Automated podcasting solution expands the boundaries of the classroom

Aldrich, David G.; Bell, Bradley M.; Batzel, Tim

doi:10.1145/1181216.1181217

Cited by 22 publications

(19 citation statements)

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“…Podcasts can help assessment preparation (Aldrich, Bell, and Batzel 2006;Evans 2008;Tynan and Colbran 2006). …”

Section: Background and Rationalementioning

confidence: 99%

Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Yaneske¹,

Oates²

2010

Research in Learning Technology

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We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalisation, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature.Keywords: Voice Boards; asynchronous audio discussion; learning objects; peerto-peer learning Introduction A Voice Board (VB) is an asynchronous audio discussion forum. This paper discusses the use of the VB produced by Wimba, a company providing collaborative learning software for education. The Wimba VB allows users to record and post audio, audio and text, and text-only messages without requiring additional software or knowledge of complex audio editing tools.So far there has been little research into the use of VBs in learning and teaching. This paper therefore discusses a case study involving the use of the Wimba VB within a module on 'Language Learning and Teaching with ICT' (information and communication technology) taught by E, one of the paper authors. The paper is a 'wisdom of practice' report based on a personal account of change (Weimer 2006). Many such accounts have been criticised for failing to reference the educational literature and build on previous knowledge (Weimer 2006, 62). Particular attention has therefore been paid to the pedagogical rationale and theoretical basis for the VB-supported *Corresponding author. Email: e.yaneske@tees.ac.uk 234 E. Yaneske and B. Oates learning strategy. The aims of the paper are to illustrate how VBs can be used as part of a learning strategy, and to share lessons learned about their use, with particular reference to the Wimba VB technology, to enable a deeper understanding of VBs within the learning technology community.We discuss previous research into audio and VBs in education, and the rationale for the case study. We then explain the educational context of the selected case and describe the case-study methodology and how the learning technology was used. Finally, we discuss t...

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“…Podcasts can help assessment preparation (Aldrich, Bell, and Batzel 2006;Evans 2008;Tynan and Colbran 2006). …”

Section: Background and Rationalementioning

confidence: 99%

Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Yaneske¹,

Oates²

2010

Research in Learning Technology

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“…Until recently, the literature has reflected that podcasting in higher education commonly refers to the distribution of recorded lectures (for example, Aldrich, Bell, and Batzel 2006;Brittain et al 2006;Maag 2006aMaag , 2006bShannon 2006;Tynan and Colbran 2006;Bell et al 2007); few studies have looked at supplementary learning and teaching objects. This has started to change, as the literature on short-format podcasts has started to grow.…”

Section: Podcastingmentioning

confidence: 99%

The value of using short-format podcasts to enhance learning and teaching

Sutton-Brady

Scott

Taylor

et al. 2009

ALT-J

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This paper presents the findings of a podcasting trial held in [2007][2008] within the Faculty of Economics and Business at the University of Sydney, Australia. The trial investigates the value of using short-format podcasts to support assessment for postgraduate and undergraduate students. A multi-method approach is taken in investigating perceptions of the benefits of podcasting, incorporating surveys, focus groups and interviews. The results show that a majority of students believe they gained learning benefits from the podcasts and appreciated the flexibility of the medium to support their learning, and the lecturers felt the innovation helped diversify their pedagogical approach and support a diverse student population. Three primary conclusions are presented: (1) most students reject the mobile potential of podcasting in favour of their traditional study space at home; (2) what students and lecturers value about this podcasting design overlap; (3) the assessment-focussed, short-format podcast design may be considered a successful podcasting model. The paper finishes by identifying areas for future research on the effective use of podcasting in learning and teaching.

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“…At the beginning of this project, many studies about the use of podcasting in higher education referred to lecture recording (for example, Aldrich, Bell & Batzel, 2006;Brittain, Glowacki, Ittersum & Johnson, 2006;Tynan & Colbran, 2006) and some podcasting studies focused on providing students with hardware (Belanger, 2005;Shannon, 2006). Putting material designed for the classroom onto a learning management system (e.g., recorded lectures, presentation slides, etc.)…”

Section: Introductionmentioning

confidence: 99%

Educational design of short, audio-only podcasts: The teacher and student experience

Taylor

Clark

2010

AJET

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This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: reframed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; and supplementary podcasts that re-design and broadcast content previously presented in class. IntroductionWith each new technology created and disseminated into the global market today, there is a rush by academics to find novel ways to implement and apply these devices in their learning and teaching. Many technologies were not originally intended or designed to be used in the educational field and are often referred to as "edutainment devices" (Egenfeldt-Neilsen, 2005 as cited in Wheeler, 2009). Wheeler (2009) identified 3 common edutainment devices: iPods, global positioning systems, and smart phones not developed for learning, emphasising that "academics require a good understanding of potential teaching applications" if these devices are to be successfully re-purposed into a learning and teaching context. This is especially important given the ongoing debate and scepticism around new technologies being integrated into learning and teaching, especially when applied in a blended learning context.In this paper we present a research study on the possible approaches that academics may take when using podcasting, a means of creating digital resources that is gaining momentum and usage in higher education. Podcasting provides teaching staff with a means to communicate with students by broadcasting a series (a podcast) of multimedia files (podcast episodes) via the Internet, to which students may subscribe. Using audio, or even multimedia, in learning and teaching is not a recent development (Gunn, Woodgate & O'Grady, 2005;Lee, McLoughlin & Chan, 2007;Schlosser & Burmeister, 2006). Nor is RSS (Really Simple Syndication), that which controls the connection of multiple podcast episodes into one subscription, as it has been in use for Taylor and Clark 387 more than a decade and is broadly used by other Internet tools today (Ebner, Nagler & Saranti, 2007;Franklin & Zdonik, 1998). A podcast, then, is unique because it is a combination of these things: a multimedia file, a subscription service and a downloadable (and therefore potentially mobile) digital file. The podcasting process remains the same for most scenarios, whether the podcast is for a radio series, a regular community group announcement or an academic lecture series. Podcasting...

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Automated podcasting solution expands the boundaries of the classroom

Cited by 22 publications

References 0 publications

Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

Using Voice Boards: pedagogical design, technological implementation, evaluation and reflections

The value of using short-format podcasts to enhance learning and teaching

Educational design of short, audio-only podcasts: The teacher and student experience

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