This document discusses the use of podcasting as a tool for language learning. It presents research on the impact of podcasts on student learning and engagement. The author conducted three case studies on using podcasts in a self-study language course, a Content and Language Integrated Learning (CLIL) course, and for a CLIL conference. The results showed that podcasts helped many students review material, complete notes, and improve their language skills when used during the semester and for revision. However, not all students found the podcasts useful or had time to listen to them. The conclusion is that integrating podcasts into courses requires a pedagogical approach rather than just a technological one.
In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution
A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
In the future, blended learning
will become the de facto mode of training delivery. The reason is simple; face-to-face
training is great for some content types, while online training is great for different
types. Together, they provide a complete training solution
A Centre for Distance Education seminar on Developing Teachers at a Distance, conducted by Dr Ayona Silva-Fletcher and Dr Kim Whittlestone from the Royal Veterinary College (http://www.live.ac.uk/html/people.html)
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
English Composition I is a course that combines high-quality Open Education Resources (OER) and innovative course design to promote active learning and successful community building. Central to the writing community is the use of collaborative writing spaces where students provide mutual support and engage in grammar reports, reflective assignments, and peer reviews. Innovations for English Composition I include: cross-referenced learning outcomes and topics for course alignment transparency; interactive grammar reports; a visual learning arc explaining course rationale and methods as well as explicit expectations for student success; guided, interactive pre-writing/note-taking; a virtual presence badge to indicate instructor availability for conferences/chats. All materials are ADA compliant. The presenter will discuss student success results with the new course design and provide a demo in Sakai CLE of key course components.
Seminario Internacional de Educación 2012: Aprender Haciendo 2012INACAP
Presentación de Philip Bailey, decano de la Facultad de Ciencias y Matemáticas de California Polytechnic State University, en San Luis Obispo, Estados Unidos.
SmartPrep's teaching methodology ensures better learning through unique interactive teaching-learning sessions, conducted by our certified & highly qualified faculty members at our state-of-the -art centres spread across Delhi-NCR and other cities of India. SmartPrep has programs in Maths, Science, English, Accountancy and Economics for Classes VII to XII.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
In technology-enhanced learning, activity-based learner models can provide evidence for competence assessment. Such models are the foundation for learning and teaching support, such as: adaptation, assessment, and competence analytics, recommendations, and so on. This paper analyses how to construct activity-based learner models based on existing data in the Moodle learning management system. Based on the activity theory model and the actuator-indicator model, aggregators of learner activities for different activity types were implemented in Moodle. This requires the consideration of the social roles in a course, in order to enable adaptive views for learners and instructors on the stored activity information. The implementation showed that Moodle stores information about course activities that requires filtering before it can get used for higher level processing. The social planes in Moodle reveal a higher complexity than it has been previously described by theories of classroom orchestration, such as actors who are no longer present in a course.
L’environnement personnel d’apprentissage : entre continuités et discontinuit...Caféine.Studio
Roland, N., Talbot, L. (2014). L’environnement personnel d’apprentissage : entre continuités et discontinuités numériques. Colloque scientifique international sur les TIC en éducation, Montréal, 1 au 2 mai.
Podcasts de cours enregistrés : quels usages pour quels résultats ? Caféine.Studio
Roland, N., Uyttebrouck, E., De Lièvre, B., Emplit, Ph. (2012). Podcasts de cours enregistrés : quels usages pour quels résultats ? Colloque scientifique international sur les TIC en éducation, Montréal, 2 au 4 mai.
La recherche scientifique au service de l’expérience utilisateur : retour sur...Caféine.Studio
Roland, N. (2013). La recherche scientifique au service de l’expérience utilisateur : retour sur le processus de conception d’EZplayer. Campus européen d’été 2013 “L’expérience utilisateur au service de l’apprentissage ?”, Poitiers, 16 au 20 septembre.
Approche instrumentale de l’appropriation du podcasting par les étudiants de ...Caféine.Studio
Roland, N., Emplit, Ph., Uyttebrouck, E. (2014). Approche instrumentale de l’appropriation du podcasting par les étudiants de l’enseignement universitaire. Colloque scientifique international sur les TIC en éducation, Montréal, 1 au 2 mai.
Le podcasting à l’université : outil pédagogique ? Support d’apprentissage ?Caféine.Studio
Roland, N. (2012). Le podcasting à l’université : outil pédagogique ? Support d’apprentissage ? Symposium “Les réseaux sociaux et l’identité numérique dans la formation universitaire : quels impacts sur la formation ?” 13ème Congrès International Internet et Pédagogie en Sciences de la Santé et du Sport, Lille, 8 au 9 novembre.
Approche exploratoire de la prise en compte des environnements personnels d’a...Caféine.Studio
Roland, N. (2014). Approche exploratoire de la prise en compte des environnements personnels d’apprentissage d’étudiants en formation initiale à l’enseignement. Dans le symposium “Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa.” Congrès de l’Association Internationale de Pédagogie Universitaire, Université de Mons, Mons, 18 au 22 mai.
L’enseignement des langues par les cours en ligne ouverts et massifs : de la ...Caféine.Studio
Roland, N. & Castermans, M. (2016). L’enseignement des langues par les cours en ligne ouverts et massifs : de la conception pédagogique aux pratiques d’apprentissage. Colloque Multilinguisme et méthodes alternatives d’apprentissage des langues : Les nouveaux dispositifs d’accompagnement pour l’enseignement des langues étrangères, Bruxelles, 7 au 8 novembre.
English Composition I is a course that combines high-quality Open Education Resources (OER) and innovative course design to promote active learning and successful community building. Central to the writing community is the use of collaborative writing spaces where students provide mutual support and engage in grammar reports, reflective assignments, and peer reviews. Innovations for English Composition I include: cross-referenced learning outcomes and topics for course alignment transparency; interactive grammar reports; a visual learning arc explaining course rationale and methods as well as explicit expectations for student success; guided, interactive pre-writing/note-taking; a virtual presence badge to indicate instructor availability for conferences/chats. All materials are ADA compliant. The presenter will discuss student success results with the new course design and provide a demo in Sakai CLE of key course components.
Seminario Internacional de Educación 2012: Aprender Haciendo 2012INACAP
Presentación de Philip Bailey, decano de la Facultad de Ciencias y Matemáticas de California Polytechnic State University, en San Luis Obispo, Estados Unidos.
SmartPrep's teaching methodology ensures better learning through unique interactive teaching-learning sessions, conducted by our certified & highly qualified faculty members at our state-of-the -art centres spread across Delhi-NCR and other cities of India. SmartPrep has programs in Maths, Science, English, Accountancy and Economics for Classes VII to XII.
Professor Lourdes Guàrdia, How to evaluate generic Competences using Web 2.0:...mediazoo
One of the demands that today’s society is making of the European Space of
Higher Education (ESHE) is the establishment of a system that favors providing students with a comprehensive education that aims to achieve the optimum development of the skills needed in our current society. Another requirement concerns reforming the methodologies applied in classrooms, focusing the emphasis on learning and evaluation (personal, social and professional) based on competences and giving students a more prominent role in these processes. This social and academic framework is based on an organic model of information in which information is reused, reinterpreted and returned.
We are talking about promoting complex methodological changes which involve the redefinition of the whole concept of learning and evaluation which are key aspects of the education system. Faced with this outlook, the Open University of Catalonia (UOC) has devised a new transverse evaluation instrument based on learning competences: the eTransfolio.
In technology-enhanced learning, activity-based learner models can provide evidence for competence assessment. Such models are the foundation for learning and teaching support, such as: adaptation, assessment, and competence analytics, recommendations, and so on. This paper analyses how to construct activity-based learner models based on existing data in the Moodle learning management system. Based on the activity theory model and the actuator-indicator model, aggregators of learner activities for different activity types were implemented in Moodle. This requires the consideration of the social roles in a course, in order to enable adaptive views for learners and instructors on the stored activity information. The implementation showed that Moodle stores information about course activities that requires filtering before it can get used for higher level processing. The social planes in Moodle reveal a higher complexity than it has been previously described by theories of classroom orchestration, such as actors who are no longer present in a course.
L’environnement personnel d’apprentissage : entre continuités et discontinuit...Caféine.Studio
Roland, N., Talbot, L. (2014). L’environnement personnel d’apprentissage : entre continuités et discontinuités numériques. Colloque scientifique international sur les TIC en éducation, Montréal, 1 au 2 mai.
Podcasts de cours enregistrés : quels usages pour quels résultats ? Caféine.Studio
Roland, N., Uyttebrouck, E., De Lièvre, B., Emplit, Ph. (2012). Podcasts de cours enregistrés : quels usages pour quels résultats ? Colloque scientifique international sur les TIC en éducation, Montréal, 2 au 4 mai.
La recherche scientifique au service de l’expérience utilisateur : retour sur...Caféine.Studio
Roland, N. (2013). La recherche scientifique au service de l’expérience utilisateur : retour sur le processus de conception d’EZplayer. Campus européen d’été 2013 “L’expérience utilisateur au service de l’apprentissage ?”, Poitiers, 16 au 20 septembre.
Approche instrumentale de l’appropriation du podcasting par les étudiants de ...Caféine.Studio
Roland, N., Emplit, Ph., Uyttebrouck, E. (2014). Approche instrumentale de l’appropriation du podcasting par les étudiants de l’enseignement universitaire. Colloque scientifique international sur les TIC en éducation, Montréal, 1 au 2 mai.
Le podcasting à l’université : outil pédagogique ? Support d’apprentissage ?Caféine.Studio
Roland, N. (2012). Le podcasting à l’université : outil pédagogique ? Support d’apprentissage ? Symposium “Les réseaux sociaux et l’identité numérique dans la formation universitaire : quels impacts sur la formation ?” 13ème Congrès International Internet et Pédagogie en Sciences de la Santé et du Sport, Lille, 8 au 9 novembre.
Approche exploratoire de la prise en compte des environnements personnels d’a...Caféine.Studio
Roland, N. (2014). Approche exploratoire de la prise en compte des environnements personnels d’apprentissage d’étudiants en formation initiale à l’enseignement. Dans le symposium “Quand la recherche est au service des pratiques de formation à l’enseignement faisant usage du numérique, et vice-versa.” Congrès de l’Association Internationale de Pédagogie Universitaire, Université de Mons, Mons, 18 au 22 mai.
L’enseignement des langues par les cours en ligne ouverts et massifs : de la ...Caféine.Studio
Roland, N. & Castermans, M. (2016). L’enseignement des langues par les cours en ligne ouverts et massifs : de la conception pédagogique aux pratiques d’apprentissage. Colloque Multilinguisme et méthodes alternatives d’apprentissage des langues : Les nouveaux dispositifs d’accompagnement pour l’enseignement des langues étrangères, Bruxelles, 7 au 8 novembre.
Organizational Road maps for Institutional Online Learning production and del...Dr. Patricio Montesinos
Organizational Road maps for Institutional Online Learning production and delivery. Universities must assume the transformation from F2F to DUAL Universities, institutions with face to face activities mixed with distance learning interaction. Three roadmaps has been defined from the author that must be present in any institutional agenda: organizational, technological and andraghogical roadmaps. This presentation is partially translated to PIN YIN.
Teaching and Learning in Second Life as Part of a Blended Approach: Reflecti...Sheila Webber
This presentation “Teaching and Learning in Second Life as Part of a Blended Approach:Reflections and Lessons learned” was given at the Virtual Worlds Best Practices in Education conference 2012, on 16th March 2012, in the virtual world, Second Life. The authors are Sheila Webber, Senior Lecturer, Information School: the iSchool, University of Sheffield, UK and Ridvan Ata, PhD Candidate, School of Education, University of Sheffield, UK.
Prototype of a CLIL project: "Live a healthy life"Daniel Marques
Here you can see a prototype of a CLIL project titled "Live a healthy life". It shows the main features of an educational project that I am starting to create.
Le tutorat en entreprise : Tendances, défis et opportunitésCaféine.Studio
Roland, N. (2018). Le tutorat en entreprise : Tendances, défis et opportunités. Journée "Le tutorat sous toutes ses formes", Bruxelles formation 8 novembre.
Appréhender les environnements personnels d’apprentissage des apprenants : p...Caféine.Studio
Conférence plénière au colloque EPAL 2018 le 9 juin.
Lectures proposées en complément à la présentation :
— Roland, N. (2017). L’approche sociocognitive : une voie pour de nouvelles questions de recherche à propos des ressources audiovisuelles pédagogiques. Distances et médiations des savoirs, 19. URL : https://goo.gl/DuyXpi
— Roland, N. (2016). Appropriation d’artefacts audiovisuels pédagogiques dans un cours en ligne ouvert et massif. Revue Internationale des Technologies en Pédagogie Universitaire, 13(2-3), 81-93. URL : http://www.ijthe.org/fr/articles/view/288
— Roland, N. & Talbot, N. (2014). L’environnement personnel d’apprentissage : un système hybride d’instruments. Sciences et technologies de l'information et de la communication pour l'éducation et la formation, 21, 287-316. URL : http://goo.gl/LxLsE6
Analyse longitudinale des motifs d’engagement et de persistance dans un MOOCCaféine.Studio
François, N. & Roland, N. (2018). Analyse longitudinale des motifs d’engagement et de persistance dans un MOOC. Colloque e-Formation des adultes et des jeunes adultes, Lille, 21 au 23 mars.
Roland, N. (2017). Enseigner & apprendre avec un MOOC. « La formation 2.0 : quel est l’impact des nouvelles technologies
sur l’apprentissage et la formation ? ». Namur, 14 décembre.
Discontinuités d’usage de Facebook par les étudiants universitairesCaféine.Studio
Roland, N. (2017). Discontinuités d’usage de Facebook par les étudiants universitaires. Colloque international sur une approche sociocritique du numérique en éducation, Montréal, 15 et 16 mai.
New learning spaces for a new pedagogical designCaféine.Studio
Nicolas ROLAND, ULB Podcast, Université de Bruxelles
So far, the arrangement of teaching and learning spaces in academic institutions has been usually based on a transmissive pedagogy and on an over-valuation of face-to-face teaching methods. As a result, we have noticed a mismatch between learning spaces and students’ digital practices as well as a certain rigidity towards more active teaching methods. By developing the close relationships tying space to digital technology and the stakeholders, this communication aims to show that the evolution of teaching and learning practices requires a substantial rethinking of academic spaces. In auditoriums, as well in study places, teachers and students indeed need spaces allowing them to create new learning experiences (social interaction, group work, etc.).
De l’agentivité des apprenants dans les cours en ligne ouverts et massifs en ...Caféine.Studio
Roland, N. (2017). De l’agentivité des apprenants dans les cours en ligne ouverts et massifs en langue. Le MOOC pour (se) former à distance en didactique des langues, Lille, 3 et 4 avril.
Agentivité des apprenants dans l’élaboration d’environnement personnels d’app...Caféine.Studio
Roland, N. (2016). Agentivité des apprenants dans l’élaboration d’environnement personnels d’apprentissage au sein de cours en ligne ouverts et massifs. Contraintes et émancipation dans des dispositifs de formation instrumentés. Congrès AREF 2016 – Actualité de la Recherche en Education et en Formation, Mons 4 au 8 juillet.
L’apprentissage et le numérique : de la recherche de questions aux question d...Caféine.Studio
Roland, N. (2016). L’apprentissage et le numérique : de la recherche de questions aux question de recherches. Symposium “A quelles questions cherchons-nous réponse à propos des processus d’apprentissage ?“. Congrès AREF 2016 – Actualité de la Recherche en Education et en Formation, Mons 4 au 8 juillet.
De la complexité d’approcher méthodologiquement les usages numériques éducati...Caféine.Studio
Roland, N. (2016). De la complexité d’approcher méthodologiquement les usages numériques éducatifs non institutionnels : enjeux, défis et opportunités. 84ème Congrès de l’ACFAS, Montréal, 11 mai.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
7. Podcasting in higher education // Impact of podcasting on students
Impact of podcasting on students
Scores
Attitudes
Attendance
11
15
4
6
4
4
Kay (2012)
| 7 |
8. Podcasting in higher education // Podcasting & foreign languages
Impact of podcasting on students in language courses
“
In spite of the scepticism which surrounds the
academic effectiveness of podcasting in learning,
language learning has been identified as one of the
disciplines most likely to benefit from podcasting’s
integration and use (Evans, 2008; Kukulska-Hulme &
”
Shield, 2008; Walls et al., 2010).
| 8 |
9. Podcasting in higher education // A different approach (Roland, 2012)
“
What is the impact of
podcasting on student
Technocentric
”
learning ? User seen as passive
| 9 |
10. Podcasting in higher education // A different approach (Roland, 2012)
“
Why and how do
u s e r s i nte g r ate
User seen as active
Meaningful approach
podcasting in their Systemic approach
teaching / learning Study of reciprocal "
”
practices ? influence
| 10 |
12. Methodology // 3 case studies
“Podcast self- “CLIL course”
“CLIL conference”
Industrial Economics & Faculty of Applied Sciences!
study course” Strategy!
WHY ?
1200 students! WHY ?
First CLIL First conference
course in
WHY ?
in English!
Self-study course!
English! Exam questions about
Little motivation! the conference!
HOW ?
9 grammar modules! HOW ?
Recorded lecture! HOW ?
Recorded lecture!
(sound, slideshow! (sound & slideshow)!
4 “capsules” per & video)!
module!
Other resources!
| 12 |
13. Methodology // 3 case studies
“Podcast self- “CLIL course”
“CLIL conference”
Industrial Economics & Faculty of Applied Sciences!
study course” Strategy!
1153
167
213
STUDENTS
STUDENTS
STUDENTS
| 13 |
16. Results & Discussion // Do students use the podcasts ?
DO STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
Yes
Yes 23%
36% Yes
45%
No
55%
No
64% No
77%
| 16 |
17. Results & Discussion // Do students use the podcasts ?
DO STUDENTS USE THE PODCASTS ? For “Physique des technologies de
l’information” (N = 154)
For recorded lectures (N = 1198) No
2%
No
38%
Yes
62%
Yes
98%
| 17 |
18. Results & Discussion // Why do/don’t students use the podcasts ?
WHY DO/DON’T STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
No Not useful / Fluent
39.83% No Not useful 82.6% No Not useful 49.7%
in English
Not enough time 40% Not enough time 44.17%
I did not know
29.74%
where to find them Fluent in English
11.66%
Not enough time 23.93%
Yes Revise grammar
55.83% Yes Review comprehension
54.6% Yes Study
44.9%
Out of curiosity
34.05% Complete notes
49.3% Complete notes
24.48%
Make up the
Learn grammar
32.20% Make up a lesson
46.6% Conference
10.2%
Deepen grammar
28.83% “I didn’t understand
10.2%
the lecture”
| 18 |
19. Results & Discussion // When do students use the podcasts ?
WHEN DO STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course”
70
70
60,3
60
60
50,7
50
50
40
40
35,6
30
30
30
20
20
13,7
9,8
10
10
0
0
During the semester
During the revision During both periods
During the semester
During the revision During both periods
period
period
| 19 |
20. Results & Discussion // How do students use the podcasts ?
HOW DO STUDENTS USE THE PODCASTS ? (NUMBER PODCASTS VIEWED)
“Podcast self-study course” “CLIL course”
45! 35!
40
40! 30
30! 28
35! 25
25!
30!
24
25!
20
20!
17
20!
16 15!
15!
10!
10!
5! 5!
0!
0!
1! 2 to 4! 5 to 8 ! 9!
1! 2 to 4! 5 to 8 ! > 8!
| 20 |
21. Results & Discussion // How do students use the podcasts ?
HOW DO STUDENTS USE THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
Mainly using theoretical It’s mostly students who have
podcasts (about tenses & verb 3 profiles
difficulties that are using podcasts
forms)
But also explanatory podcasts
THE 3 PROFILES REAPPROPRIATE
59% view various parts of the
(that analyse examples) podcast
THE COURSE MATERIAL.
One student out of two followed
the procedure 41% view the entire podcast
They want more exercises
| 21 |
22. Results & Discussion // How students use the podcasts ?
WHAT DO STUDENTS THINK ABOUT THE PODCASTS ?
“Podcast self-study course” “CLIL course” “CLIL conference”
For For
55.8% studied more
regularly 86.3% podcasts have take
helped them to 80.9% podcasts have
helped them to
better notes understand the
For lecture better
72.8% are more
motivated to 82.2% podcasts reduce For
study with the
the stress of taking
notes
37.8% the podcasts
were necessary
podcasts given their level
94.4% want podcasts in
other courses
of English
73.7% believe that their
level of English
has improved
| 22 |
24. Conclusion //
THE USE OF PODCASTING IS
NOT
a technological
question
BUT A PEDAGOGICAL
QUESTION
3 examples in our case studies…
| 24 |
25. Conclusion //
Kadiyala &
Crynes (2000)
“
Our review provides convincing evidence that
information technology can enhance learning
when the pedagogy is sound, and where there
is a good match of technology, techniques
”
and objectives.
| 25 |
26. Conclusion //
NECESSITY FOR A SYSTEMIC APPROACH
FOCUS ON TEACHERS & STUDENTS
| 26 |
27. THANK YOU FOR YOUR ATTENTION
niroland@ulb.ac.be
http://podcast.ulb.ac.be
http://www.niroland.be
@nicolasroland
28. Bibliography //
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education.
Computers & Education, 50(2), 491–498.
Kay, R. H. (2012). Exploring the use of video podcasts in education : A comprehensive review of the literature,
Computers in Human Behavior, 28(3), 820-831.!
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: from content delivery to
supported collaboration and interaction. ReCALL, 20(03), 271–289.
Roland, N. (2012). Intégrer le podcasting à l’université : pourquoi ? Comment ? Pour quels résultats ? Dans Bélair, L.
(Ed.) Actes du 27e Congrès de l’Association internationale de pédagogie universitaire (AIPU). Trois-Rivières:
Université du Québec à Trois-Rivières, pp. 301-308.!
Walls, S. M., Kucsera, J. V., Walker, J. D., Acee, T. W., McVaugh, N. K., & Robinson, D. H. (2010). Podcasting in
education: are students as ready and eager as we think they are?, Computers & Education, 54(2), 371–378.
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