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Podcasting and the Listening Culture
 

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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    Podcasting and the Listening Culture Podcasting and the Listening Culture Presentation Transcript

    • Podcasting and the listening culture in education Steve Wheeler University of Plymouth http://www.myscreensavers.net/
    • 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
    • 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
    • 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
    • “ Education is what remains after one has forgotten everything he learned in school” – Einstein cc Steve Wheeler, University of Plymouth, 2009 http://gradeproud.com
    • “ 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/
    • “ 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
    • digital natives? cc Steve Wheeler, University of Plymouth, 2009 http://tatango.com
    • cc Steve Wheeler, University of Plymouth, 2009 Learning 2.0 User generated content Architecture of participation
    • cc Steve Wheeler, University of Plymouth, 2009 Learning 2.0 Tools Collaborating Sharing Voting Networking User generated content Architecture of participation Tagging
    • 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/
    • 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
    • A listening culture cc Steve Wheeler, University of Plymouth, 2009 In the aural tradition, writing is not an essential part of attaining knowledge.
    • Tribal storytelling cc Steve Wheeler, University of Plymouth, 2009
    • 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/
    • 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
    • Why Podcasting? cc Steve Wheeler, University of Plymouth, 2009
    • 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
    • Disadvantages of Podcasting
      • Poor audio quality
      • Poor content
      • Accessibility?
      • Transcripts?
      • Dialogue?
      • Linear sequential nature
      cc Steve Wheeler, University of Plymouth, 2009 http://wineinyourdiet.com
    • Advantages of Podcasting cc Steve Wheeler, University of Plymouth, 2009 http://www.laughparty.com/
    • Time shifting cc Steve Wheeler, University of Plymouth, 2009 RSS Updates Flexible
    • Anytime Personalised Anyplace cc Steve Wheeler, University of Plymouth, 2009 http://ithalas.com
    • Multi-tasking cc Steve Wheeler, University of Plymouth, 2009 Inexpensive Active engagement
    • Auditory Learning cc Steve Wheeler, University of Plymouth, 2009 Computer not needed
    • Visual Learning cc Steve Wheeler, University of Plymouth, 2009 Multimodal Learning http://lifebitz.wordpress.com
    • VAK Model Visual Seeing and reading cc Steve Wheeler, University of Plymouth, 2009
    • VAK Model Visual Seeing and reading Auditory Hearing and speaking cc Steve Wheeler, University of Plymouth, 2009
    • VAK Model Visual Seeing and reading Auditory Hearing and speaking Kinaesthetic Touching and doing cc Steve Wheeler, University of Plymouth, 2009
    • Multi-Modal Learning Auditory Visual Kinaesthetic cc Steve Wheeler, University of Plymouth, 2009
    • 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
    • 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
    • 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/
    • 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
    • The case for Vodcasting cc Steve Wheeler, University of Plymouth, 2009 What You See is What You Get
    • A bit of psychology...
    • Visual information can often be enhanced when paired with relevant verbal information. - Anderson & Bower (1973) Dual Coding Theory
    • People recall sequential order of words, better than the sequence of pictures. - Paivio (1969) Visuospatial sketchpad and phonological loop = working memory. – Baddeley (1986)
    • 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
    • Visual Mental images Auditory Speech Verbal representation Written or printed materials Imagens Logogens Cognition cc Steve Wheeler, University of Plymouth, 2009 http://thegnomonworkshop.com
    • 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
    • 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
    • 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
    • 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
    • Source: http://www.donblake.com Anyone can make a podcast, but not everyone should. cc Steve Wheeler, University of Plymouth, 2009
    • “ 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
    • Thank you [email_address] steve-wheeler.blogspot.com cc Steve Wheeler, University of Plymouth, 2009 http://www.myscreensavers.net/