This document discusses podcasting and its use in distance education. It begins by defining podcasting as the publishing of audio files, typically MP3s, on the internet for download to portable devices. It notes podcasting can supplement lecture materials and accommodate different learning styles. The document outlines features like automatic downloading and mobile access. It explores how podcasting supports learning by making education student-centered and drawing students to the technology. It also discusses concerns for students and teachers regarding access, learning objectives, and copyright issues. Examples of universities using podcasting are provided.

1. Sultan Qaboos University
Collage of Education
Instructional and Learning Technology
Tech4101 : Distance learning and the internet
PODCASTING-PUBLISHING OF AUDIO VIA THE
INTERNET
Done by:
Khalfan Al-Shuaili (89193)
Ayoob Al-Shukaili (90376)
Submitted to: Dr. Alaa Sadik

2. 1.DEFINE THE TECHNOLOGY
 Podcasting is the name given to the publishing
of audio (usually mp3 files) via the Internet,
designed to be downloaded and listened to on a
portable mp3 player of any type, or on a
personal computer.
 A series of sound and/or video files that are
automatically downloaded to a computer and
portable media device by free subscription
whenever they are made available

4. 2.OBJECTIVES OF USING THE TECHNOLOGY IN DE
 Supplement lecture material to greater provide
context and depth
 Different learning preferences: auditory
 Dyslexics; people who face problem in reading
 Students who miss class can keep up with
material

6. 3.SPECIFY FEATURES, ADVANTAGES AND LIMITATIONS OF THE
TECHNOLOGY.
Features Advantages Limitations
• Easy access: Audio can be listened to Entire file is downloaded
automatically download while doing other things. to students'
to all subscribed Adds a new dimension computer/device
students and learning style to the Eeed sufficient
• Mobile: listen when and Internet. bandwidth to download
where’s convenient Efficient access to the podcasts in a timely
• Integration with internet: hundreds of sources in fashion
links to resources one application. Limited usefulness for
embedded so can watch Engage the students with hearing impaired people
PowerPoint slides while “their” technology No interactivity --
listening Learning: audience cannot
• Anyone can make them: anywhere, anytime participate, etc.
all you need is a Timeshifting - allowing Intellectual property
computer with the right lectures to become more issues
software active

7. 4.HOW THIS TECHNOLOGY ARE USED TO DELIVER AND SUPPORT
LEARNING.
 In education, we are now encouraged to move from a
teacher centred method of teaching, to a student
centred mode. Education should be all about what the
student does.
 Students are drawn to the technology, they are
comfortable with it
 Potential to reach a wide audience is a motivator
 Promotes understanding rather than rote-learning
 Allows students to take ownership of the course
material
 Allows students to contribute to the course

8. 5. DISCUSS CONCERNS RAISED BY RESEARCHERS AND DISTANCE
STUDENTS/TUTORS ABOUT THIS TECHNOLOGY.
Issues related to students Issues related to teachers
-Who are your students? Teacher produced podcasts
-1st year students fresh out of - Learning how to create podcasts
secondary school will be engaged - Developing ideas for podcasts
-Mature aged students may find it - Producing podcasts
threatening
-Will they be able to access the Student produced podcasts
technology? - Devising and justifying student learning
- activities which utilise podcasts
-Will it enhance student learning? - Instructing and helping students on the
-Fit the technology to the learning creation of their podcasts
objective, not the learning objective to - New grading rubrics that fit the
the technology submission of a podcast for assessment
-List the benefits that students will derive
-

9. Issues related to technical Issues related to
support Copyright/Plagiarism
-Is there sufficient technical support? - Staff and students must also be
-Who do you go to if it refuses to educated about:
work? - Podcast copyright
-Who do you go to if you want to learn - Music copyright
how to do something different? - Image/Video copyright
- - Fair use, creative commons, public
-Is the necessary equipment/software domain…
available?
-How will a large class of students
create podcasts?

10. 6.SOME CASE STUDIES/EXAMPLES
 There are lots of universities that used audio podcasting like:
 Cambridge University. It hosts its audio content on its
Streaming Media Service run by the University Computing
Service. This service is used to deliver selected content for
iTunes U. The full collection of content which has not been
categorized, edited or quality controlled is viewable on the
Streaming Media Service.
 http://www.cam.ac.uk/video/index.html