This document discusses the history and development of podcasting and its potential use in educational settings. It describes how podcasting was created in 2000-2001 through the collaboration of Adam Curry and Dave Winer who used RSS technology and media content to provide the first podcast prototype. It also discusses how podcasting grew with the release of the iPod in 2001 and iTunes in 2003, and the key individuals involved in their development like Tony Fadell. The document argues that podcasting can support learning by providing personalized and on-demand content that encourages independent learning.
OCWC Global 2014: Designing for Diversity WorkshopUna Daly
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Podcasting originated as a new form of audio broadcasting, but by 2006, issues of ease of use, proprietary technology, and finances slowed its momentum. Now podcasting is more popular than ever. This presentation therefore traces the author’s initial and current CALL podcasting projects, reconsidering the foundations and pedagogy of podcasting. The author's pioneer work in podcasting was thwarted when his Japancasting blog suddenly disappeared from both paid and free hosting sites 15+ years ago. Japancasting had received many international honors including an "Effective Practice" award from the Online Learning Consortium, particularly for English as a Foreign Language Student-Generated Content. Now the author is collaborating with educators in India to revive the podcasting channel as open educational resources for a broader audience including developing country learners. This illustrated slideshow provides details on the considerations involved, explanatory concepts, and conclusions.
OCWC Global 2014: Designing for Diversity WorkshopUna Daly
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Podcasting originated as a new form of audio broadcasting, but by 2006, issues of ease of use, proprietary technology, and finances slowed its momentum. Now podcasting is more popular than ever. This presentation therefore traces the author’s initial and current CALL podcasting projects, reconsidering the foundations and pedagogy of podcasting. The author's pioneer work in podcasting was thwarted when his Japancasting blog suddenly disappeared from both paid and free hosting sites 15+ years ago. Japancasting had received many international honors including an "Effective Practice" award from the Online Learning Consortium, particularly for English as a Foreign Language Student-Generated Content. Now the author is collaborating with educators in India to revive the podcasting channel as open educational resources for a broader audience including developing country learners. This illustrated slideshow provides details on the considerations involved, explanatory concepts, and conclusions.
This presentation is posted with permission by Doug Johnson who created it. It was presented on March 21st as part of the EdTechConnect series of webinars the Discovery Educator Network (DEN). For more information about Doug Johnson, visit doug-johnson.com. For more information about the DEN, visit DiscoveryEducatorNetwork.com
This presentation is posted with permission by Doug Johnson who created it. It was presented on March 21st as part of the EdTechConnect series of webinars the Discovery Educator Network (DEN). For more information about Doug Johnson, visit doug-johnson.com. For more information about the DEN, visit DiscoveryEducatorNetwork.com
This is the first in a series a four learning labs on podcasting in education at South Mountain Community College presented by MCLI, the Maricopa Center for Learning & Instruction. Presentation is accompanied by a wiki: http://drcoop.pbwiki.com/PodcastingTheoryPractice
Technology Driven Differentiated Instruction June 2013 #tic13Vicki Davis
You can drive student learning by creating a classroom environment where students thrive and learn. What does differentiated instruction look like in today's classroom? How can you manage project based learning and reach every student? TIC13 Dubuque, Iowa
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
This is a Set of slides created by Pos-graduate students from the Language college of Universade Federal de Minas Gerais - UFMG - Brazil. This presentation holds concise and objective information about digital technology internet brings us today such as Web 2.0 and Podcast. Hope you like it!
Teaching Accessibility and Inclusive Design in Higher Education Curriculum: B...Howard Kramer
In 2015 tech firms such as Yahoo, Facebook, Dropbox and LinkedIn announced that they will develop standard language that lets applicants ‘know that having accessibility knowledge is "preferred" to land a job. Come to this session to learn how why and how you should include accessibility and inclusive design topics in tech, media and computer science courses.
A podcasting guide (EdTech Notes) edited and published by The Commonwealth Educational Media Centre for Asia (CEMCA). Original link http://cemca.org.in/resources/edtech-notes. Visit CEMCA website for EdTech Notes on a range of topics.
Similar to Innovation Development Process Storyboard Week 10 B (20)
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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By Dr. Vinod Kumar Kanvaria
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. Feeling Overwhelmed?
Decoding Difficulties?
Can’t follow lectures?
Want to review material
anywhere?
Got an iPod?
Have access to the
internet?
Try Podcasting
3. PodcastingPodcasting
in thein the
Educational SettingEducational Setting
Personalized, on-
demand multi-media
content
Encourages and
supports independent
learning
Directly linked to
lecture activities
(Laing, Wootton & Irons, 2006)
4. Background InformationBackground Information
The “Podfather”
2003
Two Entrepreneurs
Dave Winer
and
Adam Curry
credited with the
creation of
PODCASTING
http://images.businessweek.com/ss/05/12/bestlead
ers/image/curry.jpg
http://blog.lib.umn.edu/buckn018/communication
/winer%201.jpg
5. The NeedThe Need
Disengaged learners
Outdated texts
Limitations of face-to-
face learning
Confinement related to
the conventional
learning environment
Created a need to
provide the digital native
a format for time-shift
content that is current
and supportive of course
curriculum
6. Research: The iPodResearch: The iPod
On October 23, 2001
Project Codename Dulcimer
Apple Computers publicly announced their
portable music digital player the iPod.
The iPod was announced several months
after the release of iTunes, a program that
converted audio CDs into compressed digital
audio files, and could organize your digital
music collection..
7. Tony FadellTony Fadell
The father of the iPod
Former employee of General Magic and Phillips
Wanted to invent a better MP3 player.
Apple supported his project
Went to work for Apple Computers in 2001 as an
independent contractor
Lead a team of thirty people to develop the new
MP3 player..
8. TheThe
iPodiPod
The first generation iPods had scroll wheels
that physically rotated.
Post 2003 iPods (third generation) have touch
sensitive wheels.
Fourth generation (2004) iPods have buttons
integrated onto the wheel.
http://greenisthenewinternet.com/images/1st_gen_ipod.jpg
9. PodcastingPodcasting
September 2000- The first system that enabled the
selection, automatic downloading and storage of
serial episodic audio content on PCs and portable
devices was launched
October 2000 - The concept of using enclosures in
RSS Feeds was proposed
The idea was implemented by Dave Winer, a
software developer and an author of the RSS format
Winer had received customer requests for
audioblogging and discussed idea with Adam Curry
10. PodcastingPodcasting
January 2001 - RSS enclosure feature demonstrated
by enclosing a song in the Scripting News weblog
June 2003 - Stephen Downes demonstrated
aggregation and syndication of audio files in his Ed
Radio application
February 2004- The term "podcasting" was one of
several terms for portable listening to audioblogs
11. PodcastingPodcasting
November 2004 - Podcasting networks started
to appear on the scene with podcasters affiliating
with one another
June 2005-Apple staked its claim on the
medium by adding podcasting to its iTunes
12. Development ConcernsDevelopment Concerns
First two years saw relatively few users
Many developers avoided using it.
Legal concerns regarding the audio content (Matthews,
2006)
Winer's company incorporated the new feature in its
weblogging product, Radio Userland
All that was needed for "podcasting" was a way to
automatically move audio files from download folder to
an audio player (either software or hardware) -- along
with enough compelling audio to make such automation
worth the trouble
21. Innovation-Decision ProcessInnovation-Decision Process
ConfirmationConfirmation
Teachers and students share in creation of
podcast
Students create podcasts to review material
Podcasts provide alternate learning environment
for those unable to attend brick-n-mortar school
Students share globally
Teachers and students are developing 21st
century skills
26. As educators we need a repertoire of
teaching strategies that span the
repertoire of needs that our
students have.
(Dede, Laureate Education Inc., 2008)
27. Podcasting has been adopted byPodcasting has been adopted by
innovators and early adopters, but isinnovators and early adopters, but is
just beginning to be used by the earlyjust beginning to be used by the early
mainstream audienceaudience
….James Lewin, 2009
28. Who are the Innovators?Who are the Innovators?
Adam CurryAdam Curry
Tristan LouisTristan Louis
Dave WinerDave Winer
Collaborated in 2001Collaborated in 2001
Used RSS technology and their mediaUsed RSS technology and their media
content to provide the first podcastcontent to provide the first podcast
prototypeprototype
29. Who were the Early Adopters?Who were the Early Adopters?
Web bloggers desiring a way to stream audible
blogs
Professionals
People in the field of technology
News media personnel
College Professors
Students
30. Why Adopt?Why Adopt?
Relative AdvantageRelative Advantage
According to Rogers, the idea of relative advantage
is the degree to which an innovation is perceived
as better than the idea it supersedes.
Expressed as:
Economic Profitability
Social Prestige
(Rogers, 2003, p.229).
31. Who Podcasts?Who Podcasts?
49% female, 51% male.% female, 51% male.
All ages. More listeners 55+ than in the 18-24 ageAll ages. More listeners 55+ than in the 18-24 age
group.group.
Well-educated. Twice as many podcast users haveWell-educated. Twice as many podcast users have
advanced degrees as others.advanced degrees as others.
Well-to-do. Podcast users are twice as likely to haveWell-to-do. Podcast users are twice as likely to have
incomes over 100K and nearly twice as likely to haveincomes over 100K and nearly twice as likely to have
incomes between 75K and 100K.incomes between 75K and 100K.
Wired – spending more than 50% more time online.Wired – spending more than 50% more time online.
More than twice as likely to own an iPod or otherMore than twice as likely to own an iPod or other
portable media player.portable media player.
More than twice as likely to own video gamingMore than twice as likely to own video gaming
systems.systems.
32. Who are the Laggards?Who are the Laggards?
People not “connected”People not “connected”
People fearful of downloading materialPeople fearful of downloading material
K-12 School Administrators concerned with liabilityK-12 School Administrators concerned with liability
issuesissues
Parents concerned about safety and content ofParents concerned about safety and content of
material downloadedmaterial downloaded
Instructors not comfortable with integratingInstructors not comfortable with integrating
technologytechnology
33.
34. Moving the Laggards into theMoving the Laggards into the
Podcasting EraPodcasting Era
Compatibility…The perception of podcasting
needs to be consistent with the existing values,
past experiences, and needs of potential
adopters
Trialability…Allow potential adopters the
opportunity to experiment with podcasting to
better determine that it can be a valuable
educational tool..
(Rogers, 2003)(Rogers, 2003)
35. Adoption of InnovationAdoption of Innovation
Decentralized Diffusion Approach
The integration of iPods and Podcasting will diffuse
into the middle school environment via a peer
network in a relatively spontaneous fashion.
Innovations diffused in this
manner are more likely to
fit the users’ needs and
problems, allowing the
users a sense of control and
able to make key decisions.
(Rogers, 2003, p.398)
36. Key Change AgentsKey Change Agents
Technology Instructors
Media Center Specialist
Innovative Instructors
currently utilizing
technology in
the classroom
37. Effecting Positive Social ChangeEffecting Positive Social Change
1.1. Develop a need for change-Develop a need for change- the media specialist canthe media specialist can
initiate change by pointing out new alternatives thatinitiate change by pointing out new alternatives that
create a more learner centered classroom duringcreate a more learner centered classroom during
orientationorientation
2.2. Establish an Information ExchangeEstablish an Information Exchange
Relationship-Relationship- Once the need for change has beenOnce the need for change has been
created, the media specialist can begin to developcreated, the media specialist can begin to develop
rapport with key instructors within the buildingrapport with key instructors within the building
3.3. To Diagnose Problems-To Diagnose Problems- Key staff members canKey staff members can
help determine why existing alternatives do not meethelp determine why existing alternatives do not meet
their needstheir needs
38. 4.4. Create an Intent to Change in the Client-Create an Intent to Change in the Client- TheThe
key staff members develop an action plan tokey staff members develop an action plan to
motivate interests in using iPods and Podcastingmotivate interests in using iPods and Podcasting
5.5. Translate an Intent into Action-Translate an Intent into Action- Key membersKey members
build near-peer support groups to begin using iPodsbuild near-peer support groups to begin using iPods
and Podcasting, allowing time to teach interestedand Podcasting, allowing time to teach interested
facultyfaculty
6.6. Stabilize Adoption and Prevent DiscontinuanceStabilize Adoption and Prevent Discontinuance
Key members reinforce those members that haveKey members reinforce those members that have
begun using the new technologybegun using the new technology
7.7. Achieve a Terminal Relationship-Achieve a Terminal Relationship- Key members,Key members,
through training and support create self-sufficientthrough training and support create self-sufficient
usersusers
39. Critical Mass occurs at theCritical Mass occurs at the
point at which enoughpoint at which enough
individuals in a systemindividuals in a system
have adopted anhave adopted an
innovation so that theinnovation so that the
innovation’s further rateinnovation’s further rate
of adoption becomesof adoption becomes
self-sustainingself-sustaining
(Rogers, 2003, p.363)(Rogers, 2003, p.363)
http://rumorsweretrue.files.wordpress.com/2006/11/flashrave.jpghttp://rumorsweretrue.files.wordpress.com/2006/11/flashrave.jpg
40. While the iPod and PodcastingWhile the iPod and Podcasting
have attained critical mass inhave attained critical mass in
society they have not fully metsociety they have not fully met
their potential in the educationaltheir potential in the educational
environment.environment.
Target highly respected staff
members in the initial
implementation of the iPod and
Podcasting technology.
Make it interactive and keep the
members engaged
Make the iPod and Podcasting a
desirable commodity
http://www.pakalil.com/blog/wp-
content/uploads/2007/10/motivation-circle.png
41. Defining the NeedDefining the Need
Action and reaction,Action and reaction,
ebb and flow, trialebb and flow, trial
and error, change -and error, change -
this is the rhythmthis is the rhythm
of living. Out ofof living. Out of
our over-our over-
confidence, fear;confidence, fear;
out of our fear,out of our fear,
clearer vision, freshclearer vision, fresh
hope. And out ofhope. And out of
hope, progress.hope, progress.
Bruce Barton
42. Anywhere, Anytime Access to
Learning
Creates 21st
Century Learners
Eliminates outdated texts
Allows for collaboration
Meets ADA guidelines by providing
material in varying sources
Optimizes study time
43. Education is not the filling of a pail, but
the lighting of a fire.
William Butler Yeats
44. ReferencesReferences
Beam, A. (2006, May 26). bickering among the 'pod squad. The Boston Globe,
Retrieved from
http://www.boston.com/news/globe/living/articles/2005/05/26/bickering_amon
.
Bellis, M. (2009). The History of apple computers. Retrieved from
http://inventors.about.com/od/cstartinventions/a/Apple_Computers.htm.
Bellis, M. (2009). History of mp3. Retrieved from
http://inventors.about.com/od/mstartinventions/a/MPThree.htm..
Laing, C., Wootton, A., & Irons, A. (2006). Ipod! ulearn!. Current Developments in
Technology-Assisted Education, Retrieved from
http://www.formatex.org/micte2006/pdf/514-518.pdf
Matthews, K. (2006). Research into podcasting technology including current andMatthews, K. (2006). Research into podcasting technology including current and
possible future uses. http://mms.ecs.soton.ac.uk/2007/papers/32.pdf.possible future uses. http://mms.ecs.soton.ac.uk/2007/papers/32.pdf.
Image from Google
Image from Google Information from iPod! uLearn?
Info fro Bickering among the ‘pod squad Alex Beam adam curry pic http://images.businessweek.com/ss/05/12/bestleaders/image/curry.jpg
dave winer pic http://blog.lib.umn.edu/buckn018/communication/winer%201.jpg
About.com
Research into podcasting technology kerry matthews
October 2004, the iPod line has dominated digital music player sales in the United States, with over 90% of the market for hard drive-based players and over 70% of the market for all types of players.[59] During the year from January 2004 to January 2005, the high rate of sales caused its U.S. market share to increase from 31% to 65% and in July 2005, this market share was measured at 74%. In January 2007 the iPod market share reached 72.7% according to Bloomberg Online.
The release of the iPod Mini helped to ensure this success at a time when competing flash-based music players were once dominant.[citation needed] On 8 January 2004, Hewlett-Packard (HP) announced that they would sell HP-branded iPods under a license agreement from Apple. Several new retail channels were used—including Wal-Mart—and these iPods eventually made up 5% of all iPod sales. In July 2005, HP stopped selling iPods due to unfavorable terms and conditions imposed by Apple.[60]
In January 2007, Apple reported record quarterly revenue of US$7.1 billion, of which 48% was made from iPod sales.[61]
On 9 April 2007, it was announced that Apple had sold its one-hundred millionth iPod, making it the biggest selling digital music player of all time. In April 2007, Apple reported second quarter revenue of US$5.2 billion, of which 32% was made from iPod sales.[62] Apple and several industry analysts suggest that iPod users are likely to purchase other Apple products such as Mac computers.[63]
On 5 September 2007, during their "The Beat Goes On" event, Apple announced that the iPod line had surpassed 110 million units sold.
On 22 October 2007, Apple reported quarterly revenue of US$6.22 billion, of which 30.69% came from Apple notebook sales, 19.22% from desktop sales and 26% from iPod sales. Apple's 2007 year revenue increased to US$24.01 billion with US$3.5 billion in profits. Apple ended the fiscal year 2007 with US$15.4 billion in cash and no debt.[64]
On 22 January 2008, Apple reported the best quarter revenue and earnings in Apple's history so far. Apple posted record revenue of US$9.6 billion and record net quarterly profit of US$1.58 billion. 42% of Apple's revenue for the First fiscal quarter of 2008 came from iPod sales, followed by 21% from notebook sales and 16% from desktop sales.[65]
On 21 October 2008, Apple reported that only 14.21% of total revenue for fiscal quarter 4 of year 2008 came from iPods.[66]. At the September 9, 2009 keynote presentation at the Apple Event, Phil Schiller announced total cumulative sales of iPods had exceeded 220 million.
Wikipedia retrieved 10/15/2009
The Diffusion Group. (2007). Podcasting chart. TDG Research. Retrieved 10/15/2009, from http://www.tdgresearch.com/images/chart_podcasting.jpg
Chris Dede week 7 video online professional development
http://www.podcastingnews.com/2007/03/22/podcasting-audience-up-18-since-last-year/ Podcasting Audience Up 18% Since Last Year Mar 22nd, 2007 | By James Lewin | Category: Audio Podcasting, Podcasting Research, Podcasting Statistics, Video Podcasts, iPods & Portable Media Players
http://www.podcastingnews.com/2007/03/22/podcasting-audience-up-18-since-last-year/ Podcasting Audience Up 18% Since Last Year Mar 22nd, 2007 | By James Lewin | Category: Audio Podcasting, Podcasting Research, Podcasting Statistics, Video Podcasts, iPods & Portable Media Players