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Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
Podcasting and the Listening Culture
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Podcasting and the Listening Culture

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These slides accompany a keynote speech presented to the Higher Education Academy Podcasting Special Interest Group conference, University of Bath, November 11, 2009.

These slides accompany a keynote speech presented to the Higher Education Academy Podcasting Special Interest Group conference, University of Bath, November 11, 2009.

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  • 1. Podcasting and the listening culture in education Steve Wheeler University of Plymouth http://www.myscreensavers.net/
  • 2. Agenda
    • The nature of learning
    • Architecture of participation
    • Listening cultures
    • Podcasting and multimodal learning
    • Podcasting vs. Vodcasting
    cc Steve Wheeler, University of Plymouth, 2009 http://eduinreview.com
  • 3. Education?
    • “ An education allows children to develop the skills and confidence they need to strengthen their societies, break the cycle of poverty and build peace in their communities.”
    • - Save the Children
    cc Steve Wheeler, University of Plymouth, 2009
  • 4. Transforming education? Source: Chambers English Dictionary "In large states public education will always be mediocre, for the same reason that in large kitchens the cooking is usually bad." – Nietzsche cc Steve Wheeler, University of Plymouth, 2009 http://thescholasticdiary.wordpress.com
  • 5. “ Education is what remains after one has forgotten everything he learned in school” – Einstein cc Steve Wheeler, University of Plymouth, 2009 http://gradeproud.com
  • 6. “ For the first time we are preparing students for a future we cannot clearly describe.” – David Warlick cc Steve Wheeler, University of Plymouth, 2009 http://communications.nottingham.ac.uk/podcasts/
  • 7. “ It's not what you know that counts anymore. It's what you can learn.” – Don Tapscott cc Steve Wheeler, University of Plymouth, 2009 http://www.nationalpost.com
  • 8. digital natives? cc Steve Wheeler, University of Plymouth, 2009 http://tatango.com
  • 9. cc Steve Wheeler, University of Plymouth, 2009 Learning 2.0 User generated content Architecture of participation
  • 10. cc Steve Wheeler, University of Plymouth, 2009 Learning 2.0 Tools Collaborating Sharing Voting Networking User generated content Architecture of participation Tagging
  • 11. Digital cultural capital “ Where digital communication has fractured the tyranny of distance and computers have become pervasive and ubiquitous, identification through digital mediation has become the new cultural capital”. - Wheeler (2009) cc Steve Wheeler, University of Plymouth, 2009 http://www.coreideas.com.au/
  • 12. Funnels and webs “ The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment [...] into one of learning, sharing and caring”. – Illich (1970) cc Steve Wheeler, University of Plymouth, 2009 http://zumu.com
  • 13. A listening culture cc Steve Wheeler, University of Plymouth, 2009 In the aural tradition, writing is not an essential part of attaining knowledge.
  • 14. Tribal storytelling cc Steve Wheeler, University of Plymouth, 2009
  • 15. Totem
    • Gathering place
    • Rituals
    • Celebration
    • Transmission of customs, social mores and values (storytelling)
    • = Tribal identity
    cc Steve Wheeler, University of Plymouth, 2009 http://www.flickr.com/photos/jcbwalsh/3412625028/
  • 16. Choosing the tools cc Steve Wheeler, University of Plymouth, 2009 “ Say it again with Podcasting: If it’s important enough to say to the class, it’s important enough for them to hear it again.” - Shawn Wheeler
  • 17. Why Podcasting? cc Steve Wheeler, University of Plymouth, 2009
  • 18. What the research says:
    • Personalises learning
    • Listen at own pace
    • Extends learning
    • Aids assessment preparation
    • Highlights important information
    Sutton-Brady, C. et al (2009) The value of using short-format podcasts to enhance learning and teaching. ALT-J, 17 (3), 219-232. Student views of podcasts cc Steve Wheeler, University of Plymouth, 2009
  • 19. Disadvantages of Podcasting
    • Poor audio quality
    • Poor content
    • Accessibility?
    • Transcripts?
    • Dialogue?
    • Linear sequential nature
    cc Steve Wheeler, University of Plymouth, 2009 http://wineinyourdiet.com
  • 20. Advantages of Podcasting cc Steve Wheeler, University of Plymouth, 2009 http://www.laughparty.com/
  • 21. Time shifting cc Steve Wheeler, University of Plymouth, 2009 RSS Updates Flexible
  • 22. Anytime Personalised Anyplace cc Steve Wheeler, University of Plymouth, 2009 http://ithalas.com
  • 23. Multi-tasking cc Steve Wheeler, University of Plymouth, 2009 Inexpensive Active engagement
  • 24. Auditory Learning cc Steve Wheeler, University of Plymouth, 2009 Computer not needed
  • 25. Visual Learning cc Steve Wheeler, University of Plymouth, 2009 Multimodal Learning http://lifebitz.wordpress.com
  • 26. VAK Model Visual Seeing and reading cc Steve Wheeler, University of Plymouth, 2009
  • 27. VAK Model Visual Seeing and reading Auditory Hearing and speaking cc Steve Wheeler, University of Plymouth, 2009
  • 28. VAK Model Visual Seeing and reading Auditory Hearing and speaking Kinaesthetic Touching and doing cc Steve Wheeler, University of Plymouth, 2009
  • 29. Multi-Modal Learning Auditory Visual Kinaesthetic cc Steve Wheeler, University of Plymouth, 2009
  • 30. Multi-Modal Learning Auditory Visual Kinaesthetic cc Steve Wheeler, University of Plymouth, 2009 I see, I remember I hear, I know I do, I understand
  • 31. Multi-Modal Learning Auditory Visual Kinaesthetic cc Steve Wheeler, University of Plymouth, 2009 I see, I remember I hear, I know I do, I understand Cognition Memory Meta Cognition Deeper Learning
  • 32. When do we listen?
    • Respect for the speaker
    • Interesting and relevant
    • Unusual
    • Uncertainty
    cc Steve Wheeler, University of Plymouth, 2009 http://englishinguiabasico.wordpress.com/2009/01/
  • 33. When we listen...
    • ... we interpret and judge
    • ... we sometimes change our moods
    • ... we don’t always hear everything
    • ... we hear more than is actually said
    cc Steve Wheeler, University of Plymouth, 2009
  • 34. The case for Vodcasting cc Steve Wheeler, University of Plymouth, 2009 What You See is What You Get
  • 35. A bit of psychology...
  • 36. Visual information can often be enhanced when paired with relevant verbal information. - Anderson & Bower (1973) Dual Coding Theory
  • 37. People recall sequential order of words, better than the sequence of pictures. - Paivio (1969) Visuospatial sketchpad and phonological loop = working memory. – Baddeley (1986)
  • 38. Logogens Imagens cc Steve Wheeler, University of Plymouth, 2009 Visual Mental images Auditory Speech Verbal representation Analogue Code Perceptual Symbolic Code Representational http://thegnomonworkshop.com
  • 39. Visual Mental images Auditory Speech Verbal representation Written or printed materials Imagens Logogens Cognition cc Steve Wheeler, University of Plymouth, 2009 http://thegnomonworkshop.com
  • 40. What the research says:
    • Vodcasts are closer to the lecture experience.
    • Vodcasts increase understanding of content.
    • Podcasts are good for revision.
    • Podcasts best used in conjunction with lecturer’s slides
    Parson, V. et al (2009) Educating an iPod Generation. Learning, Media and Technology, 34 (3), 215-228. Podcasts vs. Vodcasts cc Steve Wheeler, University of Plymouth, 2009
  • 41. What they said:
    • “ Podcasting is all about planning and content and very little about technology and equipment, though we focus on the latter.” - James Clay, Gloucestershire College
    • “ Educators need a lot of technical support in producing video content. [It is very] time/resource intensive.” - Ruth Sexstone, University of Arts, London
    cc Steve Wheeler, University of Plymouth, 2009
  • 42. What they said:
    • “ While most students love the flexibility, some feel they're being 'short changed' if teachers aren't performing 'live'.” - Cath Ellis, University of Huddersfield
    • “ I think most teachers just classify it as recording audio without really using the full sharing function of podcasting.” - Ann-Maree Moore, Macquarie University
    cc Steve Wheeler, University of Plymouth, 2009
  • 43. Issues to address
    • “ Some staff are nervous about their content being out there in the real world.”
    • – Cath Ellis, University of Huddersfield
    • Is Podcasting a Web 2.0 tool?
    • Do students really listen?
    • Do students actually learn?
    cc Steve Wheeler, University of Plymouth, 2009
  • 44. Source: http://www.donblake.com Anyone can make a podcast, but not everyone should. cc Steve Wheeler, University of Plymouth, 2009
  • 45. “ All too often today we are giving young people cut flowers when we should be teaching them to grow their own plants” – John W Gardner cc Steve Wheeler, University of Plymouth, 2009 http://www.freedigitalphotos.net/image/s_flowers-lost-gardens-of-heligan.jpg
  • 46. Thank you [email_address] steve-wheeler.blogspot.com cc Steve Wheeler, University of Plymouth, 2009 http://www.myscreensavers.net/

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