The document discusses the IMPALA (Informal Mobile Podcasting And Learning Adaptation) project. It investigates the impact of podcasting on student learning and develops models and exemplars of podcasting in higher education. IMPALA partners include universities in the UK, Portugal, South Africa, and Australia. The project examines uses of podcasting in various subjects. It also discusses technology, pedagogy, research methods, and how podcasting can support student learning through various formats and tools. An example is described of podcasts created for an undergraduate engineering course that complement other teaching activities. Feedback from students indicates that the podcasts help engage them and provide useful course information.

1. Encontro sobre podcastsBraga, Universidade do Minho, Portugal8 e 9 Julho 2009A podcasting framework for teaching and learning in Higher EducationDr Palitha EdirisinghaBeyond Distance Research AllianceUniversity of Leicester, UK

2. Informal Mobile Podcasting And Learning Adaptation IMPALA Investigates the impact of podcasting on student learning Develops testable and transferable models of podcasting Develops subject- and context-specific exemplars and user casesPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

3. IMPALA partnersSubjectsUniversities Chemistry

4. Engineering

5. English Language & Communication

6. Genetics

7. Human Geography

8. Physical Geography

9. Physics

10. Sociology

11. Media and Communication

12. Veterinary Sciences

13. Leicester

14. Kingston

15. Nottingham

16. Gloucestershire

17. Royal Veterinary CollegePalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

18. IMPALA’s friends!Portugal - Universidade do Minho

19. Scotland - University of Edinburgh

20. South Africa - University of Cape Town

21. Australia - Charles Sturt University, University of New EnglandPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

22. IMPALA 2 Geography, Earth and Environmental Sciences Genetics and Biomedical Sciences Transition from school to universityIMPALA 3IMPALA 4Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

23. TechnologyPedagogyWink, J. 3 Perspectives on PedagogyRetrieved 22.2 2009 , www.joanwink.com/3perspectives.htmlSource: Gilly Salmon (2009). Podcasting for Pedagogical Purposes meeting, 24 Feb 2009, University of Leicester.

24. Research methodsQualitative and QuantitativeInitialquestionnaireFinalquestionnaireStaffinterviewsStudentfocusgroupsStudentpersonalinterviews12 weeksPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

25. How podcasting can support students’ learning Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

26. Format of content:audio, audio-visionContent capture:Free software and toolsContent distribution:Free software / tools andautomated servicesPossibilities forcontent, creativity:endless …..Potential for learningPatterns, locationsof use:potential to tap intodigital listening culturesContent access:free, automated tools,servicesUse:learner-owned technologiesPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

27. A framework for podcasting approachesPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

28. 11eLearning Africa, Nairobi, 28 May 2007

29. 12eLearning Africa, Nairobi, 28 May 2007

30. 13eLearning Africa, Nairobi, 28 May 2007

31. 14eLearning Africa, Nairobi, 28 May 2007

32. 15eLearning Africa, Nairobi, 28 May 2007

33. 16eLearning Africa, Nairobi, 28 May 2007

34. 17eLearning Africa, Nairobi, 28 May 2007

35. 18eLearning Africa, Nairobi, 28 May 2007

36. One podcasting approach in detailPodcasts to support online learning: an undergraduate Engineering course‘profcasts!’Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

38. 40 online lectures (each 10 minutes long) + 40 quizzesTutorialTutorialTutorial1st meetingAssessment 1Assessment 2Assessment 3End-of-semester assessmentPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

39. Core knowledgeCore knowledgeCurrent eventsFeedback and planningHumourWhy podcastsPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

40. Format of ‘profcasts’ Beginning: news element [2 minutes]

41. Middle: announcements, feedback, advice [7 minutes]

42. End: fun! [1 minute]Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

43. Format of ‘profcasts’ Beginning: news elementCourse context, situating what they learn to the real world applicationsE.g. birthday of fibre optics, fibre optics in the ‘Internet Superhighway’, lunar eclipse, delivering internet over the ‘final mile’Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

44. Format of ‘profcasts’ Middle: announcements, feedback, adviceStudents’ achievementsSignposting to the courseOverview of typical amount of work expectedA comparison of findings amongst groups (e-tivity tasks)Feedback as a groupComments on assignmentsHow to pace studiesFurther explanations - conceptsPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

45. Format of ‘profcasts’ End: fun (joke, a rap, …)Encourage students to listen regularlyKeep them listening to the endmore informalPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

46. How profcasts complements other teaching and learning activities in the coursePalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

47. 40 online lectures (each 10 minutes) + 40 quizzesTutorialTutorialTutorial1st meetingAssessment 1Assessment 2Assessment 3End-of-semester assessmentPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

48. 40 online lectures (each 10 minutes) + 40 quizzesquizquizquizquizquizquizquizquizPod-3Pod-2Pod-1Pod-4RemindsE-tivity 1E-tivity 2Gets learnersgeared up for1st meetingTutorialAssessment 1Representation of the course designPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

49. An extract from a profcast – feedback‘Well – how do you think the assignment went?’ ‘The group with the highest score was group 2 – well above the others with an average score 72%. Group 3 got a score of 63% and the other two groups got average marks in the high 2(ii)s. The average mark was 31 out of 50, i.e. 62%.’ ‘You mostly did well in knowing the different types of fibre and you seemed to know what attenuation was – although you didn’t always get your decibel calculations correct. You need to make sure you understand the difference between millis, micros, nanos, and kilos, megas, and gigas – if you’re not sure then check in the Engineering Data book and learn them.’ (Fothergill, 2008). Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

50. An extract from a profcast – feedback‘You were a bit more hazy on what dispersion is – which is a pity because it’s really the rationale for using lasers as you’ll see later in the course. You’ll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldn’t answer the question that gave you some data and then said, “If the source has a bandwidth of 50 nm, what is the maximum bit rate possible over a 10 km link?” This will be quite useful in your final assignment. In particular many of you found it difficult to distinguish between different types of dispersion.’ (Fothergill, forthcoming)Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

51. What do the students say about ‘profcasts’In the beginning I didn’t know what podcasts are. … professor has got a really good sense of humour. I really like that. I really like his lectures and podcast. If you are interested in the way the module is taught, then you sit down and study. But if the module is boring or the lecturer is boring you think “oh, I have to study this. But I don’t want to”. The way the module is taught is interesting. It makes people interested in the module. (Fothergill, 2008)Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

52. What do the students say about ‘profcasts’ Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes aren’t related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes. (Fothergill, 2008)Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

53. What do the students say about ‘profcasts’The good thing about podcasts is you can sit in your room and play and listen to them. He is saying things about the module. It is good to listen to them. I listen to them after about 8pm. When they are announced … when I don’t have anything else to do like course work, I listen to them. It is really good when he relates information in the lecture to real life. It helps you to understand things. (Fothergill, 2008)Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

54. Nearly the end of my talk!!Three things to remember…Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

56. Doubling the life of iPodsPodcasting in contextPodcasting technologyPodcasts and lecturesPodcasts and practicalsPodcasts and locationsPodcasts and feedbackPodcasts and online learningPodcasts and distance learningPodcasts and resourcesPodcasts and students’ storytellingPodcasts and collaborative learningPodcasts for reflective learningStudents’ podcasts as learning toolsDeveloping pedagogical podcastsThe future for podcastingThe university in your pockethttp://www.podcastingforlearning.comHow to do podcasting – practitioner guide

57. A ten-factor development modelhttp://www.podcastingforlearning.com1. Purpose / pedagogical rationale2. Medium: audio only or audio and visual)3. Convergence: integration with other e-learning4. Authors and contributors of content5. Structure: frequency and timing6. Reusability of content7. Length8. Style: presentation, interview, dialogue9. Framework of content organisation 10. Access system: via VLE or Internet-based feeder service (RSS)Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

58. Thank you!Please join the Impala communitype27@le.ac.ukwww.impala.ac.ukwww.podcastingforlearning.com