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Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Fou...
AUDIENCE’S PODCASTING EXPERIENCE <ul><li>Have you ever </li></ul><ul><li>Downloaded  any audio/video podcasts to a  mobile...
Podcasting  to support Excel skills development <ul><li>1. Module A: Foundation level, i.e. on a pre-university course    ...
11 Podcast episodes produced Excel podcast episode Length of podcast (minutes) Getting started 01:36 Updating Formula Resu...
Why Podcasting? <ul><li>->  Podcasts offer flexibility, any time, any place </li></ul><ul><li>->  Relatively low-cost to p...
PROCESS OF PODCASTING <ul><li>Creation  of podcast:  Audio (mp3) or video (.mp4, .mov, .m4v) recording </li></ul><ul><ul><...
Evaluation <ul><li>Aim was to evaluate use of podcasting considering  pedagogic and technical  issues. </li></ul><ul><li>S...
Findings <ul><li>Surveys response rates:  </li></ul><ul><li>- Module A (53 out of 130 students)  41% return rate;  </li></...
MODULE A  (Foundation Level) Dr Andrea Gorra, Leeds Metropolitan University, UK - 64% of respondents: podcasts were ‘usefu...
MODULE B (Undergraduate Level 1 HND) <ul><li>79% thought the podcasts were ‘fairly’ or ‘very easy’ to view </li></ul><ul><...
MODULE C (Undergraduate Level 1 BA (Hons)) <ul><li>23% stated in written feedback that excel component was an element of t...
Conclusion <ul><li>Podcasts seemed to be a popular learning resource (novelty factor?) </li></ul><ul><li>Used for exam rev...
Future Research <ul><ul><li>Repeat of study for 2009/10 with same modules </li></ul></ul><ul><ul><li>Use of podcasts by  i...
QUESTIONS? COMMENTS?  Dr. Andrea Gorra Leeds Metropolitan University, UK A.Gorra @ leedsmet.ac.uk Dr. Pip Trevorrow Leeds ...
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Presentation Andrea Gorra Hea ics conference 09

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Presentation at HEA ICS Conference August 09, University of Kent at Canterbury.
http://www.ics.heacademy.ac.uk/events/10th-annual-conf/programme_day3.php

Abstract: "Audio or video podcasts can offer students different ways of learning and can add value by providing access to learning materials ‘on the move’. This paper presents an initial investigation into the use of excel podcasts for undergraduate and foundation level students in different faculties at a single university. The podcasts were shown in lecture and seminar settings and uploaded to an online server for all students to access in their own time; either via a web browser or portable video player such as an iPod. Results for the on-going study were positive with the majority of students using them for developing their understanding of excel and exam revision. Students expressed an interest in having similar supplementary learning materials for other modules. Such conclusions drawn from this study highlight the need to investigate the use of podcasts further in the teaching and learning environment. "

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Presentation Andrea Gorra Hea ics conference 09

  1. 1. Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Foundation Levels <ul><li>Dr Andrea Gorra, Dr Philippa Trevorrow </li></ul><ul><li>Centre for Excellence in Teaching and Learning – Active Learning in Computing & Faculty of Information and Technology, </li></ul><ul><li>Leeds Metropolitan University, United Kingdom </li></ul>Presented at HEA ICS Conference , August 09, University of Kent at Canterbury
  2. 2. AUDIENCE’S PODCASTING EXPERIENCE <ul><li>Have you ever </li></ul><ul><li>Downloaded any audio/video podcasts to a mobile player (e.g iPod, phone) via rss/iTunes ? </li></ul><ul><li>V iewed any podcasts via a web browser? </li></ul><ul><li>Produced audio and / or video podcasts for assessment, teaching and learning? </li></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK
  3. 3. Podcasting to support Excel skills development <ul><li>1. Module A: Foundation level, i.e. on a pre-university course (approx 130 students) </li></ul><ul><li>2. Module B: Undergraduate Level 1, HND (approx 180 students) </li></ul><ul><li>3. Module C: Undergraduate Level 1 BA (Hons) (approx 470 students) </li></ul><ul><li>[780 total student numbers; not accounting for non-attenders] </li></ul><ul><li>Modules A & B -> only labs, Module C -> labs + lecture </li></ul>
  4. 4. 11 Podcast episodes produced Excel podcast episode Length of podcast (minutes) Getting started 01:36 Updating Formula Results 01:24 Dates Times 01:58 Auto Fill with Cell References 02:40 Auto Fill 4 Formulas 02:32 COUNT IF Function 01:51 VLOOKUP 05:28 IF Function 02:41 Creating Charts 03:19 SUM IF 01:59 AutoFill Insert Col 01:08
  5. 5. Why Podcasting? <ul><li>-> Podcasts offer flexibility, any time, any place </li></ul><ul><li>-> Relatively low-cost to produce + reusable </li></ul><ul><li>PODCASTING ≠ VIDEO STREAMING </li></ul><ul><li>Podcasting = the production, distribution and automatic download of audio/video data from a publisher to a subscriber over the internet </li></ul><ul><li>RSS 2.0 feed ( R eally S imple S yndication) </li></ul><ul><li>Variety of formats (video, mp3, slides) </li></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK Available via VLE and podcast server Watchable on PC/laptop and also iPod
  6. 6. PROCESS OF PODCASTING <ul><li>Creation of podcast: Audio (mp3) or video (.mp4, .mov, .m4v) recording </li></ul><ul><ul><li>[audio/video capturing & editing software needed] </li></ul></ul><ul><li>Distribution of podcast </li></ul><ul><ul><li>upload to server </li></ul></ul><ul><ul><li>Feed location (i.e. URL ) to audience </li></ul></ul><ul><li>Download by subscribers (e.g. via Apple iTunes or iGoogle) </li></ul>
  7. 7. Evaluation <ul><li>Aim was to evaluate use of podcasting considering pedagogic and technical issues. </li></ul><ul><li>Short (online) survey (10 questions) offered to students after they completed the excel section of the module </li></ul><ul><li>Data collection: - Module A : VLE, - Module B : Survey monkey, - Module C : Module evaluation (paper-based), incl. additional questions. </li></ul><ul><li>Access statistics via VLE to identify how many times podcasts were downloaded </li></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK
  8. 8. Findings <ul><li>Surveys response rates: </li></ul><ul><li>- Module A (53 out of 130 students) 41% return rate; </li></ul><ul><li>- Module B (66 out of 180 students) 37% return rate; </li></ul><ul><li>- Module C (86 out of 470 students) 18% return rate. </li></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK Student numbers = students assigned to module ≠ students attending
  9. 9. MODULE A (Foundation Level) Dr Andrea Gorra, Leeds Metropolitan University, UK - 64% of respondents: podcasts were ‘useful’ or ‘very useful’. - 56% of respondents would like similar podcasts in other modules. Excel podcast episode Visits Length of podcast (minutes) Getting started 58 01:36 AutoFill Insert Col 41 01:08 Creating charts 35 03:19 Dates Times 25 01:58 TOTAL 159 Shown in class by tutor 130 students
  10. 10. MODULE B (Undergraduate Level 1 HND) <ul><li>79% thought the podcasts were ‘fairly’ or ‘very easy’ to view </li></ul><ul><li>only 1.5% viewed them on their iPod (as stated in questionnaire) </li></ul><ul><li>74% thought podcasts aided better understanding the information </li></ul><ul><li>26% used them if they happened to miss the lecture or tutorial. </li></ul><ul><li>83% would like to have similar podcasts for other modules . </li></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK Excel podcast episode Visits Length of podcast Getting started 136 01:36 Updating Formula Results 70 01:24 Dates Times 62 01:58 Auto Fill with Cell References 46 02:40 Auto Fill 4 Formulas 45 02:32 COUNT IF Function 44 01:51 VLOOKUP 43 05:28 IF Function 37 02:41 Creating Charts 29 03:19 SUM IF 25 01:59 AutoFill Insert Col 7 01:08 Total 544 180 students
  11. 11. MODULE C (Undergraduate Level 1 BA (Hons)) <ul><li>23% stated in written feedback that excel component was an element of the module they enjoyed the most . </li></ul><ul><li>Out of the total number of viewings, 673 hits (77%) occurred the week leading up to the module exam </li></ul><ul><li>In addition the podcasts were viewed 15 times the week before the reassessment module exam which was sat by 20 students </li></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK Excel podcast episode Visits Length of podcast Getting started 198 01:36 Dates Times 101 01:58 COUNT IF Function 93 01:51 Updating Formula Results 91 01:24 Auto Fill 4 Formulas 83 02:32 AutoFill Insert Col 74 01:08 IF Function 60 02:41 VLOOKUP 59 05:28 SUM IF 58 01:59 Auto Fill with Cell References 54 02:40 Total 871 470 students
  12. 12. Conclusion <ul><li>Podcasts seemed to be a popular learning resource (novelty factor?) </li></ul><ul><li>Used for exam revision (Module C) </li></ul><ul><li>Very few students used iPods to access podcasts (podcasting ≠ mobile learning) </li></ul><ul><li>Appreciated by non-native English speakers </li></ul><ul><li>! Need to ensure that </li></ul><ul><ul><li>Podcasts can be accessed quickly + easily </li></ul></ul><ul><ul><li>Integrate into class activities to allow students to benefit more consistently </li></ul></ul>Dr Andrea Gorra, Leeds Metropolitan University, UK
  13. 13. Future Research <ul><ul><li>Repeat of study for 2009/10 with same modules </li></ul></ul><ul><ul><li>Use of podcasts by international students </li></ul></ul><ul><ul><li>Investigate student preferences of podcast access (web browser vs. mobile device) </li></ul></ul>
  14. 14. QUESTIONS? COMMENTS? Dr. Andrea Gorra Leeds Metropolitan University, UK A.Gorra @ leedsmet.ac.uk Dr. Pip Trevorrow Leeds Metropolitan University, UK P.Trevorrow @ leedsmet.ac.uk Some references <ul><li>G. Salmon P. Edirisingha (Eds.) (2008) Podcasting for Learning in Universities , London: Open University Press and SRHE. </li></ul><ul><li>CETL ALiC http://www.leedsmet.ac.uk/inn/alic/podcasting.htm </li></ul><ul><li>Slides at: http://www.slideshare.net/andreagorra </li></ul>

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