Plagiarism is a continual problem in academia. Plagiarism-detection

Podcasting is the creation of audio or video files for use on iPods and other MP3 players. It allows the user to view or listen to downloadable files wherever or whenever desired. In higher education, podcasting is experiencing extraordinary growth. While a significant volume of literature exists both lauding and lamenting the incorporation of podcasts into university curricula, the authors were unable to find any empirical studies in either the academic or popular press evaluating any benefits or detriments attributable to educational applications of podcasting. This paper presents the pilot for an empirical study of the effectiveness of podcasting as a course supplement.

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<p class="MsoNormal" style="text-align: justify; margin: 0in 0.5in 0pt; mso-pagination: none;"><span style="color: black; font-size: 10pt; mso-themecolor: text1;"><span style="font-family: Times New Roman;">Podcasting is a growing trend in higher education. Major software companies, such as Apple, have dedicated entire websites to podcasting. These podcasts are available to college students to be used as supplemental material for specific coursework at their particular college or university. Unfortunately, due to the new and progressive nature of the technology, empirical studies of the effectiveness of this pedagogical device are rare. This paper presents an empirical study of the effectiveness of podcasting when incorporated as supplemental course material in a university course.</span></span></p>

College students learn differently than their professors.  This disconnect between learning styles is not a new problem, however the problem has been magnified by the technology driven environment which exists in contemporary higher education. Students who grew up using computers and Playstations while surfing MySpace blogs and listening to their MP3 players are frequently neither receptive to traditional lectures nor able to relate to examples based on 20th century technologies.  Numerous tools and technologies, however, can be used effectively to teach college students. This paper discusses several methods of addressing this disconnect through both pedagogical technique and classroom technologies.