Newbutt podcasting to support

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Newbutt podcasting to support

  1. 1. Podcasting to Support and Diversify Learning<br />N.Newbutt<br />University of Greenwich<br />
  2. 2. Overview<br />Podcasting at the UoG – CMS<br />Developing material to help support and encourage learning<br />Various courses; 3D Animation and Games<br />Using Macbooks, ipods, iphones and xserve<br />Capturing screen and podcasts<br />Evaluated<br />
  3. 3. Why have we taking this approach?<br />Seems to provide easy and manageable podcasting<br />The process is as simple as it could be (from top to bottom)<br />The process stage is automated<br />Delivery to students is quick and reliable<br />Use of Blogs and iTunesU to help disseminate<br />
  4. 4. What have we done?<br />Podcast of the lecture (MP3)<br />Enhanced Podcast of the Lecture (MP4)<br />Screencast of the tutorial exercise (MP4)<br />Screencast series of “how to’s” – CW (MP4)<br />Podcast feedback for the first coursework (MP3)<br />
  5. 5. What have we done?<br />
  6. 6. LECTURE.MP3<br />
  7. 7. Some Results<br />When interviewed the students said:<br />“…lecture podcasts were not usually listened to, but if lectures were missed (as they were on occasion) the mp3’s would have been listened to. Also because there is no exam the lectures did not need to be revised. Also the podcast lectures would be used over the pp slides, if a lecture were missed”.<br />
  8. 8. Some Results<br />Most of the students interviewed (the focus group), pointed out (and reinforced) that: <br /> “…the screencasts were useful, especially due to the nature of the subject, but it adds to the array of students learning styles”. <br />Interestingly the students felt that the screencasts were of the most use stating that: <br /> “Screencasts were chosen over the pdfs – but both preferred. Learning was hampered for me as the screencasts tested surface learning whereas the pdf (tutorials) meant we had to read and do, and then problem solve if we could not manage the task…”<br />
  9. 9. Some Recommendations<br />Technical readiness and competence<br />Pedagogical awareness<br />Use MP4 formats wherever possible (enhanced versions)<br />An understanding of possible podcast content and selection of most appropriate<br />Limit the use of ‘live’ lectures and replace with brief overviews covering main points<br />Keep screencasts to about 10-15 minutes and ensure editing to maximise quality<br />Follow the podcast production process from top to bottom (Newbutt et al. 2008) to limit the time it takes to produce content<br />Embed into courses and provide podcasts introducing the new format of learning materials<br />
  10. 10. Questions<br />

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