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Power Point on Podcasting

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  • Millennials have grown up in a multicultural, multiethnic and global world. Communication through technology is a cornerstone for this generation . ( cell phones, text-messaging, and emailing create a constantly connected environment. Multitasking is a way of life. Staying connected is essential. Zero tolerance for delays. Perceive teachers as technological dinosaurs.Also called NET-Geners , they gravitate toward group activity, identify with their parents values and spend more time on homework and housework and less time on television than those a few years older. Their formative years were spent in highly structured environments. They grew up enculturated in terrorism, heroism, patrotism, and globalism. They are unaware of a time before the internet. They are confident and self-assured. They believe it is cool to be smart. They are fascinated with new technology.. They expect their learning environments to meet their specific needs and adapt to their prsonal preferences. They learn best when learningis socailly constructed, contextual, structured yet self paced and outcome oriented.
  • Medical sounds, tutoring etc.
  • Setting: Recommended size and space. Distractions, noise etc…
  • Las vegas final-final

    1. 1. Strategies For Success : Enhancing Learning Through Podcasting: Garage Band, Audacity and Slideshare Elizabeth Mencel RN, MSN Pamela Roberts RN, MSN
    2. 2. Millennial Generation (Traditional College Student Today) <ul><li>“ Digital Natives” (Prensky) </li></ul><ul><li>Communication through technology </li></ul><ul><li>Sociable, confident, optimistic, well-educated, achievement-oriented </li></ul>
    3. 3. College Student Today <ul><li>Their inevitably short attention spans are the reason Seymour Papert of MIT's Media Lab coined the term &quot;grasshopper mind&quot; five years ago, for the inclination to leap quickly from one topic to another . A founder of artificial intelligence, Papert addressed the effects of this behavior as far back as 1995 in congressional testimony about technology and learning. </li></ul>
    4. 4. Barriers to Student Success: <ul><li>As each year passes , there is an increasing amount of information that needs to be covered, in every discipline </li></ul><ul><li>As each year passes , there is a decreasing amount of time for students to spend on academic work—their time is spent with family responsibilities and employment expectations, in addition to course work. </li></ul>
    5. 5. Implications <ul><li>Digital media is the medium of attention for youth </li></ul><ul><li>Schools must become high-performance organizations. (Federation of American Scientists Entertainment Software Association National Science Foundation) </li></ul><ul><li>Need to employ strategies to engage students, involve them in the learning process, and motivate success. </li></ul>
    6. 6. Strategies for Success <ul><li>“ What you can, and must, provide us with are: Powerful, engaging tools that will lead to the understanding and skills that will E-nable us to go beyond our teachers’ ability and knowledge and to succeed in the 21 st Century.” Prensky </li></ul><ul><li>One such tool: Podcasts </li></ul><ul><li>Podcasts can be powerful, engaging tools that will lead to understanding and skills… </li></ul>
    7. 7. History of the IPOD <ul><li>Introduced by Apple on October 23 rd 2001 </li></ul><ul><li>(will be having their ninth birthday this year) </li></ul><ul><li>Students currently entering college were introduced to Ipods in 3rd grade, grew with the technology through adolescence and high school. </li></ul><ul><li>Used initially for entertainment; now for learning </li></ul><ul><li>Popular because of their portability and user-friendly system of operation. </li></ul>
    8. 8. PODCAST <ul><li>Presentation and Reinforcement of course content in a technology familiar format. </li></ul>
    9. 9. Itunes and Education
    10. 10. I Tunes University <ul><li>Learning to go—on and off campus. </li></ul><ul><li>Students can sync iTunes U content with any iPod or iPhone, so learning can take place during a meal, walking to class, or working out at the gym. </li></ul><ul><li>Reach students where they live --k eep students motivated. </li></ul><ul><li>Today’s students go online for more than music, photos, and movies. The web is the first place they go to share ideas, express viewpoints, join communities. Podcasts tap into that digital lifestyle to keep students every bit as engaged with your courses. iTunes U allows for expanding the curriculum, delivering audio and video tailored to the course objectives. </li></ul><ul><li>Transcend the classroom — and the expected. </li></ul><ul><li>The possibilities go far beyond recorded lectures. Students can see Rodin at work in his studio, study the sound of different heart murmurs, or compare Toltec and Aztec sites. </li></ul>
    11. 11. Recording a Podcast <ul><li>Start with a Plan </li></ul><ul><li>Consider Course Objectives </li></ul><ul><li>Determine what information to include </li></ul><ul><li>Develop an Outline </li></ul><ul><li>Software Programs ( Provide directions through Apple-Support and Tutorials- Audacity ): </li></ul><ul><li>Audacity (free download--PC’s) </li></ul><ul><li> Garageband (free download--Apple) </li></ul>
    12. 12. Other Podcasting sites <ul><li> </li></ul><ul><li> </li></ul><ul><li>Slidecasting </li></ul>
    13. 13. Recording a Podcast <ul><li>Optimal length--20-30 minutes. </li></ul><ul><li>Keep topics moving, and limit topic coverage to 5-8 minutes. </li></ul><ul><li>Can enhance with musical backgrounds or other non-music interludes to transition between topics. </li></ul>
    14. 14. PC Users: <ul><li>Develop Podcasts through “Audacity ” </li></ul><ul><li>Can be upload into “Slideshare” </li></ul>
    15. 15. Audacity and Lame MP3 Encoder <ul><li>Download Audacity and Lame from the internet </li></ul><ul><li>Open Audacity , go into Edit- Preferences and link to the downloaded Lame program in the File Formats tab </li></ul><ul><li>Begin recording your script. Click on the red “record” button. </li></ul><ul><li>Listen by clicking on the purple “go to the beginning” button. </li></ul>
    16. 16. Audacity
    17. 17. Save and Share Audio File <ul><li>Once recording is complete, go to: FILE-export as MP3 </li></ul><ul><li>Login to and upload mp3 file </li></ul>
    18. 18. Recording a Podcast through Audacity and Slideshare <ul><li>Login to </li></ul>
    19. 19. Upload Your File
    20. 20. Go into My Slidespace- -Click Edit Underneath the Slides.
    21. 21. Uploading your MP3 file <ul><li>Synchronize the audio with your slides </li></ul><ul><li>Start with “Divide audio equally” button to start </li></ul><ul><li>Listen to the audio file- the red bar is the position of the audio you are hearing. </li></ul><ul><li>Move the blue bar to the place in the audio that you want to transition to the second slide. </li></ul><ul><li>As you progress pull the “drag window” along the audio selector. </li></ul>
    22. 22. Uploading Mp3 File to Slideshare
    23. 23. Installing Audacity/LAME MP3 Encoder
    24. 24. MAC Users <ul><li>Keynote </li></ul><ul><li>Garage Band </li></ul><ul><li>IMovie </li></ul>
    25. 25. Getting Started On a MAC
    26. 26. Prepare Presentation: Open Keynote Program
    27. 27. Choose a Slide Layout
    28. 28. Click on “SHARE” in Tool Bar .
    29. 29. “ SHARE” To: GARAGE BAND
    30. 30. Open Garage Band : Select New Project : PODCAST
    31. 31. Select Playback Time : Fixed Duration
    32. 32. Name your Project and SAVE
    33. 33. Open Garage Band and Select PODCAST Track
    34. 34. Select Pictures and Drag to PODCAST Track
    35. 35. Adding Pictures
    36. 36. Select JINGLE Track for Background Music
    37. 37. Drag Selected Music t to Jingle Track
    38. 38. Adding Jingles
    39. 39. Align with Podcast Track
    40. 40. Select Voice Track. Record Vocal Track And Align With Podcast Track
    41. 41. How to use Slideshare Workspace
    42. 42. Creating A Podcast With GarageBand
    43. 43. End Result--The Podcast
    44. 44. Strategies for Success <ul><li>Repetition important for students with learning disabilities and those for whom English is a Second Language </li></ul><ul><li>Enables learners to learn new material, review and refresh prior information anywhere, anytime </li></ul><ul><li>Encourages students to augment or supplement in-class offerings in a convenient format </li></ul>
    45. 45. <ul><li>Faculty/ Administration “buy in” </li></ul><ul><li>Utilization of faculty </li></ul><ul><li>Training all involved faculty </li></ul><ul><li>Learning Curve for Faculty </li></ul><ul><li>Appropriate settings for recording podcasts </li></ul>Problems Encountered
    46. 46. Problems Encountered <ul><li>Preparing engaging materials </li></ul><ul><li>Selecting appropriate content </li></ul><ul><li>Time Constraints </li></ul><ul><li>Cost </li></ul><ul><li>Computer “gliches” </li></ul><ul><li>Keeping IT expert “on-call” </li></ul>
    47. 47. Implications for the Future <ul><li>Varied possibilities for future use: </li></ul><ul><li>Allows for more flexibility in curricular offerings and course scheduling </li></ul><ul><li>Provides convenient method for student preparation and review for classroom, clinical, and laboratory sessions. </li></ul><ul><li>Provides a convenient format for student projects and presentations </li></ul>
    48. 48. Implications for the Future The sky is the limit
    49. 49. Contact Information <ul><li>Pam Roberts: </li></ul><ul><li>[email_address] </li></ul><ul><li>Liz Mencel: </li></ul><ul><li>[email_address] </li></ul>
    50. 50. In Conclusion …
    51. 51. References <ul><li>Carlson, S. (2005, October 7). The net generation goes to college. The Chronicle. Retrieved March 19, 2007 from . </li></ul><ul><li>Chickering, A.W. & Gamson, Z.F. Seven principles for good practice in undergraduate education. Retrieved March 19, 2007 from </li></ul><ul><li>Cooke, L. (2005, April 21). Maintaining participation of millennial generation students in online learning environments. Retrieved March 19, 2007 from San Diego State University Web site: </li></ul>
    52. 52. References <ul><li>Coupland, D, (1991). Generation X: Tales for an accelerated culture. New York: St. Martin’s Press. </li></ul><ul><li>Covington, B.G., Foster, D., Larew, C., Lessans, S., & Spunt, D. (2006). Innovations in clinical simulation: Application of Benner’s theory in an interactive patient care simulation. Nursing Education Perspectives , 27, 16-21. </li></ul>
    53. 53. References <ul><li>Dziuban, C., Moskal, P, & Hartman, J. (2005). Higher education, blended learning and the generations: knowledge is power-no more. </li></ul><ul><li>In J. Bourne & J.C. Moore (Eds.), Elements of quality online education: Engaging communities. Needham, Sloan Center for Online Education. </li></ul><ul><li>Howe, N., Strauss, W., & Matson, R.J. (2000). Millennials rising: </li></ul><ul><li>The next great generation. New York: Vintage Books. </li></ul><ul><li>Maag, M. (2006). iPod, uPod? An emerging mobile learning tool in nursing education and students’ satisfaction. Proceedings of the 23rd annual acscilite conference: Who’s learning? Whose technology? acscilite 2006, The University of Sydney </li></ul>
    54. 54. References <ul><li>Mallowe, M. (2007, April 11). Next generation education. The Bulletin. p.1 </li></ul><ul><li>Mangold, K. (2007). Educating a new generation: Teaching baby boomer faculty about millennial students. Nurse Educator 32(1), 21-23 . </li></ul><ul><li>Palmer, A. (2007). Millenials: The new generation in college classrooms. Hospitality Newsletter. Retrieved March 19, 2007 from </li></ul>
    55. 55. References <ul><li>Prensky, M. (2007 March). Simulation nation. Edutopia, 34-39. </li></ul><ul><li>Prensky, M. (2006). “Don’t bother me mom—I’m learning.” St. Paul: Paragon House. </li></ul><ul><li>Schonfeld, A. (2007). Podcasts bring medical education to ears of the millennial generation. Academic Physician & Scientist, (2) 1-3. </li></ul><ul><li>Sternberg, R.J. & L.F. Zhang (Eds.). (2000). Perspectives on Cognitive learning and Thinking Styles. N.J.: Lawrence Erlbaum. </li></ul>