impala 4 Transition podcasts
    • Pedagogical modelsandpodcasting approaches
    • Pedagogical modelsthe abstracts concepts about the learning and teachingprocess that underlie the [particular pedagogical]approach(Collis and Moonen, 2001, p. 20)AcquisitionThe acquisition of pre-specified knowledgeand the development ofpre-determinedconcepts (Sfard, 1998)ParticipationBecoming a member ofa community ofpractice, learning fromthe community, andcontribution to it (Sfard,1998)ContributionLearners ascontributors (Collis &Moonen, 2001)
    • Podcasting approaches
    • Core learning, teaching and studentsupport activitiesLecturesSeminars,workshopsLabworkFieldworkComputer workPresentationsAssessmentsExploitingExploitingself-studyself-studyresourcesresourcesExploitingExploitingself-studyself-studyresourcesresourcesDevelopingDevelopingcollaborativecollaborative& active& activelearninglearningskillsskillsDevelopingDevelopingcollaborativecollaborative& active& activelearninglearningskillsskillsHelpingHelpingstudents’ e-students’ e-learning andlearning andself studyself studyskillsskillsHelpingHelpingstudents’ e-students’ e-learning andlearning andself studyself studyskillsskillsAddressingAddressingissues ofissues ofdistancedistancelearnerslearnersAddressingAddressingissues ofissues ofdistancedistancelearnerslearners‘‘HotHotknowledge’knowledge’to supportto supporttransition totransition toHEHE‘‘HotHotknowledge’knowledge’to supportto supporttransition totransition toHEHEIntroducingIntroducinginformalinformalcontent tocontent toformalformalcurriculumcurriculumIntroducingIntroducinginformalinformalcontent tocontent toformalformalcurriculumcurriculum‘‘ContributingContributingstudents’,students’,research andresearch andarticulatingarticulatingskillsskills‘‘ContributingContributingstudents’,students’,research andresearch andarticulatingarticulatingskillsskillsPreparatoryPreparatoryPreparatoryFeedbackListen againExtensionsPreparatoryInstructionsInstructionsInstructionsCourseorganisationMentoring
    • Designing forlearning:two approachesDeveloping studyskills and helpingwith assessed workSupportingcampus-basedstudents’ onlinelearning -‘Profcasts’
    • Supporting campus-based students’ ‘distance’learning - ‘Profcasts’An undergraduate module on ElectricalEngineering, one semester (12 weeks)Course online: 40 online lectures (10-mins;sound, illustrations, video), Web-resources,‘e-tivities’, formative and final assessmentsMajority students: non-native EnglishspeakersLecturer – A Pro Vice Chancellor
    • 1 2 3 4 5 6 7 8 9 10 11 1240 online lectures (each 10 minutes long) + 40 MCQsAssessment1Assessment2Assessment3TutorialTutorialTutorialEnd-of-semesterassessment1stmeeting
    • Using podcasts to support student learningCore knowledgeCurrent eventsFeedback and planningHumourFace-to-face lectures
    • Using podcasts to support student learningCore knowledgeCurrent eventsFeedback and planningHumourFace-to-face lecturesE-lecturesCore knowledge
    • Using podcasts to support student learningCore knowledgeCurrent eventsFeedback and planningHumourFace-to-face lecturesE-lecturesCore knowledgePodcasts
    • 1 2 3 4 5 6 7 8 9 10 11 1240 online lectures (each 10 minutes long) + 40 MCQsAssessment1Assessment2Assessment3TutorialTutorialTutorialEnd-of-semesterassessment1stmeeting
    • 1 2 3 4 5 6 7 8 9 10 11 1240 online lectures (each 10 minutes long) + 40 MCQsAssessment1Assessment2Assessment3TutorialTutorialTutorialEnd-of-semesterassessment1stmeeting
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQRepresentation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQE-tivity 1 E-tivity 2Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQGets learnersgeared up forE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQGets learnersgeared up forE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQGets learnersgeared up forRemindsE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQGets learnersgeared up forRemindsE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQGets learnersgeared up forRemindsE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • 1 2 3 4 5 …40 online lectures (each 10 minutes long) + 40 MCQsAssessment1Tutorial1stmeetingMCQ MCQMCQ MCQ MCQMCQMCQGets learnersgeared up forRemindsE-tivity 1 E-tivity 2Pod-1 Pod-2 Pod-3 Pod-4Representation of the course design - 1:Incorporating podcasts to support campus-based students’ online learning
    • Designing for learningApproach 2:Developing study skills andhelping with assessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeries Personal surgeriesSeminarSeminarRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeries Personal surgeriesSeminarSeminarRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeries Personal surgeriesSeminarSeminarIssuesFurtherinfoRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeries Personal surgeriesSeminarAdvice+tipsremindsSeminarIssuesFurtherinfoRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeries Personal surgeriesSeminarAdvice+tipsremindsSeminarFeedbackIssuesFurtherinfo IssuesRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeriesAdvice+tipsPersonal surgeriesSeminarAdvice+tipsremindsSeminarFeedbackIssuesFurtherinfo IssuesRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeriesAdvice+tipsPersonal surgeriesSeminarAdvice+tipsremindsSeminarFeedbackIssuesFurtherinfo IssuesRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • 1 2 3 4 5 6 7 8 9 10 11 12presentationPresentationPORTFOLIOLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureLectureSeminarPersonal surgeries Personal surgeriesAdvice+tipsPersonal surgeriesSeminarAdvice+tipsremindsSeminarFeedbackIssuesFurtherinfo IssuesRepresentation of the course design - 2:Incorporating podcasts to develop study skills and to improve the quality ofassessed work
    • Designing podcasts
    • A ten factordesignframework
    • http://www.atimod.com/podcasting/PDModel.html
    • EndEndEndEndMiddleMiddleMiddleMiddleBeginningBeginningBeginningBeginning2 minutes2 minutes 6 minutes6 minutes 2 minutes2 minutesLength of a podcast
    • Podcast 1 Podcast 2 Podcast 3 Podcast 4 Podcast 5WelcomeIntro to theseriesIntro to thispodcastHow to useMaincontentEndThanks,good byeWhat nextLink to nextWelcomeIntro to thispodcastAboutpreviousHow to useWelcomeIntro to thispodcastAboutpreviousHow to useWelcomeIntro to thispodcastAboutpreviousHow to useWelcomeIntro to thispodcastAboutpreviousHow to useMaincontentMaincontentMaincontentMaincontentEndThanks,good byeWhat nextLink to nextEndThanks,good byeWhat nextLink to nextEndThanks,good byeWhat nextLink to nextEndThanks,good byeWhat nextWeek 1 Week 3 Week 5 Week 7 Week 9
    • Introduction to podcast recording andediting software
    • Audacityhttp://audacity.sourceforge.net/Lame encoderhttp://lame.sourceforge.net/Appendix: How to create podcasts –practitioner’s guide (pp. 188 - 204)
    •  1. Pedagogical rationale 2. Medium 3. Convergence 4. Authors and contributors to podcasts 5. Structure of podcasting 6. Reusability 7. Length 8. Style 9. Framework 10. Access systemhttp://www.atimod.com/podcasting/PDModel.htmlA ten factor design framework
    • Activity 4Developing an academic podcastPurposeTo familiarise you with the basic steps involved in developing an academic podcastand to get hands-on experience in producing and recording a short (3-4 minutes)podcast.TaskDuring the next 30 minutes …1). Following on from the previous group activity Activity 3), please identify asuitable topic / theme for an academic podcast. Based on the podcast ‘ten-factordesign model’ please write an outline for a short podcast (3-4 minutes). You maywant to use the story-board templates and the recording plan provided to guideyour narration.2). Please record the podcast using a laptop or a voice recorder. Decide how youmight advice your students to make use of this podcast.3). Report to the whole workshop group.Response Please take notes of each group’s reflections and be prepared to comment on howthe various ‘approaches to developing podcasts’ have informed your practice.
    • Sustaining the momentum, plansfor institutional scaling up, OERs.[10 minutes]A discussion around:What is your / our experience of scaling up?what are the resource implications?Reusability? What types would be reusable?OERs?Let’s develop a check-list of issues andconsider how to address them
    • Aspect Podcasting Early approachesContent CaptureComputer, sound recorder,anywhere, free software,toolsSpecialised equipment,recording studiosDistribution Feeders (RSS) – free VLEDuplication / copyingPostal servicesAccessAggregator (iTunes, GoogleReader) - content ‘drippingin’DownloadPostal servicesCollecting personallyUseMobile devices (MP3 players)ComputersCassette playerWalkmanLogistics of useEasy, flexibility, indexing,near-unlimited storageBulky tapes, limitations,lack of flexibilityContentcontributorsTeachers, students, alumini,stake holders, non-specialistsTeachers, institutionalApplications ManyInstructional,Podcasting Vs early uses ofaudio
    • Thank you for participatingpe27@le.ac.uk