Educational Podcasting: digital voices as media interventionsWhat do we mean by educational podcasting? <br />Andrew Middl...
Outline<br />Educational podcasting<br />Awareness of what is happening in UK FE & HE through themed examples<br />Forming...
What is educational podcasting?<br />Write your own definition now...<br />
Learners, teachers, experts, and publics...<br />Caveats:<br />Beyond iTunes U..?, <br />Beyond the recorded lecture – wha...
A starting point:Principles informing audio transformed pedagogy<br />General statements of what we hold to be true and us...
Design Principles<br />We need to be able to evaluate the ideas we hear in the next few minutes, so:<br />1 minute neighbo...
Effective educational podcasts… (1/2)<br />...will usually be characterised by,<br />Signalling intention and clarity of p...
Effective educational podcasts…(2/2)<br />...will usually be characterised by,<br />A hook that engages the listener<br />...
The Tutor’s voice <br />Recording events (eg recorded lecture, summary audio notes)<br />Communicating (eg module announce...
The Learner’svoice <br />Individual<br />Noting (eg field data, reflection, commentary) <br />Presenting (eg summary, post...
Expert and Publicvoices<br />Broadcasting and Commercial producers<br />Instructing (eg learning objects)<br />Describing ...
What is educational podcasting?<br />Review your own definition now...<br />
Other definitions for the pedantic!<br />Strict, technical definition:<br />“the serial distribution via RSS feeds of loca...
Finally<br />Where do significant conversations happen?<br />Where does learning happen?<br />What might be the benefit of...
Thanks – You&apos;ve been listening to...<br />David Morely, Warwick University, Writing Challenge; Anne Nortcliffe, SHU, ...
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Educational Podcasting: digital voices as media interventions

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This presentation is based on an earlier one and includes updated design principles and tips. This was used at the Belfast MELSIG meeting, 18 January 2010

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Educational Podcasting: digital voices as media interventions

  1. 1. Educational Podcasting: digital voices as media interventionsWhat do we mean by educational podcasting? <br />Andrew Middleton<br />MEL SIG: Queen&apos;s University Belfast18th January, 2010<br />Twitter #MELBEL<br />These slides will be shared on:<br />MEL wiki and slideshare.net<br />
  2. 2. Outline<br />Educational podcasting<br />Awareness of what is happening in UK FE & HE through themed examples<br />Forming understandings of the opportunity afforded by digital media such as audio and video to education<br />via some design principles and a whirlwind tour<br />
  3. 3. What is educational podcasting?<br />Write your own definition now...<br />
  4. 4. Learners, teachers, experts, and publics...<br />Caveats:<br />Beyond iTunes U..?, <br />Beyond the recorded lecture – what can educational podcasting be?<br />and a Social Constructivist view:<br />We are all learners, <br />We are all teachers<br />We all find our own meaning<br />Media intervention – using digital media fororientation, motivation, challenge setting and formation<br />
  5. 5. A starting point:Principles informing audio transformed pedagogy<br />General statements of what we hold to be true and useful (revised following Bath SIG workshop)<br /> <br />Students and teachers value the personal connectivity that the recorded voice affords<br />Students can learn by articulating their understanding to themselves and others<br />Students value learning activity that is meaningful to them<br />Students can learn from independent and social enquiry and problem-solving<br />Neither knowledge nor learning is static, resulting from negotiated and interpreted changing information<br />Teachers value being able to make personal interventions in order to encourage, direct, and challenge their students in facilitating learner-centred pedagogy<br />Recorded digital audio increases access to the voices of teachers, peers, experts and publics<br />Recorded digital audio allows for engagement that is not constrained by time, place, device and traditional teaching methods<br />The act of reviewing information, arguments and conversation can lead to deeper levels of understanding<br />
  6. 6. Design Principles<br />We need to be able to evaluate the ideas we hear in the next few minutes, so:<br />1 minute neighbourhood activity,say hello then ask:<br />“What do you think are the qualities of a good podcast?”<br />
  7. 7. Effective educational podcasts… (1/2)<br />...will usually be characterised by,<br />Signalling intention and clarity of purpose<br />Speakers whose role and level of expertise is properly introduced<br />Ideas and discussion that are relevant and well articulated<br />An awareness of the specific learning situation or context<br />Invitations and challenges - they are implicitly or explicitly purposeful<br />References to, or acknowledgement of, related sources of knowledge<br />… <br />
  8. 8. Effective educational podcasts…(2/2)<br />...will usually be characterised by,<br />A hook that engages the listener<br />Conversational voices rather than formal monologues<br />Structured and well-signposted information<br />An awareness of the particular strengths and weaknesses of the audio medium<br />Concise, well-paced and straightforward presentation<br />Suitable clear production quality that is reasonable and appropriate for the intended audience.<br />Anything else..?<br />
  9. 9. The Tutor’s voice <br />Recording events (eg recorded lecture, summary audio notes)<br />Communicating (eg module announcements)<br />Motivating (eg tutor conversations, storytelling, etc)<br />Describing (eg interviews with professionals, clients, public)<br />Illustrating (eg testimony, vox pop) <br />Forming (eg instructional; feedback)<br />Building (eg key skill development)<br />Modelling (eg behaviour, techniques) <br />
  10. 10. The Learner’svoice <br />Individual<br />Noting (eg field data, reflection, commentary) <br />Presenting (eg summary, poster, review, stories)<br />Feeding (eg peer assessment, seeding)<br />Group<br />Presenting (egprojects, findings, proposals)<br />Conversing (eg criticism, review)<br />Sharing (eg topic magazine)<br />Exhibiting (eg work without commentary/analysis) <br />
  11. 11. Expert and Publicvoices<br />Broadcasting and Commercial producers<br />Instructing (eg learning objects)<br />Describing (eg interviews with experts)<br />Updating (eg current affairs and developments) <br />Educational and Training Organisations<br />Various (eg learning objects)<br />Professional & Other Organisations<br />Marketing (eg product placement, initiatives)<br />Reporting (eg findings, proposals)<br />Conversing (eg criticism, review)<br />Advocating (eg political)<br />Publics (non-affiliated individuals and groups)<br />Commenting (egvox pop interviews)<br />Informing (eg captured interaction, proceedings)<br />Illustrating (eg observation)<br />
  12. 12. What is educational podcasting?<br />Review your own definition now...<br />
  13. 13. Other definitions for the pedantic!<br />Strict, technical definition:<br />“the serial distribution via RSS feeds of locally created, downloadable, digital media episodes, usually audio, to a niche audience of subscribers”<br />An open definition for education“asynchronous digital voices”<br />It doesn’t matter too much:<br />What can you do with digital audio<br />
  14. 14. Finally<br />Where do significant conversations happen?<br />Where does learning happen?<br />What might be the benefit of capturing those voices and moments? <br />
  15. 15. Thanks – You&apos;ve been listening to...<br />David Morely, Warwick University, Writing Challenge; Anne Nortcliffe, SHU, Software Engineering Professional Experience;Alex Spiers/ Roger Morgan, Liverpool John Moores; June Clarke, Information Management, SHU;Noreen Axelby, Computing Foundation, SHU; Hilary Cunliffe-Charlesworth and Richard McCarter, Writing Pad, SHU; Graham McElearney, Richard Steadman-Jones and Duco van Oostrum, University of Sheffield, English;Alan Hilliard, University of Hertfordshire, Radiology; Stuart Lee, Oxford University, Medieval English; Denise Stokes, CIPL CETL Coventry/SHU; Jon Wood and Carl Senior, Aston University, Psychology; Peter Hillier, University of the Arts, London, CSM Foundation; Carol Pollard and Andrew Jackson, SHU, Clinical Practice; Peter Walder, SHU, Sport & Multimedia; Richard Lynch, SHU, Criminology; Andrew Middleton Journalism students, SHU, LTI; Alan Carr, Mid-Cheshire College and Dark Horse Training; Engineering students, SHU; Computing students, SHU; Sport and Multimedia students, SHU;Art Mobs Moma, New York; Sarah Tiernan, The Psychology eZine, Aston University;Joe Davis, student, University of the Arts, London; Demos; Digital Campus; EdTech Weekly Jeff Lebow, Dave Cormier, Jennifer Madrill and John Schinker.<br />

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