LEADING BY EAR: Podcasting as an Educational Leadership Tool

Norsworthy, C. Gray; Herndon, Keith L.

doi:10.12806/v19/i3/a1

Cited by 9 publications

(7 citation statements)

References 11 publications

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“…Such verbal processing of concepts also assisted with their overall understanding of the course material and leadership development (Cases A and C). These findings connect with what Norsworthy and Herndon (2020) explained from a similar study on the use of podcasts in leadership education, where "the entire process [of creating podcasts] becomes one of self-reflection and individual development" (p. 65). Giving students the freedom and autonomy to be self-reflective and to voice what they are learning in the present study contributed to their individual leadership identity development.…”

Section: Discussionsupporting

confidence: 86%

“…For example, Nielsen and colleagues (2018) examined how the use of teacher-generated podcasts in a blended communications course increased students' theoretical understanding of unfamiliar topics at University College of Northern Denmark. Similarly, Norsworthy and Herndon (2020) explored how using student-produced podcasts in a leadership and ethics course provided a successful educational tool to engage with leadership themes. In order to best grasp and 'digest' course concepts, students created their podcasts, then participated in group discussions about the podcast in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

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THE POWER OF THE MICROPHONE: Podcasting as an effective instructional tool for leadership education

Bletscher¹,

Council²

2022

Journal of Leadership Education

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The recent global COVID-19 pandemic has forced many institutions of higher education to place added consideration and focus on their virtual instruction, causing instructors to rethink their pedagogical approaches (Murphy, et al., 2020). While new pedagogical technologies are being introduced in higher education (Baker, et al. 2008), not all approaches have produced beneficial results (Heilesen, 2010). Could this new learning medium serve as an effective tool for student learning outcomes and comprehension of course concepts? The current study presents attempts to answer these questions through its exploration of student perceptions and impact of podcasting as an instructional tool within four undergraduate leadership courses. Through the use of podcasting as a means of supplemental content and assessment, these cases provide educators with foundational guidance and recommendations on how to most effectively implement different ways of podcasting into the classroom to achieve student learning outcomes. As we celebrate the 20th anniversary of JOLE and look ahead to the next twenty years, the authors suggest that one of the most important tasks for leadership educators will not only be to recognize opportunities presented by technological advances in teaching and learning (Gigliotti & Ruben, 2017), but also the use of these new technologies to meet the needs of a changed student population in a post-global pandemic world.

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Section: Discussionsupporting

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

THE POWER OF THE MICROPHONE: Podcasting as an effective instructional tool for leadership education

Bletscher¹,

Council²

2022

Journal of Leadership Education

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“…Using podcasts students can be inspired to think more deeply on a specific topic (Teckchandani & Obstfeld, 2016). Additionally, Norsworthy and Herndon (2020) discovered that podcasts could be a transformative tool in management education. Researchers have shown that podcasts and podcasting are powerful strong reflective tools for developing engineering students' communication skills (Ballinas-Gonzalez et al, 2020).…”

Section: Podcasts -Learning and Reflection (State Of The Art)mentioning

confidence: 99%

Podcasts: A generator of non-formal learning

Andersen¹,

Dau²

2022

ECEL

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The present study examines the relationship between the use of podcasts (mp3 files) as a non-formal learning tool. The study´s epistemological origins lie in Dewey's pragmatism and learning and reflection theory, including the learning approach at University College of Northern Denmark’s (UCN) “Reflective Practice-based Learning” (RPL). This paper focuses on how podcasts can increase students’ learning and reflection skills by using podcasts as a generator for non-formal learning. The study is based on two different classes that attend an extended course in digital technologies and project management at the Danish University of Applied Science (UCN). The study applies integrated mixed-method data collection: observations, a quantitative survey, and semi-structured interviews. The observations were carried out during four (project management) and seven (digital technologies) full-day lectures in two different classes. These offered an insight into the extent to which the students acquired knowledge by listening to podcasts between classes. The quantitative data consisted of a survey of 65 students, all of whom participated in the courses. The survey was performed as a part of the evaluation at the final course lectures. The semi-structured interviews (ten in all) were used to investigate how the use of podcasts affects students' reflective skills. Ten semi-structured interviews were conducted. The data in this study finds that podcasts/podcasting can have a positive effect on students’ non-formal learning in higher education. Established on the findings, there is evidence indicating podcasts as a supplement in higher education can increase students´ motivation toward non-formal learning. The study reveals that podcasts hold the potential to stimulate the student's non-formal learning and increase the students’ reflective skills. Based on this evidence, further research is suggested e.g. studies that include an extended investigation on the benefits of students’ non-formal learning by using podcasts.

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“…For å få dette til, vil det i mange sammenhenger vaere nødvendig å introdusere innovative løsninger (Snow, 2015). Bruk av podkast i skolen representerer en slik pedagogisk innovasjon (Norsworthy & Herndon, 2020).…”

Section: Metodeunclassified

Podkast som produkt: Litterær kompetanse i elevproduserte podkaster i litteraturundervisningen på videregående skole

Dversnes

2022

ADNO

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Artikkelen utforsker elevproduksjon av podkaster i videregående skole ved å undersøke hvilken litterær kompetanse vg1-elever ved det studiespesialiserende programområdet uttrykker når de lager podkaster om samtidslyrikk i litteraturundervisningen. Utgangspunktet for undersøkelsen er Åsmund Hennigs (2017) forståelse av litterær kompetanse som (a) kunnskap om lesing, (b) kunnskap om kontekst, (c) kunnskap om tekst, og (d) litterær leseferdighet. Analysen viser at elevene uttrykker et bredt spekter av litterær kompetanse når de snakker om samtidslyrikk innenfor podkastformatet. Elevene deler sine egne leseopplevelser med lytterne, analyserer diktene i lys av fagbegreper og knytter dem opp mot en større kulturell kontekst. Elevene er i mindre grad opptatte av forfatterne bak samtidsdiktene og hvilke litterære tradisjoner de tilhører.

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LEADING BY EAR: Podcasting as an Educational Leadership Tool

Cited by 9 publications

References 11 publications

THE POWER OF THE MICROPHONE: Podcasting as an effective instructional tool for leadership education

THE POWER OF THE MICROPHONE: Podcasting as an effective instructional tool for leadership education

Podcasts: A generator of non-formal learning

Podkast som produkt: Litterær kompetanse i elevproduserte podkaster i litteraturundervisningen på videregående skole

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