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Podcasting In Education

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Podcasting In Education

  1. 1. Podcasting In Education W-200 Final Project
  2. 2. Table of Contents <ul><li>“ Intersection of Training and Podcasting in Adult Education” (2 Slides) </li></ul><ul><li>Personal Reflection </li></ul><ul><li>“ Instructional Podcasting in Higher Education: Rockingham Community College Pilot Study” (2 Slides) </li></ul><ul><li>Personal Reflection (1 Slide) </li></ul><ul><li>Podcasting in the Classroom (2 Slides) </li></ul><ul><li>Personal Reflection </li></ul><ul><li>What’s the Theme? (1 Slide) </li></ul><ul><li>Conclusion (1 Slide) </li></ul>
  3. 3. “Intersection of Training and Podcasting in AdultEducation” <ul><li>M any Universities and Schools are Using Podcasting, including Indiana University. </li></ul><ul><li>P odcasting enables learners to watch and learn from their lectures, at their convenience. </li></ul><ul><li>T he mobility that podcasting provides allows adult learners to learn from various locations such as the workplace or the home. </li></ul><ul><li>P odcasting, therefore, allows for the remediation of adults who may be slow learners, have learning disabilities or take in information aurally. </li></ul>
  4. 4. Adult Education Continued... <ul><li>O ver-emphasis on such high-tech driven education could dilute the value and quality of education. </li></ul><ul><li>P odcasting is not recommended for teaching learners ‘how to’ do something or for processes that require compliance with every step or that cannot vary, as learners tend not to retain every point. </li></ul><ul><li>P odcasting should be integrated into adult education programs because of its great number of advantages, including cost-effectiveness, flexibility and classroom enrichment. </li></ul>Citation: Roy, Ashok K., & Roy, Pryia A. (November 2007). Intersection of training and podcasting in adult education. Australian Journal of Adult Learning, Volume 47 . Retrieved December 2, 2008 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/f6/fb.pdf
  5. 5. Personal Reflection <ul><li>In regards to the last two slides, I had somewhat of a learning experience. I found this article on an online database and it talks extensively about how technologically advanced Indiana University is in regards to podcasting. I found this to be quite awesome, as I am a student of an IU school. </li></ul>
  6. 6. <ul><li>R ockingham Community College decided to experiment and see how many students used podcasting when provided by the university. </li></ul><ul><li>T hey found that Instructional podcasting may impact instructor classroom practice in such a way that there is an associated improvement in withdrawal rate and cumulative GPA. </li></ul><ul><li>T he article also details that instructional podcasting may decrease withdrawal rates. </li></ul><ul><ul><li>Figures on next slide. </li></ul></ul>“Instructional Podcasting in Higher Education: Rockingham Community College Pilot Study”
  7. 7. Some Figures Citations: Michael Preuss. (2008). Instructional Podcasting in Higher Education: Rockingham Community College Pilot Study. Retrieved December 1, 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3d/65/64.pdf.
  8. 8. Personal Reflection <ul><li>I had no idea that groups, let alone Universities, conducted studies on these sorts of things. The results the article displays shows me the ever emerging importance of technology in education. </li></ul>
  9. 9. “ Podcasting in the Classroom” <ul><li>T his article Contains information about Podcasting and how it can be integrated into the classroom. </li></ul><ul><li>O ne of the most interesting educational uses of podcasting that they detailed was the story of Duke University distributing iPods to its students for the purpose of education and orientation into their university. </li></ul><ul><li>T he article speaks of the many different ways that podcasting can be used in classrooms, including ways in which it effects the students to reinforce their knowledge outside of the classroom. </li></ul>
  10. 10. In the Classroom Continued… <ul><li>T he article recognizes technical support for Podcasting as possibly being an issue, as well as publishing rights. Things that educators may not be interested in worrying about. </li></ul><ul><li>F urther, creating podcasts can betechnically challenging for the average student, unless the teacher or educational institution is willing to pay for commercial podcasting programs and services. </li></ul><ul><li>T he article is successful in detailing the ways Podcasting can be useful, and the ways it may serve as a hindrance. </li></ul>Citation: Flanagan, Brian & Calandra, Brendan. (2005). Podcasting in the Classroom. Learning and :Leading with Technology. Retrieved Decemer, 1 2008, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1e/1d/f3.pdf
  11. 11. Personal Reflection <ul><li>As I stated in the first slide over this article, the Duke University story struck me in an awe inspiring way. I feel that what they did and are doing is a creative and fun idea that other schools should explore and consider employing. </li></ul>
  12. 12. What’s the Theme? <ul><li>The Clear theme of this project is Podcasting. Two articles discuss the ways in which podcasting affects the classroom, and the middle article displays those results. </li></ul>
  13. 13. Conclusion <ul><li>W hether you are familiar with Podcasting or not, the articles in this presentation are accurate indicators that Podcasting is a valuable resource in a classroom. </li></ul><ul><li>NOTE: IF you would like to view the articles, click on the titles, or enter the link from the citation. </li></ul>

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