1. PODCASTING FOR TEACHING AND LEARNING Dr Palitha Edirisingha University of Leicester pe27@le.ac.uk MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008 www.impala.ac.uk

2. The workshop programme 15/05/2008 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008 1.30pm – 3pm: work (content, activity 1, technology) 3pm – 3.15pm: tea/coffee break (and technology) 3.15pm – 5pm: work (content, activity 2, technology) 5pm: finish (more on research, further work)

3. The background 3 1 Informal Mobile Podcasting And Learning Adaptation (IMPALA) Investigate the impact of podcasting on student learning 3 2 Deliver testable and transferable models of podcasting 3 3 Develop subject-specific exemplars and user cases Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

4. IMPALA Projects Geography, Earth and Environmental Sciences Genetics and Biomedical Sciences Students transition to HE IMPALA 2 IMPALA 3 IMPALA 4 IMPALA Ten subject areas Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

5. ChemistryChemistry EngineeringEngineering English Language &CommunicationEnglish Language &Communication GeneticsGenetics Human GeographyHuman Geography Physical GeographyPhysical Geography PhysicsPhysics SociologySociology Media and CommunicationMedia and Communication Veterinary SciencesVeterinary Sciences LeicesterLeicester KingstonKingston NottinghamNottingham GloucestershireGloucestershire Royal Veterinary CollegeRoyal Veterinary College LeedsLeeds SussexSussex Universities Disciplines Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

6. So… what is podcasting… Technical definitions - d istinguishing podcasts from other means of delivery and access to digital media files -Distributed on the internet using syndication feeds -Downloaded automatically through a subscription service -Content to be automatically delivered to users computer as soon as new content is posted on the web (BBC, 2005). Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

7. A podcast is … -a digital media file -that plays sound (or sound and visuals) -made available from a website (via the internet) -can be opened and / or downloaded and played on a computer, and / or -downloaded from a website to be played on a portable digital player (Salmon et al., 2008, p. 20) Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

8. AspectPodcastingEarly 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 players) 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 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008 Podcasting Vs early uses of audio

9. Relevance of podcasting for learning Potential for learning in new ways Content distribution: Free software / tools and automated services Format of content: audio, audio-vision Content access: free, automated tools, services Use: learner-owned technologies Possibilities for content, creativity Patterns, locations of use: potential to tap into digital listening cultures Content capture: Free software and tools Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

10. How can podcasts be used to support teaching, learning and assessment? Activity 1 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008 - Ten factor design framework - Use cases - Task sheet 1

11. A ten factor design framework 1. Pedagogical rationale 2. Medium 3. Convergence 4. Authors and contributors to podcasts 5. Structure of podcasting 6. Reusability 7. Length 8. Style 9. Framework 10. Access system Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

12. Group feedback Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

13. How podcasts fit within teaching, learning and assessment… Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

14. eLearning Africa, Nairobi, 28 May 2007 14

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22. Podcast recording and editing software Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

23. Tea, coffee [15 minutes] Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

24. Designing podcasting for learning Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

25. 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

26. 15/05/2008 Screen of an online lecture

27. Integration of profcasts with teaching, learning and assessment activities Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

28. 15/05/2008 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

29. Format of profcasts End Middle Beginnin g 2 minutes 6 minutes 2 minutes

30. 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

31. 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

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

33. 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 didnt 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 youre not sure then check in the Engineering Data book and learn them. (Fothergill, 2008a).

34. An extract from a profcast – feedback You were a bit more hazy on what dispersion is – which is a pity because its really the rationale for using lasers as youll see later in the course. Youll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldnt 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, 2008a)

35. 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 dont 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 dont 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, 2008a)

36. What do the students say about profcasts In the beginning I didnt know what podcasts were. I think he is singing in the sixth one, my friend told me, so Im 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 dont want to. The way the module is taught is interesting. It makes people interested in the module. It is different. It is like, lets see what joke he has got in this one! Also there is a lot of information as well.

37. What do the students say about profcasts Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes arent related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes. (Fothergill, 2008a)

38. Evidence of improvement in quality (Fothergill, 2008b)

39. Developing an outline for a 3-min podcast Recording Posting on a VLE Activity 2 Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008

40. Researching and evaluating podcasting Involving with IMPALA research What next… Palitha Edirisingha, MLearn 2008 pre-conference workshop, Telford, UK 7 Oct 2008