Learner-generated podcasts: a useful approach to assessment?

Powell, Lynne; Robson, Fiona

doi:10.1080/14703297.2013.796710

Cited by 26 publications

(14 citation statements)

References 11 publications

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“…Educators have long been intrigued by the possibilities that this technology holds. The use of podcasts in the online classroom has great potential not only because podcasts help differentiate learning (Cooper, 2008) and provide additional support to needs (Powell & Robson, 2014) but also because they foster a sense of inclusivity and belonging to the learning community (Van Zanten, Somogy, & Curro, 2012). Harris and Park (2007) suggest that there are multiple characteristics of educational podcasting in institutions of higher learning including Teachingdriven podcasting, Service-driven podcasting, Marketing-driven podcasting, and Technologydriven podcasting (Harris & Park, 2008).…”

Section: Educational Uses Of Podcastingmentioning

confidence: 99%

The Power of Podcasting: Perspectives on Pedagogy

Palenque¹

2016

JIR

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of podcasting on student learning and engagement, and possibilities for future development in this area. postulate that podcasting complements a Constructivist approach in the classroom, provide much of the research foundation for this paper. The connection between podcasting information in multiple singleeducational podcasting between instructors and students are many. The unique marriage of practical offer single-concept-themed lectures on-the-go, personalized narrative feedback, and gentle guidance to the student should not be overlooked. ways to use podcasts in the college classroom: as short, single-concept lectures, overviews of focused material, reviews, and narrative audio feedback to students. BRIEF OVERVIEW OF PODCASTING Podcasts (the term is a hybrid of 'iPod' and 'broadcast'), which are audio broadcasts distributed via the Internet, are not a new concept. Podcasting has existed at least since the audio tutorial movement and the Sony Walkman (Simonson, n.d.). Even though it is not exactly a new technology, all of the

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Section: Educational Uses Of Podcastingmentioning

confidence: 99%

The Power of Podcasting: Perspectives on Pedagogy

Palenque¹

2016

JIR

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“…It has been used for the last decade in higher education as a vehicle of reflection for pre-service teachers (Hoban, Nielsen, & Shepherd, 2015;Kearney, 2009Kearney, , 2013Kearney & Schuck, 2005). In other disciplines, such as marketing and accounting (Greene & Crespi, 2012), human geography (Anderson, 2013a), pharmacy (Pearce, 2014;Pearce & Vanderlelie, 2016), computing (Powell & Robson, 2014), medical imaging (Braun, 2017), and physiotherapy (Coulson & Frawley, 2017), LGDM has focused on teaching subject content. Nonetheless, examination of the literature suggests that LGDM is in its embryonic stages and is under-researched and under-theorised (Campbell & Cox, 2018;Hakkarainen, 2009;Hoban et al, 2015;Potter & McDougall, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The main issue with LGDM assignments is the lack of a practical model for designing, implementing, and evaluating the assessment task in the classroom. Many studies on LGDM do not rely on a framework to approach assessment design (Anderson, 2013a;Braun, 2017;Coulson & Frawley, 2017;Greene & Crespi, 2012;Pearce & Vanderlelie, 2016;Powell & Robson, 2014). Other studies use frameworks contextualised within the discipline of education (Kearney, 2009(Kearney, , 2013, and it is unclear how well these frameworks extrapolate to other subjects, such as sciences.…”

Section: Introductionmentioning

confidence: 99%

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Reyna¹,

Hanham²,

Vlachopoulos

et al. 2019

AJET

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This research is a validation study of a survey instrument to assess student self-regulation which aims to fill a methodological gap by capturing self-regulation processes while completing learner-generated digital media (LGDM) assignments. For this purpose, the study developed and validated a self-regulation learning questionnaire. Data were gathered from seven science subjects (Years 1 to 3, n = 341) which used LGDM assignments during Semester 1, 2017. Students were asked to complete a 40-item online questionnaire. The questionnaire was administered at three times during the semester (Weeks 2, 6, and 10). Exploratory factor analysis was used to identify factor structures, followed by confirmatory factor analysis to test the validity of the constructs defined by exploratory factor analysis. Analysis of the data revealed a ten-factor structure – six concerning self-regulation, two concerning student attitudes towards LGDM assignments, one concerning assignment ownership, and one concerning assignment motivation. The variables empirically verified in this study have important practical implications, as they could provide educators with the direction in which to target interventions to improve learners’ experiences with LDGM. The study findings also contribute to the field by providing scholars with a validated research instrument that can be used in future studies.

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“…Bu çalışma içerisinde podcast tasarımında ARCS-V modelinin seçilmesindeki en önemli etkenlerden bir diğeri de modelin bilgilerin hafızaya alınması safhasında bilgi transferini desteklemesidir (Keller, 2010). Podcast tasarımında araştırma yapma, senaryo yazma ve kaydetme işlemleri öğrenenlerin bilgi teknolojileri becerilerini arttırdığı (Powell ve Robson, 2014) göz önüne alınırsa ARCS-V Model'inin çalışma amacına yönelik zengin bir altyapı sunacağı öngörülmektedir.…”

Section: Introductionunclassified

Yabanci Di̇ller Eği̇ti̇mi̇ Öğretmen Adaylarinin Podcast Tasariminda Arcs-v Modeli̇ Kullanimi: Moti̇vasyonel Takti̇k Seçi̇mleri̇

Yakin¹

2018

Avrasya Uluslararası Araştırmalar Dergisi

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Alanyazında eğitimsel materyallerin tasarımlarında öğrenenlerin motivasyon ihtiyaçlarını karşılamak için motivasyona yönelik farklı modeller ve teoriler geliştirilmiştir. Dikkat, ilişki, güven, doyum ve eylem kategorilerinden oluşan ARCS-V motivasyon modeli de motivasyona dayalı tasarım süreçlerine ilişkin teorik bir çerçeve sunmaktadır. Bu çalışmanın amacı da yabancı diller eğitimi bölümünde öğrenimlerine devam eden öğretmen adaylarının (n=40) eğitimsel materyal olarak podcast tasarımlarında ARCS-V Modeli çerçevesinde yer verdikleri motivasyonel taktikleri belirlemek ve bu taktikleri neden seçtiklerini ortaya çıkarmaktır. Nitel araştırma yöntemlerinden durum çalışması deseninin kullanıldığı çalışmada veriler açık uçlu anketler (n=40), yarı yapılandırılmış görüşme formları (n=6) ve geliştirilen podcast kayıtları ile toplanmıştır. İçerik analizi ve betimsel istatistik yöntemleriyle analiz edilen verilerden elde edilen bulgular frekans dağılımları ile temaları yansıtacak şekilde podcast ve görüşme kayıtlarından alınan alıntılar ile sunulmuştur. Çalışma bulgularına göre öğretmen adayları podcast tasarımlarında modelde yer alan tüm kategoriler için farklı tür ve yapılarda motivasyonel taktikler kullanmışlardır. Senaryo içerikleri, konuşma dili özellikleri, örnek araç, uygulama ve yaklaşımlar ile podcast içerisindeki diyalog yapıları en çok tercih edilen mativasyonel taktikler olmuştur. Elde edilen bulgular ışığında podcast yayıncılığı, tasarım, geliştirme ve değerlendirme süreçlerine yönelik sonraki araştırmalar için öneriler getirilmiştir. Araştırmacılar sonraki çalışmalarda tasarım tabanlı araştırma desenlerinin ve deneysel çalışmaların sadece podcast tasarım süreci değil geliştirme, yayınlama ve dil öğretimi açısından etkililiğine yönelik değerlendirme araştırmalarına odaklanabilir.

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Learner-generated podcasts: a useful approach to assessment?

Cited by 26 publications

References 11 publications

The Power of Podcasting: Perspectives on Pedagogy

The Power of Podcasting: Perspectives on Pedagogy

Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education

Yabanci Di̇ller Eği̇ti̇mi̇ Öğretmen Adaylarinin Podcast Tasariminda Arcs-v Modeli̇ Kullanimi: Moti̇vasyonel Takti̇k Seçi̇mleri̇

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