Podcasting for learning Palitha Edirisingha University of Leicester IMPALA approaches Funded by

Informal Mobile Podcasting And Learning Adaptation (IMPALA) – aims of the project Investigating the impact of podcasting on student learning Delivering testable and transferable models of podcasting Developing subject-specific exemplars and user cases

About IMPALA  Funding: 38K from the HEA  Duration: July 2006 – June 2007  Pilot study: Mar – June 2006  Research Associate appointed: July 2006  Final report: Mid July 2007  5 universities and 10 disciplines

IMPALA research questions students’ learning 1. How does students’ learning supported by podcasting differ from their learning through structured campus or e-learning processes? pedagogical applications 2. What kinds of pedagogical applications can be developed for podcasting through MP3 players for students’ informal use within formal HE modules to enhance their learning? switch from entertainment to learning 3. Can students switch from using MP3 players for entertainment to learning? barriers advantages 4. What are the psychological, social and institutional barriers to and advantages of more informal learning using podcasting?

Disciplines  Chemistry  Engineering  English Language & Communication  Genetics  Human Geography  Physical Geography  Physics  Sociology  Media and Communication  Veterinary Sciences Universities  Leicester  Kingston  Nottingham  Gloucestershire  Royal Veterinary College

GEES subjects Genetics and Biomedical Sciences Genetics and Biomedical Sciences Transition to HE Transition to HE IMPALA 2 IMPALA 3 IMPALA 4

Aspects of podcasts / podcasting AspectPodcasting Early approaches Content capture Computer, sound recorder Anywhere, Free software, tools Specialised equipment, recording studios Distribution Feeders (RSS) - free VLE Duplication / copying Postal services Access Aggregator (iTunes, Google Reader) - content ‘dripping in’ Download Postal services Collecting personally Use Mobile devices (MP3 playback, Computers Cassette player Walkman Logistics of use Easy, flexibility, indexing, near- unlimited storage Bulky tapes, limitations, lack of flexibility Content contributors Teachers, students, alumini, stake holders, non-specialists Teachers, institutional ApplicationsMany Instructional, motivational

Relevance of podcasting for learning potential for learning - new ways potential for learning - new ways Format of content: audio, audio-vision Content capture: Free software and tools Content distribution: Free software / tools and automated services Content access: free, automated tools, services Use: learner-owned technologies Patterns, locations of use: potential to tap into digital listening cultures Possibilities for content, creativity: endless …..

Review of podcasting approaches

eLearning Africa, Nairobi, 28 May

11

12

13

14

15

16

17

IMPALA process  Lessons from pilot study  June 06: podcast workshop with lecturers from participating modules (June 06)  Developing and using podcasts in participating modules (Semester 1)  Research (focus groups, interviews, end of semester survey)  Presentations by partners at the UoL Learning Futures conference (Jan 07) and other  Review workshop with colleagues (Jan 07)  Semester 2 podcasts  Research (interviews, end of semester survey)  Final workshop (June 2007 – book proposal)  Final report

Research Methods Qualitative & Quantitative Initial questionnaire Final questionnaire Student focus groups Student personal interviews Staff interviews 12 weeks

Outcomes  A set of resources for practitioners and researchers  Literature reviews on podcasts and mobile learning in HE  Podcast characterisation framework  Locating podcasts within a learning and teaching environment  Pedagogical models  Subject specific exemplars and use cases  Journal articles, a book chapter  Book in preparation  Wiki and the Website with resources, presentations www2.le.ac.uk/projects/impala

Dissemination  Institutional workshops (2-hour)  Conference presentations (BLC, ALT, EDEN, Online Educa, e-Learning Africa)  Workshops sessions (90-minutes, half-day)  Keynotes (Gilly)  Media coverage  Wiki, website, print and Leicester Library Archive

Impact  Institutional level – partner institutions  Other institutions (UK, overseas)  Post-graduate students  Personal development (action research, 20+ colleagues)  Springboard for further funding, research (Impala 2 for GEES, Impala 3 for Biomedical Sciences)

‘Profcasts’ – supporting campus-based students’ online learning  An undergraduate module on Electrical Engineering, one semester (12 weeks)  Lecturer – PVC for teaching and learning  Course online: 40 online lectures (each 10- mins; sound, illustrations, video clips), Web- resources, ‘e-tivities’, formative and final assessments  Majority - non-native English speakers

Rationale for including podcasts  Enliven the course  Complement the announcement page (‘what you are doing next week, etc.’)  Feedback on work, e-tivities and assignments  Informal learning / linking concepts to everyday applications  Further explanations on difficult concepts  Incorporating a fun element to learning

Format of ‘profcasts’   Beginning: news element   Course context, situating what they learn to the real world applications   E.g. birthday of fibre optics, fibre optics in the ‘Internet Superhighway’, lunar eclipse, delivering internet over the ‘final mile’

Format of ‘profcasts’ Middle: announcements, feedback   Students’ achievements   Signposting to the course   Overview of typical amount of work expected   A comparison of findings amongst groups (e-tivity tasks)   Feedback as a group   Comments on assignments   How to pace studies   Further explanations - concepts

Format of ‘profcasts’   End: fun (joke, a rap, …)   Encourage students to listen regularly   Keep them listening to the end   more informal

An extract from a profcast – feedback ‘Well – how do you think the assignment went?’ ‘The group with the highest score was group 2 – well above the others with an average score 72%. Group 3 got a score of 63% and the other two groups got average marks in the high 2(ii)s. The average mark was 31 out of 50, i.e. 62%.’ ‘You mostly did well in knowing the different types of fibre and you seemed to know what attenuation was – although you didn’t always get your decibel calculations correct. You need to make sure you understand the difference between millis, micros, nanos, and kilos, megas, and gigas – if you’re not sure then check in the Engineering Data book and learn them.’ (Fothergill, forthcoming).

An extract from a profcast – feedback ‘You were a bit more hazy on what dispersion is – which is a pity because it’s really the rationale for using lasers as you’ll see later in the course. You’ll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldn’t answer the question that gave you some data and then said, “If the source has a bandwidth of 50 nm, what is the maximum bit rate possible over a 10 km link?” This will be quite useful in your final assignment. In particular many of you found it difficult to distinguish between different types of dispersion.’ (Fothergill, forthcoming)

What do the students say about ‘profcasts’ ‘The good thing about podcasts is you can sit in your room and play and listen to them. He is saying things about the module. It is good to listen to them.’ ‘I listen to them after about 8pm. When they are announced … when I don’t have anything else to do like course work, I listen to them. When the announcements say that podcasts are available I listen to them. Mostly after I go back home. … you don’t have to do it at the same time as others. Go home and listen to them. Sit down and listen.’ ‘It is really good when he relates information in the lecture to real life. It helps you to understand things.’ (Fothergill, forthcoming)

What do the students say about ‘profcasts’ ‘In the beginning I didn’t know what podcasts are. I think he is singing in the sixth one, my friend told me, so I’m like “mm, that should be interesting! [laughter]. professor has got a really good sense of humour. I really like that. I really like his lectures and podcast. If you are interested in the way the module is taught, then you sit down and study. But if the module is boring or the lecturer is boring you think “oh, I have to study this. But I don’t want to”. The way the module is taught is interesting. It makes people interested in the module.’ ‘It is different. It is like, “let’s see what joke he has got in this one! Also there is a lot of information as well.’ ‘Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes aren’t related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes.’ (Fothergill, forthcoming)

A ten-factor development model 1. Purpose / pedagogical rationale 2. Medium: audio only or audio and visual) 3. Convergence: integration with other e-learning 4. Authors and contributors of content 5. Structure: frequency and timing 6. Reusability of content 7. Length 8. Style: presentation, interview, dialogue 9. Framework of content organisation 10. Access system: via VLE or Internet-based feeder service (RSS)

Doubling the life of iPods Podcasting in context Podcasting technology Podcasts and lectures Podcasts and practicals Podcasts and locations Podcasts and feedback Podcasts and online learning Podcasts and distance learning Podcasts and resources Podcasts and students’ storytelling Podcasts and collaborative learning Podcasts for reflective learning Students’ podcasts as learning tools Developing pedagogical podcasts The future for podcasting The university in your pocket How to do podcasting – practitioner guide

Thank you … Join the IMPALA community!