1. Podcasts, Audio Files and Videos/YouTube The University Teaching Development Program

2. Podcasts A podcast is a series of digital media files that can be downloaded from the internet via web syndication, such as RSS feeds, or through iTunes subscriptions. It can consist of either audio or video. Podcasts began as independently distributed recordings made by individuals. They are now produced by everyone from large media conglomerates, to cultural institutions, to universities.

3. Where can I find podcasts? Podcasts are usually housed within blogs or websites. Every time a new episode is added, it will appear in the podcast’s RSS feed. Feed readers like Google Reader or iTunes will then display the update to subscribers. 1. RSS 2. iTunes

4. Streaming Video Unlike podcasts, which are downloaded directly to a computer or mobile device, streaming media is viewed directly on the internet. Streams can be either live or on demand. Streaming video exploded in popularity with the advent of video sharing websites, the most famous of which is YouTube. The first video was uploaded to YouTube in 2005. In 2010, users uploaded 13 million hours of content. In that same year, the site received up to 2 billion views a day. As of January 2012, 60 hours of video is being uploaded to YouTube every minute, and 4 billion videos are streamed daily.

5. Applications in Higher Education The technology behind podcasting and streaming video has been used to develop educational content for every possible demographic. Lecturecasts and Screencasts are two ways this technology has been used to create instructional material. Lecturecasts are recordings (audio or video) of lectures that are then shared via the internet. One example of this is Ryecast, Ryerson’s own site for streaming audio and video Other examples of lecturecasting:

6. A screencast is a recording made of the output from a computer screen, usually accompanied by some form of narration. This technique is most often used for instructional videos.

7. Finding Content It’s easy to find audio and video content using Google, iTunes, or YouTube. Sample search term: “Cornel West”

8. Sharing Content To share media, look for buttons or links that say Share, Embed, URL, or Get Link

9. Sharing Content To share media, look for buttons or links that say Share, Embed, URL, or Get Link

10. Using Content in the Classroom The use of audio and video content in the classroom is only limited by your imagination. Some potential uses include: Providing students with lecture content in a different format Producing short tutorials or demonstrations to reinforce learning Creating an online repository of reusable media resources Allowing students to create multimedia projects

11. Using Content in the Classroom Here are some examples of how podcasts, streaming video, and YouTube have been integrated into university-level coursework and curricula: Prof. David Miller from the University of Connecticut produced 90 video lectures which he required students to watch in lieu of class lectures. He then devoted class meetings to questions, discussions, and demonstrations. Lecturecasting

12. Lecturecasting: Benefits and Drawbacks

13. Lecturecasting: Outcomes

14. “Almost half the class earned A’s (I do not curve grades), and for the first time that I can recall, nobody failed the course”—David Miller

15. Podcasting Between 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support. TypeDescriptionNumber of Courses Lecture Supplements Instructor-created materials (audio, video, enhanced audio) that extend topics covered in lecture. These include mock-radio shows, case studies, interviews with experts, introduction or elaboration of concepts covered in lecture. 48 The types of podcasts they created:

16. Podcasting Between 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support. TypeDescriptionNumber of Courses LectureAudio or video recordings of in-class lectures or video, audio, or enhanced virtual lectures delivered outside class time 15 The types of podcasts they created:

17. Podcasting Between 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support. TypeDescriptionNumber of Courses SoundsAudio recordings of bird songs, lung/heart sounds, orchestra rehearsals, musical performance 11 The types of podcasts they created:

18. Podcasting Between 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support. TypeDescriptionNumber of Courses Student Presentations Audio or enhanced presentations created and recorded by students 5 The types of podcasts they created:

19. Podcasting: Outcomes Participating faculty and students were surveyed after the program’s completion. Most instructors found it easy to produce and distribute podcasts to their classes Some instructors found evidence of learning gains by students. Others found that podcasting enabled them to provide course materials in formats that were a good match with students' learning styles and study habits at home and out in the field Most students reported that using their course podcasts enhanced their learning. Students used them in a variety of ways, from studying for exams to satisfying curiosity, but most often to clarify and review what was covered in class Podcasting: a Stepping Stone to Pedagogical Innovation

20. Which delivery method should I choose? Do my students need to be able to play the content on their iPod/smartphone/tablet? Should my students be able to download the media files? Am I expecting students to have ongoing access to a fast internet connection? Do I want the content to only be available to my group (and not to the public)? Do I want my students to create and deliver content?

21. Options at Ryerson Ryecast (streaming / webcasting / lecturecasting) iTunes U (podcasting / download) Wordpress Blog (podcasting, embedding content from other sites) Blackboard (posting a link in your Bb course to multimedia content hosted elsewhere).

22. Ryecast Webcasting/Streaming Content can be password protected Each folder has its own RSS feed for subscription (different from Podcasting subscription – content is not downloaded, only a link to the stream is available) “Share” section provides a URL and embed code that you can use to distribute the content.

25. iTunesU Podcasting Requires iTunes software No public access Private access controlled by Blackboard Subscribe to content using iTunes, and automatically download new content to your computer (and transfer to iPod/iPhone) Some ‘streaming-like’ playback (for audio and some videos)

26. iTunesU

29. Using iTunesU and Blackboard

30. Wordpress Blogging Enable podcast plugin to generate a podcast. Allows user to play content right in the blog post without having to download or subscribe. RSS Subscription available if blog is not private. Can subscribe in two ways: To full blog posts in a feed reader (like Google Reader) To podcast content in software like iTunes. Can also embed content from other sites (including Ryecast).

31. Some differences to consider : OPTIONSPODCASTINGWEBCASTING Download file before playbackYesNo Content can be played offlineYes (after download) No Can subscribe to new contentYesMaybe (depends on system) Need special software to play content (other than web browser) YesNo Content can be played on a mobile device Yes (iPod, at least) Maybe (device compatibility) Can choose whether content is public or private Maybe (depends on system) Students can deliver contentMaybe (depends on system)

32. Some differences to consider: OPTIONSiTunes URYECASTWordpress Blog + Podcast Must download file before playback No (audio) Yes (some video) No Content can be played offlineYes (after download) NoYes (after download) Can subscribe to new contentYes Yes (if blog is public) Need special software to play content (other than web browser) YesNo (just Flash plugin) No (to view) Yes (after download) Content can be played on a mobile device Yes (iPod, at least) Maybe (need Flash and Internet) Maybe (depends on file format) Can choose whether content is public or private No (private) Yes (password) Yes (but must be public for subscription) Students can deliver contentYes (Instructor option) Not Yet (possibly in the future) Yes

33. Contact the Digital Media Projects office for assistance using any of these tools http://www.ryerson.ca/dmp/