Podcasting and Pedagogy Peter Rawsthorne [email_address]

Workshop Objectives Upon completion of this workshop the participants will …. be able to describe podcasting be able to identify the methods of creating and publishing a podcast be able to search for existing podcasts be able to discuss the pedagogy of podcasting

Upon completion of this workshop the participants will ….

be able to describe podcasting

be able to identify the methods of creating and publishing a podcast

be able to search for existing podcasts

be able to discuss the pedagogy of podcasting

Introductions Introduce yourself and the faculty you belong Share with the group one question you would like answered from this workshop

Introduce yourself and the faculty you belong

Share with the group one question you would like answered from this workshop

What is a podcast? A podcast is a multimedia file distributed over the Internet using syndication feeds, for playback on mobile devices and personal computers. The term as originally coined by Ben Hammersley in an article in the Guardian on February 12, 2004, was meant as a portmanteau of " broadcasting " and " iPod ". (“Podcast,” 2006)

A podcast is a multimedia file distributed over the Internet using syndication feeds, for playback on mobile devices and personal computers. The term as originally coined by Ben Hammersley in an article in the Guardian on February 12, 2004, was meant as a portmanteau of " broadcasting " and " iPod ". (“Podcast,” 2006)

What is a podcast? Usually has multiple episodes Subscription based Relatively easy to use Could also be a Vodcast (Video Podcast)

Usually has multiple episodes

Subscription based

Relatively easy to use

Could also be a Vodcast (Video Podcast)

What is podcasting? DEMOS http://www.ubc.ca/podcasts/index.php http://itunes.stanford.edu/ http://www.cbc.ca/podcasting/

http://www.ubc.ca/podcasts/index.php

http://itunes.stanford.edu/

http://www.cbc.ca/podcasting/

A Cell Phone The content of the previous demos could have been played on; An iPod A Media Player A Blackberry A Cell Phone

The content of the previous demos could have been played on;

An iPod

A Media Player

A Blackberry

A Cell Phone

Podcasting Today Used as entertainment Used to acquire information Used to prepare for meetings and conferences Used to catch up Used to record and share important information Used for learning

Used as entertainment

Used to acquire information

Used to prepare for meetings and conferences

Used to catch up

Used to record and share important information

Used for learning

Podcasts as Lectures ? think pair share From what you have learned so far; Think how a podcast could be used as a lecture Pair up with someone next to you Share your idea of a lecture as a podcast You have 3 minutes to complete this activity

?

? What lecture would you create?

?

What is podcasting? Subscription based Really Simple Syndication ( RSS ) is required for it to be considered a (broad)CAST. http://odeo.com/ -- BBC Documentaries

Subscription based

Really Simple Syndication ( RSS ) is required for it to be considered a (broad)CAST.

http://odeo.com/ -- BBC Documentaries

Downloading a Podcast: iTunes

Downloading a Podcast: MP3 http:// odeo.com / http://www.cbc.ca/podcasting/ http://www.discovery.com/

http:// odeo.com /

http://www.cbc.ca/podcasting/

http://www.discovery.com/

Synch with MediaPlayer

MP3 Players

Create a podcast: Headset

Create a podcast: Lapel Mic

Windows Sound Recorder An excellent tool to get started and test your computers ability to record sound. “ Podcasting draws upon the work of many pedagogical thinkers, these include; Vygotsky, Piaget, Papert, Jonassen and many others.”

An excellent tool to get started and test your computers ability to record sound.

“ Podcasting draws upon the work of many pedagogical thinkers, these include; Vygotsky, Piaget, Papert, Jonassen and many others.”

Create a podcast: DEMO http://studio.odeo.com

http://studio.odeo.com

The Pedagogy Stager agrees with Seymour Papert in that computers and computing offer profound opportunities to learn new things, old things in new ways and construct knowledge in ways that would be inaccessible without access to technology. Constructionism particularly applies to learning with digital technology. If you can use technology to make things you can make a lot more interesting things. And you can learn a lot more by making them. (Stager, 2005)

Stager agrees with Seymour Papert in that computers and computing offer profound opportunities to learn new things, old things in new ways and construct knowledge in ways that would be inaccessible without access to technology. Constructionism particularly applies to learning with digital technology. If you can use technology to make things you can make a lot more interesting things. And you can learn a lot more by making them. (Stager, 2005)

The Pedagogy Boulos, Maramba and Wheeler write that the potential impact of ... podcast technologies on higher education ... is immense, and combined use of 'mind tools' that may yield the most powerful learning experiences. According to Jonassen et al. 'mindtools' act as cognitive reflection and amplification tools, aiding the construction of meaning, through the act of self-design of knowledge.

Boulos, Maramba and Wheeler write that the potential impact of ... podcast technologies on higher education ... is immense, and combined use of 'mind tools' that may yield the most powerful learning experiences. According to Jonassen et al. 'mindtools' act as cognitive reflection and amplification tools, aiding the construction of meaning, through the act of self-design of knowledge.

The Pedagogy Papert says that knowledge is best constructed in a social context where the participants make something shareable. (Stager, 2005) Using podcasting can take advantage of Vygotsky’s (1978) contention that there are strong links between cultural/social influences upon the learner and their cognitive development. (Lim, n.d.)

Papert says that knowledge is best constructed in a social context where the participants make something shareable. (Stager, 2005)

Using podcasting can take advantage of Vygotsky’s (1978) contention that there are strong links between cultural/social influences upon the learner and their cognitive development. (Lim, n.d.)

The Pedagogy Vygotsky (1978) drew attention to the strong links between the culture and social influences upon the learner, and their relationship with the learner’s cognitive development. That is to say, given the fact that many students in schools today already have access to a portable music player, it would appear to make sense (at least from a motivational point-of-view) that the potential of using such players for goals which are more explicitly linked to the curriculum be at least explored. (Lim, n.d.)

Vygotsky (1978) drew attention to the strong links between the culture and social influences upon the learner, and their relationship with the learner’s cognitive development. That is to say, given the fact that many students in schools today already have access to a portable music player, it would appear to make sense (at least from a motivational point-of-view) that the potential of using such players for goals which are more explicitly linked to the curriculum be at least explored. (Lim, n.d.)

Creating podcasts As you become more familiar with the process of creating podcasts you will require more advanced recording and sound editing software. Audacity is an excellent open source choice. http://audacity.sourceforge.net/

As you become more familiar with the process of creating podcasts you will require more advanced recording and sound editing software. Audacity is an excellent open source choice.

http://audacity.sourceforge.net/

Student Created Podcasts ? think pair share From what you have learned so far; In particular, the pedagogy of podcasting. Think how students could create course related podcasts to construct knowledge Pair up with someone next to you Share your idea of student created podcasts You have 3 minutes to complete this activity

?

? What would the students create?

?

The Podagogy / Mobigogy

Mobigogy Mobigogy is a new learning model that attempts to integrate pedagogy and andragogy into a personalized learning philosophy for the digital age. (Keough, 2006) Mobigogy recognizes the networked individual as the central element of all learning methods. (Keough, 2006)

Mobigogy is a new learning model that attempts to integrate pedagogy and andragogy into a personalized learning philosophy for the digital age. (Keough, 2006)

Mobigogy recognizes the networked individual as the central element of all learning methods. (Keough, 2006)

Podcasting today Recordings of lectures for those students unable to attend the lecture in person Audio recordings of textbook content by chapter allowing students to "read" or review texts while walking or driving to class (can be significant aid for auditory learners) Downloadable libraries of high resolution heart and respiratory sounds for medical students Recordings of expert conversations Reading of poetry with author critique Language tutorials Walking tours of cities, art galleries, etc…

Recordings of lectures for those students unable to attend the lecture in person

Audio recordings of textbook content by chapter allowing students to "read" or review texts while walking or driving to class (can be significant aid for auditory learners)

Downloadable libraries of high resolution heart and respiratory sounds for medical students

Recordings of expert conversations

Reading of poetry with author critique

Language tutorials

Walking tours of cities, art galleries, etc…

Group Activity In groups of three Brainstorm Think 3 episode podcast Stuck? Ask for help Storyboard, outline, script(?) an episode Provides structure and routine Helps avoids umms and ahhs You have 10 minutes !

In groups of three

Brainstorm

Think 3 episode podcast

Stuck? Ask for help

Storyboard, outline, script(?) an episode

Provides structure and routine

Helps avoids umms and ahhs

You have 10 minutes

Creating Podcasts Step 1: Select appropriate content Step 2: Determine your instructional goal Step 3: Design your content Step 4: Produce your podcast Step 5: Incorporate the podcast into your course http://engage.doit.wisc.edu/podcasting/teachAndLearn/

Step 1: Select appropriate content

Step 2: Determine your instructional goal

Step 3: Design your content

Step 4: Produce your podcast

Step 5: Incorporate the podcast into your course

http://engage.doit.wisc.edu/podcasting/teachAndLearn/

Referencing Podcasts APA Last name, Initial(s). (of Producer) & Last name, Initial(s). (of Presenter). (Date of transmission.) Title [medium]. Country: Distributor. Retrieved Date, URL Seega, B. (Producer) & Swan, N. (Presenter). (2005, November 28). Adult ADHD [Podcast radio programme]. Sydney: ABC Radio National. Retrieved November 29, 2005, from http://www.abc.net.au/rn/talks/8.30/helthrpt/ MLA Last name, First name, Title of Program. Name of transmitter. Date of transmission. Podcast. Date of access <URL>. Harrison, Taylor. “Interview.” Voices of Diversity. KBCS, Bellevue WA. 1 April 2006. Podcast. 18 May 2006 <http://kbcs.fm/site/PageServer>.

APA

Last name, Initial(s). (of Producer) & Last name, Initial(s). (of Presenter). (Date of transmission.) Title [medium]. Country: Distributor. Retrieved Date, URL

Seega, B. (Producer) & Swan, N. (Presenter). (2005, November 28). Adult ADHD [Podcast radio programme]. Sydney: ABC Radio National. Retrieved November 29, 2005, from http://www.abc.net.au/rn/talks/8.30/helthrpt/

MLA

Last name, First name, Title of Program. Name of transmitter. Date of transmission. Podcast. Date of access <URL>.

Harrison, Taylor. “Interview.” Voices of Diversity. KBCS, Bellevue WA. 1 April 2006. Podcast. 18 May 2006 <http://kbcs.fm/site/PageServer>.

Thank-you [email_address]

References Boulos, M., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved on October 3, 2006 from http://www.biomedcentral.com/1472-6920/6/41 Keough, M., (2005). 7 reasons why mlearning doesn’t work. mLearn 2005: 4th World conference on mLearning. Cape Town, South Africa. Retrieved on October 10, 2006 from http://www.mlearn.org.za/CD/papers/McMillan-Keough.pdf Kramer, B., (2005). Mobile Learning: The Next Generation of Learning fernUniversität’s Contributions to the 2nd Year of the Leonardo Project mlearn2. Retrieved on October 3, 2006 from http://learning.ericsson.net/mlearning2/files/workpackage4/feu_technical_working_paper_2.pdf Lim, K. (n.d.). Now Hear This – Exploring Podcasting as a Tool in Geography Education. Retrieved on October 15, 2006 from http:// homepage.mac.com/voyager/brisbane_kenlim.pdf Prensky, M. (2004). What Can You Learn from a Cell Phone? – Almost Anything. Retrieved on October 11, 2006 from http://www.marcprensky.com/writing/Prensky-What_Can_You_Learn_From_a_Cell_Phone-FINAL.pdf Siemens, G., (2006). Learning in Synch with Life: New Models, New Processes. Google 2006 Training Summit. Retrieved on October 10, 2006 from http:// www.elearnspace.org/Articles/google_whitepaper.pdf Stager, G. (2005). Towards a pedagogy of online constructionist learning. Retrieved on September 27, 2006 from http:// www.stager.org/articles/onlineconstructionism.pdf

Boulos, M., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved on October 3, 2006 from http://www.biomedcentral.com/1472-6920/6/41

Keough, M., (2005). 7 reasons why mlearning doesn’t work. mLearn 2005: 4th World conference on mLearning. Cape Town, South Africa. Retrieved on October 10, 2006 from http://www.mlearn.org.za/CD/papers/McMillan-Keough.pdf

Kramer, B., (2005). Mobile Learning: The Next Generation of Learning fernUniversität’s Contributions to the 2nd Year of the Leonardo Project mlearn2. Retrieved on October 3, 2006 from http://learning.ericsson.net/mlearning2/files/workpackage4/feu_technical_working_paper_2.pdf

Lim, K. (n.d.). Now Hear This – Exploring Podcasting as a Tool in Geography Education. Retrieved on October 15, 2006 from http:// homepage.mac.com/voyager/brisbane_kenlim.pdf

Prensky, M. (2004). What Can You Learn from a Cell Phone? – Almost Anything. Retrieved on October 11, 2006 from http://www.marcprensky.com/writing/Prensky-What_Can_You_Learn_From_a_Cell_Phone-FINAL.pdf

Siemens, G., (2006). Learning in Synch with Life: New Models, New Processes. Google 2006 Training Summit. Retrieved on October 10, 2006 from http:// www.elearnspace.org/Articles/google_whitepaper.pdf

Stager, G. (2005). Towards a pedagogy of online constructionist learning. Retrieved on September 27, 2006 from http:// www.stager.org/articles/onlineconstructionism.pdf