May08 Lunch n' Learn

Lisa O’Neill, Instructional Development Consultant, Learning & Teaching Centre

Scott Watts, Media Specialist, MediaWorks (Learning & Teaching Centre)

Tom Wells, Medical Laboratory Sciences Instructor, School of Health Sciences

Mobilizing Educational MediaMobilizing Educational Mediaat BCITat BCIT

Define Media Casting at BCIT Results of Faculty use and Student value surveys Support services that encourage media creation

and casting at BCIT Experience from the trenches in the School of

Health Sciences Recommendations for success

An OverviewAn Overview

No ubiquitous definition existsWhat is podcasting to you?

A definition of Media CastingA definition of Media Casting

A definition of Media Casting A definition of Media Casting (cont’d)(cont’d)

QuickTime™ and a decompressor

are needed to see this picture.

Common thread through most definitions in the

academic literature is;

Deliver content in the form of audio/video files

over the internet

Distribution via subscription

A definition of Media Casting A definition of Media Casting (cont’d)(cont’d)

How do we assure we are diffusing innovative use of educational media?

How do we encourage media casting as an educational enhancement in Post Secondary?

Supporting Faculty InnovationSupporting Faculty Innovation

If we cast media will it add value to the learning experience?

What pedagogical models of educational media casting do students value?

Supporting Student LearningSupporting Student Learning

Ely’s eight conditions that (faculty perceive) facilitate the implementation of technological innovation

1. dissatisfaction with the status quo

2. existence of knowledge and skills

3. availability of resources

4. availability of time

5. existence of rewards or incentives

6. Participation

7. Commitment

8. leadership

Ely’s Final three conditions (1. Participation, 2. Commitment, 3. leadership) are essential to sustainability of tech. innovation (Zellweger Moser, 2007)

Theoretical ModelsTheoretical Models

Major hub of the cycle is the condition of time

Theoretical Models Theoretical Models (cont’d)(cont’d)

A 40 question online survey to Faculty at BCIT

focused on USE A 20 question online survey to the student body

focused on VALUE Redundant messaging was posted to all student

and instructor areas (email, intranet, on campus

posters, Facebook, etc.) Open for 14 days

The surveyThe survey

Good balance of face-to-face/ online participants,

representation from all schools (trades, health,

technology, business) and balanced response from male

female Average age of Faculty respondents was 41 and half of

student respondents where 25 and under 64 Faculty and 274 student respondents 83.3% of faculty knew what podcasting was 82.8% of students knew what podcasting was

The survey The survey (cont’d)(cont’d)

Change perceptions of media

casting

How do we assure we are diffusing How do we assure we are diffusing innovative use of Educational media?innovative use of Educational media?

‣63% of faculty currently use Powerpoint, audio, video, sim, etc in their instruction

‣46% felt that it was either very important or extremely important to have lecture notes online

‣63% felt it NOT important to archive lectures‣over 70% felt that it was very important or extremely

important to have supplementary course material online

Level of Interest in Educational Media Casting Amongst Faculty

The surveyThe survey

Ely’s (1990) 3 (of 8) conditions (Participation,

Commitment, Leadership)

Support through release time Encourage through recognition Promotion through demonstration

How do we encourage educational media How do we encourage educational media as an educational enhancement?as an educational enhancement?

How often do you seek support help from the TLC?

Perceived support at all levels ... Department (M = 3.23, SD = 1.70 ) School (M = 2.92, SD = 1.216) Institution (M = 3.06, SD = 1.286)

To note...To note...

Students do not even come close to utilizing the

original intent of casting media (distribution

through subscription for playback on mobile

devices) They seem to treat the media being cast much the

same as any media distributed through any other

means (i.e. streamed, emailed).

If we cast it will it add value to the learning If we cast it will it add value to the learning experience?experience?

Opportunity to mobilize educational media◦ Results showed that 54.7% of respondents had a portable audio player

◦ 20.8% had a mobile device that allowed them to play a video file and more than half also had a cell phone that could be used as an audio/video player (having at least 2GB of storage)

◦ 43.4% of respondents had multiple mobile devices that could storage and play media

Transit time as a means of gauging obvious “dead time” that might be utilized for playing media being cast ◦ 54.4% of respondents took transit or walked to school

◦ 41.2% of respondents had more than a half hour to more than an hour of travel time each way

The survey The survey

Although 82.8% of all respondents know what a podcast is, just over 70% do not subscribe to podcasts for any reason (including personal hobbies and interests)

Of the remaining 12.6% watch between 10-20% of them and only 9.2% watch between 80-100% of podcasts they subscribe to

That being said when asked if they would watch a podcast that the instructor provided to them 85.4% of respondents said that they would

To note: Of those that watch podcasts currently... 77.3% of respondents watch on their computer/laptop and only 20.7% watch from a mobile device

The survey The survey (cont’d)(cont’d)

When students where asked the value (from extremely

valuable to no value) they associated to specific types of media

casts students perceived lecture review/summary, exam study

aids and video demonstrations as more valuable than others

identified Survey responses and comments also clearly indicated that

they did not perceive student created podcasts as part of

project work of much value and felt that student created

podcasts transferred the burden of teaching from instructor to

students.

What pedagogical models of media casting What pedagogical models of media casting do students value?do students value?

The survey The survey

Scott Watts of MediaWorks:

www.bcit.ca/ltc/about/mediaworks.html

Support services that assist you with Support services that assist you with media creation and distributionmedia creation and distribution

Tom Wells of School of Health Sciences

Experience from the TrenchesExperience from the Trenches

1. Faculty need to design casting into their instructional delivery

BEFORE they develop and distribute (cast) media

Our recommendationsOur recommendations

Issue/Opportu

nity

approach in

context

media determi

ned

quality

development

processhardwa

re selecti

on

adapt course

identify

required

admincreate media

cast medi

a

2. Focus on augmenting instruction with short succinct media

“bites” (i.e. trailers for your lecture, review the highlights/salient

points, PDF your lecture notes, create a week in review sound-

bite, reading summaries, video demo’s) of about 15 minutes

3. BCIT and faculty need to work together to highlight the benefits

of media casting AS its being introduced to students

4. Consider student created media casting only when student

interaction is very limited and the media created will resolve this

issue

5. Faculty need to be proactive in seeking support from

technology and academic professionals when deciding what

media is appropriate to create/cast

Our Recommendations Our Recommendations (cont’d)(cont’d)