A tutor in your back pocket: reflections on the use of iPods and podcasting in an undergraduate popular music programme

Cooper, Steve; Dale, Crispin; Spencer, Steve

doi:10.1017/s0265051708008280

Cited by 15 publications

(7 citation statements)

References 16 publications

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“…These podcast materials were previously identified as an effective means of supporting student learning. (Cooper et al 2009).…”

Section: Methodsmentioning

confidence: 99%

Delivering student feedback in higher education: the role of podcasting

Cooper

2008

Journal of Music, Technology &Amp; Education

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Student numbers across the higher education sector have risen over recent years and the challenge of creating and delivering an effective learning experience grows evermore complex for the educator. It is necessary to provide prompt feedback to students on their current progress and personal areas for development, which is paramount for improving the quality of their future assessed work and also impacts significantly on individual motivation. Podcasting offers a timely and expedient delivery method for a wide range of teaching resources especially when combined with iconic and ubiquitous mp3 devices such as Apple's iPod. The culture of learning and its integration into students' daily lives is changing, and higher education institutions in the United States and Europe have been quick to embrace the potential of this technology, although much of the current research focus is on the delivery and reinforcement of curriculum material. This paper reports on a qualitative study within a music department, using semi-structured interviews and questionnaires to evaluate whether student feedback can also be delivered using audio-based podcasts, and whether this has a significant impact on how students respond to and use the information received. The findings conclude that delivering audio feedback produces a high-quality, personalized and appropriately detailed tutor response that students feel has significantly greater value for learning than more traditional written comments.

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“…These podcast materials were previously identified as an effective means of supporting student learning. (Cooper et al 2009).…”

Section: Methodsmentioning

confidence: 99%

Delivering student feedback in higher education: the role of podcasting

Cooper

2008

Journal of Music, Technology &Amp; Education

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“…In a review of podcasting applications, Dale (2007) highlighted a number of potential benefits including the ability to meet a range of learning styles and developed key skills such as critical thinking and reflection. Similarly, Cooper et al (2009) discussed the role of podcasting in encouraging mobility of the learning experience, whereas Abt & Barry (2007) explored its benefits compared with written modes of communication. In her study of English language teacher training, Thompson (2007) refers to podcasting as the ultimate learning experience and authentic assessment.…”

Section: Introductionmentioning

confidence: 99%

Student-Produced Podcasts as an Assessment Tool: An Example from Geomorphology

Kemp

Mellor

Kötter

et al. 2012

Journal of Geography in Higher Education

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Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University's research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html This document may differ from the final, published version of the research and has been made available online in accordance with publisher policies. To read and/or cite from the published version of the research, please visit the publisher's website (a subscription may be required.) AUTHOR: Please find attached a copy of the proofs of your article. These have been copyedited and now require your attention. When reviewing your proofs you should: Article Proofs Cover Sheet• Answer all queries raised during the editing of your manuscript (see below).• Check for any other factual corrections (NB -only minor changes can be made at this stage; major revisions cannot be accepted).All required corrections should be submitted using the CATS online corrections form. Once you have added ALL query answers and corrections, please press the SUBMIT button. PLEASE NOTE THAT ONCE YOUR CORRECTIONS HAVE BEEN ADDED TO THE ARTICLE, IT WILL BE CONSIDERED READY FOR PUBLICATION. QUERY NO. QUERY DETAILS GeneralQuery 1 • • General Query 2As an author you are required to secure permission if you want to reproduce any copyrighted material in your article. For further details, please visit http://journalauthors.tandf.co.uk/preparation/permission.asp. Please confirm that:• permission has been sought and granted to reproduce the material in both print and online editions of the journal; and • any required acknowledgements have been included to reflect this.Please confirm that affiliation details for all authors are present and correct. AQ1We have followed UK spelling. Please confirm if it is OK. AQ2The reference citation ' Prensky (2009)' is changed to 'Presky (2009)' as per the list. Please check AQ3We have inserted the closing parentheses. Please confirm if it is correct. AQ4Please provide page range for reference "France & Wakefield (2011)" AQ5Please check the edit of the sentence. ABSTRACTThe emergence of user-friendly technologies has made podcasting an accessible Q1learning tool in undergraduate teaching. In a geomorphology course, student-produced podcasts were used as part of the assessment in [2008][2009][2010]. Student groups constructed radio shows aimed at a general audience to interpret and co...

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“…3 In an undergraduate popular music program in England that used podcasts for delivering material, students reported that the podcasts motivated learners, enabled student interaction, offered time-shifted learning engagement, and personalized learning. 4 Educators can make use of podcasts in various ways. Teachers can engage in personal professional development by listening to podcasts, such as TED Talks (www.ted.com).…”

Section: Podcasts In Music Educationmentioning

confidence: 99%

Learner-Created Podcasts

Bolden¹

2013

Music Educators Journal

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This article describes uses for podcasts in music education, focusing on learner-created podcasts as an opportunity for students to construct and represent knowledge. The author outlines a podcast assignment that enables secondary and postsecondary students to examine and more deeply understand the meaning music holds for them and the role it has played in their lives. Using audio editing technology, students describe significant music experiences and combine spoken-word narration with illustrative music excerpts to create an audio documentary. Student benefits of engaging in the podcast creation process (e.g., opportunities for active music listening, enhanced reflection, self-expression, enriched communication, increased self-knowledge, and creativity) are addressed in the conclusion.

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A tutor in your back pocket: reflections on the use of iPods and podcasting in an undergraduate popular music programme

Abstract: Link to this article: http://journals.cambridge.org/abstract_S0265051708008280 How to cite this article: Steve Cooper, Crispin Dale and Steve Spencer (2009). A tutor in your back pocket: reections on the use of iPods and podcasting in an undergraduate popular music programme.

Cited by 15 publications

References 16 publications

Delivering student feedback in higher education: the role of podcasting

Delivering student feedback in higher education: the role of podcasting

Student-Produced Podcasts as an Assessment Tool: An Example from Geomorphology

Learner-Created Podcasts

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