1. Podcasting for learning: design, technology and institutional embedding Dr Palitha Edirisingha, Prof Gilly Salmon, Dr Ming Nie Beyond Distance Research Alliance University of Leicester, UK

2. Workshop objectives Gain insights into podcast models from a variety of disciplines and institutional contexts and their transferability Apply the IMPALA ten-factor design model to develop podcasts to address specific teaching and learning challenges Consider technological and cultural challenges of integrating podcasts into institutional VLEs and academic practices Identify approaches for institutional scaling up

3. Introduction to the workshop WELCOME - Podcasting - a definition, benefits for learners and teachers… - Podcasting approaches - Group work: how can podcasts be used to support teaching and learning - Group work: reporting back - Podcasting – a framework - Podcast recording and editing software – a demonstration REFRESHMENTS (and installing software) - Two approaches to integrating podcasting - Group work: developing an outline for a 3-minute podcast - Group work: Recording a podcast and publishing on a VLE - Sustainability and institutional embedding END

4. 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).

5. But there is a simple way … 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)

6. AspectPodcastingEarly approaches Content Capture Computer, sound recorder, anywhere, free software, tools Specialised equipment, recording studios DistributionFeeders (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 Podcasting Vs early uses of audio

7. Benefits to students and staff Flexibility and learner control Learner motivation and engagement Cognition and learning Novel way of presenting information and instruction

8. Benefits to students and staff Learning in locations Fostering discussions Contributing students Accommodating different approaches to learning

9. Over to Ming…

10. Approaches of podcasting Approach1: Support Lectures Approach 2: Support Fieldwork Screencasting, podcating lectures Lecture summaries Pre-lecture listening materials (complex concepts) iWalk: Location-based information Instruction on technique & equipment use Video footage prepare for field trip Approach 3: Support Practical-Based Learning Approach 5: Student- generated Digital Story-telling Anatomical specimens (structures, tissues, dissections) Software teaching & learning (replace text-based instructions) Approach 4: Supplement Material Additional information on the subject Guidance on assessment tasks Provide feedback & feedforward Giving advice on skills development Student discussion/ debate Student- created podcast on transition

11. Over to Pal …

12. How can podcasts be used to support teaching, learning and assessment? Group activity (a pod-tivity) Reading a use case of an approach to podcasting in HE Reporting back

13. Pod-tivity 1 Approaches to using podcasting for teaching and learning Purpose To familiarise yourself with pedagogical approaches to using Podcasting for teaching and learning activities, and to reflect on possible applications in your own teaching practice. Task During the next 20 minutes… Please read the one-page case study of an approach to using podcasting in higher education. Make a note of a particular teaching and learning challenge that you might be able to address through the use of podcasts. Also share your thoughts with your group members. And, be prepared to present your groups reflections to the whole workshop. Response Take notes of each groups reflections and be ready to comment on how you might consider various approaches presented and to challenge the ideas presented.

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22. Recording and editing software Audacity http://audacity.sourceforge.net/ Lame encoder http://lame.sourceforge.net/ Appendix: How to create podcasts – practitioners guide (pp. 188 - 204)

23. Coffee, tea, refreshments 20 minutes

24. Designing for learning – 2 approaches Supporting campus-based students online learning - Profcasts Developing study skills and helping with assessed work

25. Supporting campus-based students online learning - Profcasts An undergraduate module on Electrical Engineering, one semester (12 weeks) Lecturer – PVC / Vice President of university for teaching and learning Course online: 40 online lectures (10-mins; sound, illustrations, video), Web-resources, e-tivities, formative and final assessments Majority students: non-native English speakers

27. 123456789101112 40 online lectures (each 10 minutes long) + 40 MCQs Assessment 1 Assessment 2Assessment 3 Tutorial End-of-semester assessment 1 st meeting

28. 12345 … 40 online lectures (each 10 minutes long) + 40 MCQs Assessment 1 Tutorial 1 st meeting MCQ Gets learners geared up for Reminds E-tivity 1E-tivity 2 Pod-1 Pod-2 Pod-3 Pod-4 Representation of the course design - 1: Incorporating podcasts to support campus-based students online learning

29. 123456789101112 presentation Presentation PORTFOLIO Lecture Seminar Personal surgeries Advice+ tips Personal surgeries Seminar Advice+ tips reminds Seminar Feedback Issues Further info Issues Representation of the course design - 2: Incorporating podcasts to develop study skills and to improve the quality of assessed work

30. End Middle Beginning 2 minutes 6 minutes 2 minutes Format of profcasts

31. 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 http://www.atimod.com/podcasting/PDModel.html A ten factor design framework

32. Pod-tivity 2 Developing an academic podcast Purpose To familiarise you with the basic steps involved in developing an academic podcast and to get hands-on experience in producing and recording a short (3-4 minutes) podcast. Task During the next 60 minutes … Following on from the previous group activity, please identify a suitable topic / theme for an academic podcast. Based on the podcast ten-factor design model, please write an outline for a short podcast (3-4 minutes). You may want to use the story-board templates provided to guide your narration. Please record the podcast using a laptop or a voice recorder. Decide how you might advice your students to make use of this podcast; and finally, report to the whole workshop group. Response Please take notes of each groups reflections and be prepared to comment on how the various approaches to developing podcasts have informed your practice.

33. Colleagues …. Please start recording your podcasts ….

34. Over to Gilly…

35. 02/06/2014Gilly Salmon35 Existing Students Existing Technology New Students Existing Technology Mission / Market Present New Present New Pedagogy/ Technology Existing Students New Technology New Students New Technology peripheralcore

36. Thank you for your participation… Podcasting resources at … www.impala.ac.uk www.podcastingforlearning.com

37. Jan 8, 2008