Creating Podcasts with ProfCast

7/29/2019 Creating Podcasts with ProfCast

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Creating Course PodcastsWith ProfCast

(Final submission)

Jeff Toorongian

EDTECH 503-Fall 2010

Prof. Yu-Hui Ching

December 10, 2010


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Creating Course Podcasts With ProfCast | EDTECH 503-Fall 2010

2|2010JeffToorongian

Table of Contents

Synthesis Reflection Paper......................................................................................4Part 1- Topic................................................................................................................6Part 1a: Learning Goal...............................................................................................................................................6Part 1b: Audience.........................................................................................................................................................6 Part 1c: Rationale.........................................................................................................................................................6

Part 2- Analysis Report............................................................................................7Part 2a1: Needs Assessment Survey......................................................................................................................7

Part 2a2: Needs Assessment Data.......................................................................................................................12Part 2b1: Learning Context....................................................................................................................................13 Part 2b2: Transfer Context.....................................................................................................................................14 Part 2c: Description of Learners..........................................................................................................................14Part 2d: Learning Task Analysis..........................................................................................................................15

Entry Skills..................................................................................................................................................15 Instructional Overview............................................................................................................................16

Sub goals 1-3..............................................................................................................................................16Sub goals 4-6..............................................................................................................................................17Sub goals 7-8..............................................................................................................................................18

Part 3- Planning........................................................................................................19Part 3a: Learning Objectives.................................................................................................................................19 Part 3b: Matrix of Objectives, Bloom's Taxonomy, and Types of Learning ........................................22

Part 3c: ARCS Table......... ......... .......... .......... ......... .......... ......... .......... .......... ......... .......... ......... .......... .......... ......... .23

Part 4- Instructor Guide........................................................................................26Introduction.................................................................................................................................................................26

Body..............................................................................................................................................................................27

Conclusion...................................................................................................................................................................36

Part 5- Learner Content........................................................................................37Part 5a:Learning Materials...................................................................................................................................37Part 5b:Formative and/or Summative Assessment Materials ..................................................................38 Part 5c:Technology Tool Justification ......... .......... ......... .......... ......... .......... .......... ......... .......... ......... .......... ....38

Part 6- Formative Evaluation Plan....................................................................39Part 6a:Expert Review ..........................................................................................................................................39Part 6b:One-to-One Evaluation .........................................................................................................................39Part 6c:Small Group Evaluation ........................................................................................................................40Part 6d:Field Trial ..................................................................................................................................................40

Part 7- Formative Evaluation Report...............................................................41Part 7a:Evaluation Survey or Rubric ...............................................................................................................41Part 7b:Results of Expert Review .....................................................................................................................42Part 7c:Comments on Suggested Changes (from expert review) ...........................................................43


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Table of Contents (cont.)

References....................................................................................................................44

Part 8- AECT Standards Grid.............................................................................45

Appendices...................................................................................................................51

Appendix A:Expert Review (Complete Results).........................................................................................51Appendix B:Needs Analysis Complete Survey Results............................................................................54 Appendix C:ProfCast Workshop Evaluation Form......... .......... ......... .......... ......... .......... .......... ......... .........62Appendix D:ProfCast Workshop Instructor Slides.....................................................................................63Appendix E:ProfCast Student Instruction Guide and Self-Assessment Checklist...........................70

Appendix F:Podcast Evaluation Rubric..........................................................................................................91


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Synthesis Reflection Paper

Without adherence to the systematic process of instructional design, a plannedlearning activity can really strike out. Think of a general manager of a major league

baseball team. They have a lot of responsibility. Theyre responsible to the team owner

for running a successful business. Theyre also responsible to the fans for putting awinning product on the field. In essence, an instructional designer is responsible to theinstructor or trainer, and also to the learner. Poorly designed instruction can lead to

poorly prepared instructors and poorly trained learners.In order to be successful during the baseball season, the general manager works

tirelessly before the season begins to prepare the team for success. They are constantlyanalyzing the personnel of their team for strengths and weaknesses. They compare their

team to the competition they will have to beat, struggling with the process of how best toachieve the goal of winning. Before a given unit of instruction is ready to take to the

field, the ID needs to conduct their analysis. They identify a need for the instruction, thecontext of the learner and then begin identifying the instructional goals and objectives.

The objectives of a general manager are to win lots of games, entertain the fans, sell lotsof tickets, and make the owner lots of money. For the ID, the goals are a little less

grandiose, but no less important. They define their goals through the analysis phase andplan the structure for successful instruction in the design phase. The goals are based in

part on the characteristics of their learners discovered in their needs analysis. They setabout designing the instruction by paying careful attention to the tasks required, the

setting for the learning, and the time available.A general manager designs and develops their baseball team before the season

begins. They identify which positions need improvement, which players need to stay andwhich need to go. An instructional designer develops their instruction with direction

from their design blueprint. When spring training has ended its time to play ball. When

instruction has been developed its time to implement it. This does not mean the designand development is over. The ID employs formative evaluation throughout the processand modifies areas of need. The general manager monitors the success of the team

during the season and makes changes where needed, with input from the field manager,coaches, scouts, and others. When the season ends the general manager takes stock on

the season. What worked? What didnt? What needs to be changed for next season? Forthe instructional designer, summative evaluation helps identify instructional elements that

were ineffective. Changes are made and the process continues.Studying the systematic process of instructional design has enlightened my

impression of the act teaching and learning. I am not a teacher, but I have grown toappreciate the importance of good design as the prerequisite to effective learning. This

ProfCast workshop design project has helped me, in a practical sense, to put the entiredesign process to the test. Before EDTECH 503, I would have approached the task of

developing a ProfCast workshop as a linear process. Beginning with a review of thesoftware, I would have identified what parts required instruction, proceeded to develop

materials for the instruction and assessment phases, and then implemented the product. Inow better understand and appreciate the instructional design described by Smith and

Ragan (2005) as the systematic and reflective process of translating principles of


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learning and instruction into plans for instructional materials, activities, informationresources, and evaluation.

I have been particularly impressed by the meticulousness required early in thedesign process as you analyze and refine the target learner group. Identifying the

characteristics of the learners and focusing the group as narrowly as possible can improve

the chances of an effective design. The need to determine how the instruction will bedelivered is also critical. If I had decided to deliver the ProfCast workshop online versusface-to-face, the design may have been dramatically different. As a designer, knowing

that a competent instructor would be present to interact with individual participants andbe able to make nuanced but important changes based on their needs, gave me confidence

that the instruction stood a good chance of success.Incorporating formative evaluation techniques into the design has helped me

tremendously. Input gleaned from the one-to-one, small group, and field trial evaluationswill be valuable. In this project the required expert review helped me identify the obvious

errors and omissions. Just as important, it helped give me as a designer the confidencethat the instruction was sound, logical, and poised for success. The evaluation input also

highlighted the important recursive nature of the design process.The systematic instructional design process and associated skills that I have

learned in this course will benefit me in my current position in the EducationalTechnology Services department at my university. We work regularly with faculty in

support of their online and blended courses. As more instructors migrate their coursesonline they are discovering the importance of reassessing the course structure and

delivery strategies. We are regularly reminding our instructors that online courses shouldnot be simply a repackaging of face-to-face course content. Instead of using our learning

management system (Blackboard) as a repository for materials (as is often the casecurrently), the instructional design skills in this course will help me to encourage and

assist instructors in taking a fresh look at the design of their courses. In some cases,

learner groups can be markedly different in an online section versus a traditional campus-based section. Analyzing the learner context is a critical early step in preparing theinstruction; a step that is too often not considered by busy faculty. Identifying strategies

for content design, delivery, and assessment from an online perspective will benefit boththe instructor and their students.

Lessons learned from interaction with receptive faculty on instructional designissues will serve as a basis for the support of others. Establishing some best practices for

online course design will benefit the university faculty as a whole. Convincing faculty toinvest the time and resources necessary to re-tool their existing courses or equip their new

courses for online delivery will be a constant challenge. By offering proven solutionslike course templates, online assessment tools, collaboration strategies, and evaluation

techniques, we can help our faculty become more effective in the online environment, tothe benefit of those students who choose to study there.

Reference

Smith, P. L., & Ragan, T. J. (2005).Instructional Design (3rd. ed.). Hoboken, NJ:John Wiley & Sons.


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Part 1- Topic

Part 1a: Learning Goal

Upon completion of a 1-2 hour training session with ProfCast software, course

participants will be able to independently produce an audio podcast or enhanced podcast(audio with slides). The resulting podcast file will be ready for posting in the university

learning management system (Blackboard) orontheuniversityiTunesUsite.

Part 1b: Audience

Course participants in this training session are university faculty and instructors

who are currently teaching, or developing materials for an upcoming face to face,blended, or online course.

Part 1c: Rationale

Supporting faculty migration to online and blended learning technologies is oneof the strategic initiatives for enhancing the academic mission at our university. Acommonly heard retort from instructors who are encouraged to integrate more technology

into their teaching is: I just dont have the time to learn any new technology. Facultystruggle to find the time to meet their teaching requirements, fulfill their research

responsibilities, support their graduate students, among other demands. Finding the timeto improve their teaching processes through an enhanced use of technology is difficult.

This instructional design project will begin to help fill this need and support the strategicinitiative by training faculty and instructors in podcast creation. Posting podcasts of their

classroom lectures online is an early step in the process of guiding faculty and instructorsinto a deeper immersion with technology thats part of blended and online learning

environments. This instruction will focus on the use of ProfCast software to allowinstructors to record their audio lectures and associated slides (if needed) in an audio-only

or an enhanced podcast.

This instructional project will be a primarily (at least 90%) supplantive strategy. Course

participants will be introduced to ProfCast and be expected, in a short period of time (1-2hours), use it to master the learning objectives involved in the production of a podcast

lecture. The major instructional strategy employed will be procedural. Instruction willguide course participants through identifying the need for a podcast, and the step by step

process of producing the podcast with ProCast. Faculty and instructors attending thetraining are highly skilled and intelligent in their fields, but will approach this instruction

as beginners. As novices to ProfCast, the training will clearly describe the learningobjectives and each step in the production process, including the analysis of relevant

decision points and guidance to confirm successful completion of the podcast productionprocedure.


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Part 2- Analysis Report

Part 2a.1: Needs assessment survey

The following survey was developed and distributed to a sub-group of the 447university instructional faculty to obtain information on their demographics, level of

computer skills, instructional patterns, experience with online and blended learningenvironments, and interest level in the use of podcasts as online materials in their courses.This sub-group consisted of 68 instructors who in recent years have participated in

online or blended learning instruction. The survey was developed in Google Docs and anemail invitation to participate was sent via a listserv. The survey invitation was sent on

October 18, 2010 and accepted responses until November 30, 2010. The completetwenty-five-question survey is presented below:

Online and Blended Learning Technology Survey

We are currently gathering information from current university faculty and instructorsregarding their use of technology in online and blended learning courses. For our purposeshere, a course is considered "blended" if there are regular face-to-face meeting times withyour students and substantial portions of the course (at least 25%) that are conducted online,including the viewing of on-demand video/audio, discussion board interactions, liveinteractive web conferencing, or other group collaboration activities. Please take a fewmoments to respond to the questions below. Thank you for your time and assistance.

* Required response

Background InformationPlease provide answers to the following questions intended to learn more about yourbackground, teaching experience, and knowledge and preferences of educational technologyresources. All information is gathered anonymously and will kept confidential.

1) Please indicate your gender. * (Information is gathered anonymously and held confidential)

MaleFemale

2) Please indicate your age from the ranges provided. * (Information is gatheredanonymously and held confidential)

20-3031-4041-5051-6061 or older


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3) Please indicate your ethnic heritage * (Information is gathered anonymously and heldconfidential)

CaucasianAfrican AmericanNative American

Hispanic/LatinoAsian/Pacific IslanderOther:

4) Please identify your current teaching ranking at the university. *

LecturerInstructorAssistant ProfessorAssociate ProfessorProfessorOther:

5) Please tell us how many courses you are teaching this semester * Please only includecourses where you are the primary instructor. Multiple sections of a course should only countas one course.

onetwothreefourOther:

6) Please tell us the learning context of your current course(s). *(check all that apply)

Online

Blended learningFace to faceOther:

Technology BackgroundThe following questions are intended to help us better understand your level of technicalexpertise with the educational technology resources available to you.

7) How often do you use a laptop, tablet, or desktop computer in your BLENDED or ONLINEteaching? * 1 2 3 4 5

not at all all of the time

8) For any BLENDED learning courses that you are currently teaching, please tell us the type

of technology you use regularly in the FACE-TO-FACE portion of the class? (check all thatapply)

chalkboard/whiteboarddocument cameracomputer projection (PowerPoint, Keynote, etc.)tablet computer/iPadsoftware based (via computer display)Other:


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9) For any BLENDED learning courses that you are currently teaching, please tell us the typeof technology you use regularly in the ONLINE portion of the class (check all that apply)

computer display (PowerPoint, Keynote, etc.)audio podcasts

enhanced podcasts (audio with slides)video podcasts/recorded lecturessoftware based (via computer display)tablet computer/iPaddocument cameraOther:

10) For any ONLINE courses that you are currently teaching, please tell us the type oftechnology you use regularly in the class (check all that apply)

computer display (PowerPoint, Keynote, etc.)audio podcastsenhanced podcasts (audio with slides)

video podcasts/recorded lecturessoftware based (via computer display)tablet computer/iPaddocument cameraOther:

11) Please describe the extent to which you use the Blackboard learning managementsystem in your blended and online course. *

1 2 3 4 5not at all all of the time

12) Please tell us what types of content you post on your Blackboard course. * (select all that apply)

course information (syllabus, schedule, rubrics, assignments, etc.)hand notes (in pdf or similar digital format)PowerPoint/Keynote computer slidesvideo podcastsaudio podcastaudio podcasts with slides (enhanced podcasts)other supplemental course material (as links available online)

13) How much of your course content in Blackboard is produced by you? *

I produce all of my teaching materials myselfI produce most of my teaching materials myself

I produce about half of my teaching materials myselfI produce less that half of my teaching materialsI do not produce any of my teaching materials


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Podcasts in Online and Blended CoursesIf you currently use, or are interested in learning about the use podcasts in your online andblended courses please answer the following questions.

14) Do you know what a podcast is? *

I understand the concept of podcasts completelyI have a pretty clear understanding of podcastsI have little understanding of podcastsWhat's a podcast?

15) If you currently use podcasts, please tell us what type of podcasts you use in your onlineand blended course(s). (select all that apply)

audio only podcastenhanced podcastvideo podcastI don't currently use podcasts

16) If you use audio only podcasts, how do you produce them?

I produce them with a handheld voice recorderI produce them with an ipod/mp3 deviceI produce them with software on my computerI have technical support personel produce themOther:

17) If you use enhanced podcasts, how do you produce them?

I produce them with a handheld voice recorder and computer softwareI produce them with an ipod/mp3 device and computer softwareI produce them completely with software on my computer

I have technical support personel produce themOther:

18) If you are currently using some type of podcasts as part of your online and blendedcourse(s) how do you make them available to your students? (check all that apply)

I post the files directly in my Blackboard courseI post them to my own course web pageI post them (or have them posted) to the university iTunes U siteI send them as attachments on the course email listservOther:

19) If you are currently using some type of podcasts as part of your online and blended

course(s) have you surveyed your students for their usage habits with and opinions of yourpodcasts?

I have not surveyed my studentsI have surveyed my studentsI have only informally (face to face discussion, etc.) discussed the podcasts with my studentsOther:


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20) If you have received feedback from your students regarding your use of podcasts, whathas the response been?

students like them and use them regularlystudents like them and use them some of the time

students like them and use them only occasionallystudents are not using themOther:

Podcast ProductionIf you are not currently using podcasts, or would like to learn more about how to incorporatethem into your course(s), please answer the following questions.

21) Would you be interested in attending a short (1-2 hour) training session to learn how toproduce your own audio-only, or enhanced podcasts? * Yes, very interestedI may be interested if I had the timeI am not interested

Other:

22) After learning how to produce podcasts do you think you would invest the time required toproduce them for your students? *Yes, if it was relatively easy to doI might invest the time, if my students would use themIt would be difficult to find time to produce the podcasts regularyI would rather have someone else produce themOther:

23) Would you be willing to invest a small amount of money in the software and computerperipherals (podcast software, headset with microphone) needed to make podcasts? *

Yes, if it was a reasonable amount

No, my department should purchase the items for meI already have the necessary itemsOther:

24) Assuming you are ready to learn how to make podcasts, what computer operating systemwould you be using to produce them? *

Mac OSXWindows XPWindows VistaWindows 7Other:

25) How would you describe your level of expertise with using your computer for basic webbrowsing, document creation, and email or Blackboard-based communication? *

I am very competent (a power user)I am fairly competent (average user)I'm a beginner, and would need some help to get startedI don't use computersOther:


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We're Finished!Thank you for taking the time to complete this survey. We encourage you to considerpodcasts and other technologies to further expand the depth and effectiveness of your onlineor blended course(s).

Part 2a.2: Needs assessment data

Survey results indicate a significant level of understanding in podcasts, an interest

in attending a training session, and eventually using audio podcasts in their courses. TheProCast instruction developed in this project is aimed specifically at Macintosh computer

users, but since ProfCast is also available for Windows computers, these instructorswould likely also benefit from the training session since the functionality of the software

is very similar. Selected graphs are presented below showing learner characteristics ofsurvey respondents. Complete survey results are presented in Appendix B.


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Part 2b.1: Learning context

The instruction on the creation of podcasts using ProfCast software is designed as

a standalone workshop for faculty and instructors who have completed the needsassessment survey and registered to participate. The ProfCast training session will take

place in one of the computer classroom facilities located in the university library. Theserooms consists of approximately twenty Macintosh iMac computers featuring a wireless

keyboard and mouse, and a Logitech USB headset with microphone. The computers arerunning the Mac OS X operating system (version 10.6.x), and have ProfCast software

installed on them. The computers have hard-wired network connections for access to theInternet and for administrative maintenance. No Internet access is required for the

ProfCast training session. All podcasts produced by the course participants during theworkshop will be stored on the internal hard drive of the computer they are using.


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The training room is rectangular-shaped, and consists of three rows of individualcomputer desks and chairs for the twenty course participants. These desks face the front

of the room where there is a large whiteboard and two drop-down screens with associatedLCD projectors. For this training session only one computer display will be necessary.

The instructor desk is up front, facing the course participant desks with their computerdisplay projected on the screen to their left. Due to the relatively small size of the

training room, no audio reinforcement is usually required. However, a wirelessmicrophone and ceiling mounted speakers are available for use if the instructors voice

level requires reinforcement. To play back audio sources from their computer duringtraining, the instructor uses the ceiling speakers. Course participants can listen to audio

from their computer with their USB headset.

Part 2b.2: Transfer context

Course participants will apply their new skills with ProfCast as part of theirregular preparation of course materials. If they need to create a podcast of supplementalcontent, they will likely use ProfCast in their office or home. The opportunity to create a

podcast outside the classroom environment is one of the software's great advantages.Course participants can also produce podcasts of their live face-to-face lectures in their

classroom. By connecting a wireless microphone (or using the built in microphoneavailable on most laptops), the course participants will be able to open ProfCast,

configure the audio input, load the slides (if necessary), and record their lecture. Whenthey are finished, the resulting audio-only, or enhanced podcast will be ready for posting.

The skills obtained in the ProfCast workshop will benefit course participants by allowingthem the flexibility to produce podcasts from virtually any location. Because the

software is self-contained, no Internet connection is necessary during the production ofthe podcast. This expands the possible locations where ProfCast can be used. The actual

posting of the resulting podcast would require an Internet connection after production.

Part 2c: Description of learners

Participants of the ProfCast training workshops will be those university facultyand instructors with teaching responsibilities. According to the most recent statistics

available (2009 data), the university currently has 447 instructional faculty across allranks, including lecturers, instructors, and assistant, associate, and full professors. Among

this group, almost 26% are female, 16% are underrepresented minority groups, andalmost 9% are classified as international instructors. As a primarily science, and

engineering university, these gender and ethnic breakdowns are fairly typical. Thisteaching faculty serves almost 7,000 graduate and undergraduate students, including

more than 900 international students. Many of these international students speak Englishas a second language, and could particularly benefit from supporting learning materials

like podcasts, which can allow them to review course material at their own pace.


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A total of twelve instructors responded to the needs assessment survey, aparticipation rate of 16%. Highlights of the survey results show that 83% of respondents

were 40 years old or younger, and 67% were male. Caucasians represented 58% and theremainder was of Asian decent. The majority of the respondents (75%) held either

assistant or associate professor ranks, and all respondents were teaching either two orthree courses at the time of the survey. Looking at responses to podcast-related

questions, most (83%) had a good understanding of what they were, but only one hasused them in their courses. Most respondents said they would either consider or definitely

plan to attend a podcast workshop, while most also thought they would invest the time toproduce them for their students. Half of survey respondents described themselves as

possessing average computer skills, and 75% used Macs compared with 25% using a

Windows-based computer.

Part 2d: Learning task analysis

Entry Skills: Course participants in the ProfCast training are assumed to have thefollowing entry skills:

- Basic computer skills, including use of keyboard, mouse, basic navigation and browsingtechniques while interacting with software and the computer operating system.

- Ability to connect, configure, and operate USB-based, or internal microphones.

- Proficiency with PowerPoint or Keynote presentation software for development ofslides that are part of the enhanced podcast production training.


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Figure 1-Overview flowchart of eight primary learning goals in ProfCast instruction

Figure 2- Task analysis of learning goals 1-3 in ProfCast instruction


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Part 3- Planning

Part 3a: Learning Objectives List

Given Profcast software (for Macintosh), a computer, and a USB headset withmicrophone, course participants will:

1- Locate the ProfCast software application on computer hard drive, run the

application, and create a new untitled recording file.

1.1- Locate ProfCast application on computer hard drive.1.1.1- Click on hard drive icon on computer desktop.

1.1.2- Click on Applications icon.1.1.3- Locate Profcast in the Applications list.

1.2- Create new untitled recording

1.2.1- Double-click on ProfCast icon to open application.1.2.2- Click on Create a new recording from the welcome screen.

2- Configure computer sound settings and microphone input settings in ProfCast.

Decision Point:

If you are using the built-in computer microphone go to objective 2.1.

If you are using a USB microphone skip to objective 2.2.

2.1- Configure built-in microphone in ProCast.

2.1.1- Click on microphone icon in untitled recording window.2.1.2- Select the built-in microphone option from the drop-down menu.

2.1.3- Locate the microphone level control slider in recording window.2.1.4- Adjust slider control while speaking.

2.1.5- Set microphone level to the green-yellow zone of bar.

2.2 Configure USB microphone in ProfCast.

2.2.1- Click on microphone icon in untitled recording window.

2.2.2- Select the USB microphone option from the drop-down menu.


2.2.5- Set microphone level to the green-yellow zone of bar.

3- Produce a test recording incorporating use of the pause function in ProfCast.

3.1- Produce a test recording using the pause function in ProfCast.

3.1.1- Click start recording button in untitled recording window. 3.1.2- Speak in normal voice for a few seconds.

3.1.3- Click pause recording button in untitled recording window.3.1.4- Click resume recording button in untitled recording window.

3.1.5- Speak in a normal voice for a few additional seconds.


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3.1.6- Close out the test recording file.3.1.6.1- Click the red close button in the upper left corner of the

recording window.3.1.6.2- Select the dont save button from the dialog box.

3.1.7- Select New recording from the ProfCast File menu.

Decision Point:

If you are making an audio-only podcast skip to objective 5 next.

If you are using making an enhanced podcast go to objective 4 next.

4- Import slides in ProfCast recording file and record your enhanced podcast

presentation.

4.1- Import slide file into untitled recording file.4.1.1- Click on + sign in recording window.

4.1.2- Locate slide file from the browse window, select and click open.4.1.3- Click start recording button and give your presentation.

Decision Point:

If you need a break during the recording go to objective 4.1.4.

If no break is needed during the recording skip to objective 4.1.5.

4.1.4- Use pause function if a break is needed.4.1.4.1- If a break is needed click the pause recording button.

4.1.4.2- When ready click the resume button.4.1.5- Click end recording button when presentation is finished.

5- Record the audio-only podcast presentation.

5.1- Record the audio-only podcast presentation5.1.1- Click start recording button and give your presentation.

Decision Point:


If no break is needed during the recording skip to objective 5.1.3.

5.1.2- Use pause function if a break is needed.

5.1.2.1- If a break is needed click the pause recording button.5.1.2.2- when ready click the resume button.

5.1.3- Click the share button when presentation is finished.

6- Generate the podcast file and add tags (if needed).

6.1- Generate the audio-only or enhanced podcast file, and add tags (if needed).6.1.1- Click Quicktime icon at the top of the share window.

6.1.2- Confirm whether the presentation is audio-only or an enhanced podcast.


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Decision Point:

For audio-only podcasts proceed to objective 6.1.3.

For enhanced podcasts skip to objective 6.1.4.

6.1.3- If audio podcast is used:

6.1.3.1- Audio-only podcast needed.

6.1.3.2- Select m4a format from drop-down menu options.6.1.4- If enhanced podcast is used:

6.1.4.1- Enhanced podcast needed.

6.1.4.2- Select m4v format from drop-down menu options.

6.1.5- Determine if podcast will be posted on university iTunes U site.

Decision Point:

If posting podcast on iTunes U go to objective 6.1.6.

If NOT posting podcast on iTunes U skip to objective 6.1.7.

6.1.6- Add desired tags from share window text fields if posting on iTunes U.

6.1.7- Select OK from the share window.6.1.8- Name podcast file in the Save as text field.6.1.9- Browse to the save location where you want the file to reside.

6.1.10- Click Save button to generate your podcast file.

7- Test podcast presentation file for playback.

7.1- Test the podcast file for playback.7.1.1- Locate your saved podcast file.

7.1.2- Double-click the podcast file icon.7.1.3- Listen/view podcast.

7.1.4- Evaluate podcast (for both quality of recording and performance of lecture).

8- Name and save the ProfCast project file.

8.1- Name and save the ProfCast project file.

8.1.1- Select Save from ProfCast file menu.8.1.2- Name ProCast file in the Save as text field.

8.1.3- Select save location from browse window.8.1.4- Click Save button.


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Part 3b: Matrix of Objectives, Blooms Taxonomy, and Types of Learning

Table 1- Matrix of Objectives, Blooms Taxonomy, and Types of Learning

Objective

Number (1)

Blooms Taxonomy

Classification (2)

Strategy to be employed

to teach the objective (3)

Type of

Learning (4)

1.1.1

1.1.21.1.3

1.2.11.2.2

Application

ApplicationApplication


Supplantive

Supplantive

Supplantive

SupplantiveSupplantive

Procedural

ProceduralProcedural


2.1.12.1.2

2.1.32.1.4

2.1.52.2.1

2.2.22.2.3

2.2.42.2.5
















3.1.1

3.1.23.1.3

3.1.4

3.1.53.1.63.1.7

Application


Application

ApplicationApplicationApplication

Supplantive


Supplantive

SupplantiveSupplantiveSupplantive

Procedural


Procedural

ProceduralProceduralProcedural

4.1.14.1.2

4.1.34.1.4

4.1.5



Application



Supplantive



Procedural

5.1.1

5.1.2

5.1.3

Application

Application

Application

Supplantive

Supplantive

Supplantive

Procedural

Procedural

Procedural

6.1.1

6.1.2

6.1.36.1.4

Application

Application


Supplantive

Supplantive


Procedural

Procedural/Conceptual



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6.1.5

6.1.66.1.7

6.1.8

6.1.96.1.10

Application


Application


Generative

GenerativeSupplantive

Supplantive

GenerativeSupplantive

Procedural/

ConceptualProcedural

Procedural

Procedural


7.1.1

7.1.27.1.3

7.1.4

Application


Application/Evaluation

Supplantive


Generative

Procedural


Procedural/Conceptual

8.1.18.1.2

8.1.38.1.4







Part 3c: ARCS Table

ARCS Motivational Strategies Plan

Project Goal Statement: Upon completion of a 1-2 hour training session with ProfCastsoftware, course participants will be able to independently produce an audio podcast or

enhanced podcast (audio with slides) file that will be ready for posting in the university

learning management system (Blackboard) or iTunes U

ATTENTION

A.1 Perceptual Arousal

Instructor will discuss the mobile and online lifestyle of the net generation students that

the course participants are now teaching. Create an awareness of the need to meet

these students in the online world they live in.

A2. Inquiry Arousal

Instructor will engage the course participants on their current teaching methods. Dothey use Blackboard for their course materials? Do they provide supplemental materials

online?Instructor will gauge their knowledge level of podcasts through discussion. Define apodcast and describe how the creation of podcasts of course lectures is an opportunity

to meet students in their mobile, online world (on the go with iPods, iPhones, iPads,

other mobile devices).


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A3. Variability

Hands-on training of the ProfCast software will be provided to course participants. Theywill be guided in a step-by-step process through the production of a podcast.

Opportunity to practice with ProfCast will keep participants active and provide them with

a sample product of their own creation to motivate and inspire unique and creative usesof podcasts in their teaching.

RELEVANCE

R1. Goal orientation

ProfCast instruction will involve a complete review of all required steps involved withproducing a podcast. At various stages of the instruction, course participants will have

the opportunity to practice what they have learned on their computer in the learning lab.

The instructor will monitor students during these stages to answer questions, andconfirm successful application of the instruction.

R2. Motive matching

This instruction is intended as software training of ProfCast. Once participants gain

competency and confidence using ProfCast in the instructional setting they will have anawareness of the possibilities and choices that exist in using it to produce podcasts thatfit their teaching style. Ultimately, the course participants will have the responsibility to

use ProfCast as they deem appropriate.

R3. Familiarity

Depending on the technical sophistication level of the course participants, some mayalready have experience with the recording of their voice or with the recording of

portions of their course content. Some may also have previous experience using

microphones and other recording technologies. The goal of this instruction is todemonstrate that ProfCast is a tool-set that can easily and quickly record audio and

slides (if needed) and export as a ready to use file for their students.

CONFIDENCE

C1. Learning requirements

The ProfCast instruction is designed in small, manageable segments (objectives and


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sub-objectives). The instructor will lead course participants through each step . Sincethe instructors computer will be projected on the screen in the learning lab, participantswill see each step as it happens and then have an opportunity to practice the new skill

on their computer. The learning environment will be conducive to successful learning.

C2. Success opportunities

The progressive nature of the instruction will require success at each step in the learning

process before they can proceed. Opportunities to make errors and then correct themart part of the learning process. Support and guidance from the instructor and other

course participants will help provide the confidence necessary to keep participants ontask and eager to learn.

C3. Personal control

Course participants will be guided through all steps of the podcast production process

using ProfCast. The instructor will be available to provide feedback and assistance.

Each participant will create a practice podcast file during the instruction. Successfulcreation of the file will reflect their comprehension of the instruction and provide positive

reinforcement of their use of ProfCast.

SATISFACTION

S1. Natural consequences

Upon completion of the ProfCast instruction course participants will possess the skillsnecessary to produce both audio-only and enhanced podcast files for use in their online

and blended learning courses.

S2. Positive consequences

As participants progress through the ProfCast instruction they will receive favorable

reinforcement of their efforts based on their successful completion of the variouslearning objectives. Due to the nature of the software, improper use will result in the

inability to achieve a given objective and require a repeat attempt. Additionally, aformalized checklist of sub-objectives will help guide participants through the process.

S3. Equity

A positive outcome will be created for course participants through a combination of an

instructional design that requires objectives to be mastered before progressing, andindividual support being provided by the instructor to those participants who need it.

Participants will also have a sample podcast file to review as a tangible result of theirefforts. This sample file will then serve the participants as the basis of future podcast

productions that will be ready for use in their courses.


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Part 4- Instructor Guide

Introduction

Gaining Attention

Welcome course participants to the ProfCast training workshop and ask them tosit at a computer desk of their choice in the computer-learning lab. Begin by asking

participants to define a podcast and describe how they would go about producing one.Write any responses on the whiteboard. Establish the concept of a podcast as a collection

of audio or video media files that can be downloaded to a mobile device or computer forplayback. Connect the concept of a podcast with the participants teaching practices.

Explain how adding podcasts to their course materials is a great way to connect with netgeneration students. After the discussion, follow up by playing the short YouTube video

called Net Generation that visualizes the technologies and learning behaviors of today's

students. Stress the ubiquitous nature of mobile devices and their power to allow studentsto instantly communicate. Remind course participants that Net Generation students preferor expect to have access to their course content online and on the go via mobile devices.

Inform Learners of Purpose

Establish the primary learning objective of the ProfCast workshop: Using

ProfCast, course participants will produce audio-only and enhanced podcasts that areready for posting online in Blackboard or iTunes U. Repeat the idea that the skills gained

in the workshop will help them to better meet the needs of their students by producingpodcasts in an efficient, routine and professional manner. Through this procedural

instruction participants will be guided through each step in the process of creating apodcast file in ProfCast.

Stimulate Learners Attention/Motivation

Connect with the course participants by acknowledging their busy schedules andlimited time. Establish the idea that through the use of ProfCast instructors can enhance

their output of learning materials. Compared to trial-and-error techniques for recordinglectures and other supplemental course materials, ProfCast offers a consistent, reliable,

and highly efficient approach that can allow more time for the instructor to furtheroptimize their course. Select and play a portion of the thirteen-minute Introducing

ProfCast promotional podcast included in the teaching materials. Explain how this is an

actual podcast produced with ProfCast. The podcast is too long to play in its entirety,but its suggested that you play the getting started section. This section runs about two

minutes and does a good job highlighting the power of ProfCast and providing a visualintroduction to the interface. Demonstrate the unique features of this enhanced podcast

file by showing how the slides are indexed to the audio content from the drop-downnavigation menu on the right of the timeline. You should demonstrate playback of the

podcast in both the iTunes application and the QuickTime player. There are also severalslides of this enhanced podcast being viewed in both iTunes and the QuickTime player


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that are included in the ProfCast Workshop Google presentation included in the teachingmaterials. The theme to stress throughout the introductory section is efficiency and ease

of use with reliable results.

Provide Lesson Overview

With the concept and value of podcasts now established in the minds of the

learners, take a few moments to provide an overview of the ProfCast training workshop.The list below describes the information to be presented and skills to be learned. Detailed

slides titled ProfCast Overview are available in the teaching materials to provide thisinformation. If you prefer a more active approach you can write the overview details on

the whiteboard.

ProfCast workshop overview:

1. Review concept of a podcast.2. Establish that when podcasts are needed, an efficient way to produce them is with

ProfCast.

3. Demonstrate and practice the procedures involved in producing audio-only andenhanced podcasts using ProfCast.

ProfCast procedures overview:

1. Open ProfCast and create new untitled recording file2. Select and configure microphone3. Produce test recording with pause function4. Import slides and record enhanced podcast file5. Record audio-only podcast file6. Generate podcast file and add tags (if necessary)7. Test podcast for playback8. Name and save ProfCast project file

Body

Recall Prior Knowledge (concept of podcast)

Revisit the concept of a podcast as established at the beginning of the workshop.Ask the learners how they might go about recording their voice, lecture slides, or video.Do they have the tools needed? What are the tools? Prompt with tool ideas

(microphone, voice recorder, webcam, etc.) if the participants need encouragement. Thegoal is to encourage the learners to think about podcasts, how they are produced, and how

they could serve their students. Ask them how they might use podcasts in their teaching.


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Present Information and Examples (establish need for podcast)

On the instructor computer open the university iTunes U site. Navigate to one of

the courses listed (choose one in advance so you know it has the content you arediscussing) and show how course podcasts and other materials like notes are available iniTunes U for students to download and view on their computer or mobile device.

Now navigate to the university Blackboard learning management system on the

instructor computer. Open the ProfCast sample course. Show how another way to usepodcasts is to upload the files in the Blackboard course for students to download. Review

how posting podcasts in Blackboard can allow an instructor to manage the flow of thecourse materials (including podcasts) more precisely but still allow students to access the

podcasts for review at a time and location of their choosing. You have the option to usethe slides of the iTunes U site and Blackboard learning management system provided in

the ProfCast Workshop Google presentation to introduce these resources instead ofnavigating to them live on the instructor computer.

Preview of ProfCast Instruction

Distribute the ProfCastStudentInstruction Guide to all course participants.

This document details the step-by-step process involved in producing audio-only andenhanced audio podcasts. Instruct the learners to refer to this guide as you demonstrate

ProfCast on the computer display on the front screen. Inform participants that theircomputers are configured the same as the instructors computer and they should perform

the same tasks when they are asked to practice the instruction.

Present Information and Direct Attention

Instruct participants to watch the demonstration of each learning objective on the

instructors computer first, after which they will have the opportunity to practiceindividually.

Demonstrate the following procedures for participants:

1- Locate the ProfCast software application on computer hard drive, run the

application, and create a new untitled recording file.

1.1- Locate the ProfCast application on the computer hard drive:

1.1.1- Click on hard drive icon on computer desktop.

1.1.2- Click on Applications icon.1.1.3- Locate ProfCast in the Applications list.


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1.2- Create a new untitled recording document:1.2.1- Double-click on ProfCast icon to launch application.

1.2.2- Click on Create a new recording from the welcome screen.

Practice/Provide Feedback/Employ Learning Strategies

Direct course participants to perform the steps for objective 1 on their owncomputer. Remind learners to use theirProfCastStudentInstruction Guide as a

reference as they proceed through the learning objectives. Float throughout the learninglab to answer questions and assist with any problems encountered by learners.


Objective 2 features a decision point determined by whether the built-inmicrophone or an external USB microphone will be used. For this instruction (timepermitting) its suggested that learners perform the objective twice, once using the built-

in microphone in the computer, and again with the provided USB microphone. (Note:Normally in a lab situation using the built-in microphone is not recommended since the

voices of nearby learners and other room noise will be picked up on each recordingcomputer). Pay careful attention during the microphone adjustment step, making sure

that all participants watch the instructors screen to see how the level is set in the greenand yellow zone with the slider.


2- Configure microphone input and level settings of computer in ProfCast.

Decision Point:If you are using the built-in computer microphone go to objective 2.1.

If you are using a USB microphone skip to objective 2.2.

2.1- Configure built-in microphone in ProfCast.2.1.1- Click on microphone icon in untitled recording window.

2.1.2- Select the built-in microphone option from the drop-down menu.2.1.3- Locate the microphone level control slider in recording window.

2.1.4- Adjust slider control while speaking.2.1.5- Adjust microphone level to the green-yellow zone of bar.

2.2 Configure USB microphone in ProfCast.

2.2.1- Click on microphone icon in untitled recording window.2.2.2- click on microphone option from the drop-down menu.


2.2.5- Adjust microphone level to the green-yellow zone of sound level bar.


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Direct course participants to perform the steps for objective 2 on their owncomputer using the USB microphone. Remind learners to use theirProfCastStudent

Instruction Guide as a reference as they proceed through the learning objectives. Float

throughout the learning lab to answer questions and assist with any problems encounteredby learners.

Provide Summary and Review

After course participants have completed objectives 1 and 2 make time for some

practice review. Instruct the learners to create a new recording (objective 1.2). Thistime, however, since ProfCast is already open demonstrate for the learners how create a

new recording file by selecting new recording from the File menu.


Once a new recording has been created, instruct the participants to perform

objectives 1 and 2 again, but this time using the built-in microphone on their computer.Remind learners to use theirProfCastStudentInstruction Guide as a reference as they

proceed through the learning objectives. Float throughout the learning lab to answerquestions and assist with any problems encountered by learners.


Proceed to objective 3 of the ProfCast instruction where a brief test recording is

made incorporating the use of the pause feature.


3- Produce a test recording incorporating use of the pause function in ProfCast.

3.1- Produce a test recording using the pause function in ProfCast.

3.1.1- Click start recording button in untitled recording window.3.1.2- Speak in a normal voice for a few seconds.

3.1.3- Click pause recording button in untitled recording window.3.1.4- Click resume recording button in untitled recording window.

3.1.5- Speak in a normal voice for a few additional seconds.3.1.6- Close out the test recording file.

3.1.6.1- Click the red close button in the upper left corner of therecording window.

3.1.6.2- Select the dont save button from the dialog box.3.1.7- Select New Recording from the ProfCast File menu.


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Direct course participants to perform the steps for objective 3 on their owncomputer using the USB microphone. Make an effort to check all participants during this

practice time to confirm the proper use of the USB microphone and proper microphone

level adjustment. One common problem involves participants not adjusting the swivelmechanism on the microphone to a placement directly in front of their mouth. Thisplacement will provide for optimal audio quality. Remind learners to use theirProfCast

StudentInstruction Guide as a reference as they proceed through the learningobjectives. Float throughout the learning lab to answer questions and assist with any

problems encountered by learners.


Proceed to objective 4 of the ProfCast instruction where a demonstration of how

to import PowerPoint or Keynote slides is provided. Make sure to describe the podcasts

produced in ProfCast with slides as enhanced podcasts. Open the IntroducingProfCast podcast that was used during the introduction segment earlier. Play thispodcast (mute audio) for a few moments to allow learners to study the podcast briefly.

Show the drop-down slide title menu that displays to the right of the play head timeline inthe QuickTime window (see ProfCastStudentInstruction Guide). Demonstrate how

clicking on the menu shows all the slide titles that are part of the presentation. Alsodemonstrate how selecting any title slide from this menu automatically jumps the play

head to the beginning of that slide. Stress the importance and convenience of thisindexing feature for instructors that utilize a large number of slides. Tell the participants

that the Introducing ProfCast podcast file is on their lab computers in a folder on thedesktop called ProfCast Training Materials. Encourage them to play the file on their

machine and experiment with the indexing feature for themselves during the practice timefor this objective. This objective also allows for the use of the pause function that was

discussed in objective 3.


4- Import slides in ProfCast recording file and record the enhanced podcast

presentation.

4.1- Import slide file into untitled recording file.

4.1.1- Click on + sign in recording window.

4.1.2- Locate slide file from the browse window, select and click open.4.1.3- Click start recording button and record the presentation.

Decision Point:


If a break is not needed during the recording skip to objective 4.1.5.


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4.1.4- Use pause function if a break is needed.4.1.4.1- If a break is needed click the pause recording button.

4.1.4.2- Click the resume button when ready.4.1.5- Click end recording button when the presentation is completed.


Direct course participants to perform the steps for objective 4 on their owncomputer using the USB microphone. A sample PowerPoint file called enhanced

podcast slides is located in the ProfCast Training Materials folder located on thedesktop of all participants computers. Make an effort to check with all learners and

confirm they have successfully imported the slides into their ProfCast recording. Confirmthat learners understand how once they import slides into their ProfCast recording the

PowerPoint or Keynote application will open. When they are ready they click the start

recording button in ProfCast and deliver their presentation while advancing the slidesfrom within PowerPoint or Keynote. They can pause the recording by clicking thepause button, or end the recording by clicking end recording. Remind learners to use

theirProfCastStudentInstruction Guide as a reference as they proceed through thelearning objectives. Float throughout the learning lab to answer questions and assist with

any problems encountered by learners.


Proceed to objective 5 of the ProfCast instruction. This objective is only requiredfor users wanting to produce audio-only podcast files (no slides). This objective also

allows for the use of the pause function that was discussed in objective 3.


5- Record the audio-only podcast presentation.

5.1- Record the audio-only podcast presentation5.1.1- Click start recording button and record the presentation.

Decision Point:


If a break is not needed during the recording skip to objective 5.1.3.

5.1.2- Use pause function is a break is needed.5.1.2.1- If a break is needed click the pause recording button.

5.1.2.2- When ready click the resume button.5.1.3- Click the share button when presentation is finished.


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Direct course participants to perform the steps for objective 5 on their owncomputer using the USB microphone. Make an effort to check with all learners and

confirm they can successfully utilize the pause function during a ProfCast recording.

Clicking the pause button begins the pause and clicking the resume button starts therecording again. When finished, clicking the share button stops the recording. Remindlearners to use theirProfCastStudentInstruction Guide as a reference as they proceed

through the learning objectives. Float throughout the learning lab to answer questions andassist with any problems encountered by learners.


Proceed to objective 6 of the ProfCast instruction. This objective describes how togenerate the podcast file and contains decision points based on file type and whether tags

are needed. Audio-only podcasts are saved as .m4a files, and enhanced podcasts are

saved as .m4v files. It is also important that participants understand that adding tags isonly necessary if the instructor wishes to post their podcast file on the university iTunesU site. These tags are metadata (invisible data encoded in the file) that iTunes U uses to

allow visitors to accurately search for content. Adding tags like a presentation title, date,author name, etc., greatly increases the likelihood of iTunes U visitors locating their

podcasts when they run a search that matches one of the tags included in ProfCast.


6- Generate the podcast file and add tags (if needed).

6.1- Generate the audio-only or enhanced podcast file, and add tags (if needed).6.1.1- Click QuickTime icon at the top of the share window.

6.1.2- Confirm whether the presentation is audio-only or an enhanced podcast.

Decision Point:

For audio-only podcasts proceed to objective 6.1.3.

For enhanced podcasts skip to objective 6.1.4.

6.1.3- If audio podcast is used:

6.1.3.1- Audio-only podcast needed.6.1.3.2- Select m4a format from drop-down menu options.

6.1.4- If enhanced podcast is used:6.1.4.1- Enhanced podcast needed.

6.1.4.2- Select m4v format from drop-down menu options.6.1.5- Determine if podcast will be posted on university iTunes U site.

Decision Point:

If posting podcast on iTunes U go to objective 6.1.6.

If NOT posting podcast on iTunes U skip to objective 6.1.7.


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6.1.6- Add desired tags from share window text fields if posting on iTunes U.

6.1.7- Select OK from the share window.6.1.8- Name podcast file in the Save As text field.

6.1.9- Browse to the save location where the file will be stored.

6.1.10- Click Save button to generate the podcast file.


Direct course participants to perform the steps for objective 6 on their own

computer. Make an effort to check with all learners and confirm they understand theproper file extension to use for audio-only (.m4a) podcasts and enhanced (.m4v)

podcasts. Confirm their comprehension of how tags are added and when they are needed(only if posting in iTunes U). Remind learners to use theirProfCastStudent

Instruction Guide as a reference as they proceed through the learning objectives. Floatthroughout the learning lab to answer questions and assist with any problems encounteredby learners.


Proceed to objective 7 of the ProfCast instruction. This objective describes how totest a prepared podcast file for successful playback. In addition to locating the file and

playing the file in the QuickTime player, learners should understand that the playback isalso an opportunity evaluate the quality of the podcast from two viewpoints: the quality

of the technical recording (sound level acceptable, no long pauses, or background noises),and the quality of the lecture performance (no distracting mannerisms, factual errors,

etc.).


7- Test podcast presentation file for playback.

7.1- Test the podcast file for playback.7.1.1- Locate your saved podcast file.

7.1.2- Double-click the podcast file icon.7.1.3- Listen to/view podcast.

7.1.4- Evaluate podcast (for both quality of recording and performance oflecture).


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Direct course participants to perform the steps for objective 7 on their owncomputer. Check with all course participants to confirm that they can successfully play

their podcast file and that they understand the evaluation steps involved based on

technical and performance criteria. To assist with learner comprehension of the theevaluation criteria, open the podcast file title quality evaluation from the folder on theirlab computers desktop called ProfCast Training Materials. The file contains a segment

with poor technical quality examples (low microphone level, background noise) and poorperformance quality examples (speaking errors, confused delivery, poor organization).

This example file should help them understand some of the problems that might requirethe re-recording of a podcast for use in the courses. Remind learners to use their

ProfCastStudentInstruction Guide as a reference as they proceed through the learningobjectives. Float throughout the learning lab to answer questions and assist with any



Proceed to objective 8 of the ProfCast instruction. This objective describes how to

save the ProfCast project file. This project file contains all content that is included in acompleted podcast, including the audio, slides, metadata, and other information. Learners

should be instructed to save this project file in a safe location in case they ever need torefer back to it to modify the podcast and generate a new file.


8- Name and save the ProfCast project file.

8.1- Name and save the ProfCast project file.

8.1.1- Select Save from ProfCast file menu.8.1.2- Name ProfCast file in the Save As text field.

8.1.3- Select save location from browse window.8.1.4- Click Save button.


Direct course participants to perform the steps for objective 8 on their own

computer. Check with all course participants to confirm they have successfully savedtheir ProfCast project file with a name of their choosing. Remind learners to use their

ProfCastStudentInstruction Guide as a reference as they conclude the final learningobjective. Float throughout the learning lab to answer questions and assist with any



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Conclusion

Summarize and Review

Summarize all steps in the podcast production procedure again. To encourage

participation the instructor should work through each step of the procedure from promptsprovided by the participants. Start by asking the learners to define each step in the

process. Remind them that they can consult theirProfCastStudentInstruction Guidefor assistance. Once the instructor is prompted for each step of the procedure they should

perform the step live on their computer for all participants to see. Encourage questionsthroughout the process to clear up any confusion. The live summary demonstration

should include all decision points in the procedure, including the step for audio-onlypodcast recording, and the importing of slides and subsequent recording of an enhanced

podcast. When the summary procedure is complete, play a portion of each completedpodcast file for the learners. To conclude the instruction, visit each participant

individually to confirm that they were able to produce a completed sample podcast file.

Ask them to play the file to verify audio and slides (if used). Answer any questions theymay have. As you visit each participant also provide him or her a copy of the ProfCastevaluation form to be completed at the end of the instruction.

Transfer Learning

Review the concept of a podcast, its applications in higher education, and thepractical use of podcasts by instructors for the benefit of their students. Remind learners

of the two most commonly used methods of providing podcasts to their students: byposting in the Blackboard learning management system, and by posting on the university

iTunes U site. Encourage participants to provide feedback and personal relevance to

podcasts in teaching and learning and any specific applications where they think theymay use them.

Remotivate and Close

As the ProfCast instruction is concluding take the opportunity to again emphasizehow the use of podcasts is an effective way of meeting net generation learners in their

online and mobile world. Remind course participants that podcasts are another tool in theonline and blended learning instructors toolbox that allows students maximum flexibility

to learn in new ways. Reiterate the idea that using ProfCast software is a reliable,efficient and easy approach to producing podcasts. Allow enough time at the end of the

workshop for participants to fill out the ProfCast workshop evaluation form.

Assess Learning/Provide Feedback

Throughout the ProfCast instruction learners will have self-assessed their new

knowledge and skills through the use of the ProfCastStudentInstruction Guide. Theguide includes a checklist for each learning goal. As learners progress through the

instruction they check off sub-objectives for each learning goal they master. During


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instruction of each goal the learners also receive feedback and assessment from theinstructor as they review individual participant progress and confirm successful mastery

of the learning goals. Additional assessment and positive feedback is obtained as thelearners successfully create a finalized podcast file, confirming completion of the

individual learning goals that were required to produce it.

Part 5- Learner Content

Part 5a: Learning Materials

Table 2- ProfCast Learning Materials

Learning

Material

Function

ProfCast

Instructor Guide(Part 4 of this

project document)

To be used by the ProfCast workshop instructor. Contains the

detailed sub-objectives for each major learning goal in theinstruction. Also contains an overview of introductory material,

plans for assessment activities, and concluding activities.

ProfCast Student

Instruction Guide(Appendix E)

This guide is distributed to all course participants at the beginning of

the workshop. It details the eight learning goals in the workshop andincludes all required sub-goals, pertinent screen shots, and self-

assessment checklists to help learners verify competence.

ProfCastPresentation

Slides(Appendix D)

The instructor uses the Google presentation during presentation ofmaterial. It includes overview slides, videos, and screenshots used

in the workshop.

IntroducingProfCast

podcast

This podcast provides an overview of ProfCast functionality.Portions are viewed during workshop and it is also used as an

example of an enhanced podcast.

ProfCast sample

slides

This folder of sample slides is available to participants for use in the

creation of an enhanced podcast file during the workshop. The slidesare available on the local drive of all computers in the lab.

Audio-only and

enhanced podcastfiles

These podcast files provide participants with examples of audio-

only and enhanced podcasts. The files are available on the localdrive of all computers in the lab.

ProfCastWorkshop

Evaluation(Appendix C)

This evaluation form is distributed to all ProfCast workshopparticipants. Learners are asked for feedback on workshop content,

flow, and their future plans for using podcasts. The form also asksfor the participants name, and academic department.


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Part 5b: Formative and/or Summative Assessment Materials

Table 3- ProfCast Assessment Materials

Assessment Material Function

Goal-based individual

performance assessmentchecklist-included in

ProfCast StudentInstruction Guide

Checklist(Appendix E)

After presentation of each learning goal the instructor allows

practice time for participants followed by individualperformance assessment to verify new skills against the

checklist. A self-assessment checklist is included in thisstep-by-step instruction guide for learners. As sub-goals of

each main learning goal are completed they are checked offto verify completion of task.

Podcast EvaluationRubric (Appendix F)

This brief rubric provides key characteristics in well-produced podcasts. The information is not intended for use

in the workshop but as a take-away tool to use as a referenceto assess future podcasts they produce for their students.

Part 5c: Technology Tool Justification

Table 4- ProfCast Technology Tools

Technology Tool Rationale

Apple Macintosh

iMac computers in

learning lab

All participants in the workshop sit at a computer desk containing

an iMac computer in the library learning lab. They use the

computer to practice the skills introduced in the workshop andproduce a final sample podcast file to demonstrate proficiency.

USB microphone

headset

All computers have companion USB-based headsets with

microphones for use in the ProfCast training.

LCD projector andscreen

The LCD projector displays the instructors computer display on alarge screen at the front of the lab for all participants to view.

ProfCast software ProfCast software is installed on all lab computers. This is thesoftware being taught in the workshop.

QuickTime playersoftware

The QuickTime player is installed on all lab computers. It is usedby participants for playback of the sample podcast files, and toverify the quality of the test podcast file they produce during

training.

iTunes software iTunes software is installed on all lab computers. It is used to by

participants for playback of provided sample podcast files and toverify the quality of the test podcast files they produce during


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training. It is also used to highlight the university iTunes U site, a

location where instructors may post podcasts for their students.

Blackboard learningmanagement

software

Blackboard is the current university learning management softwareused campus wide. The instructor describes how podcasts

produced in ProfCast can be uploaded to their Blackboard coursefor student access.

YouTube.com The instructor plays a short video from YouTube that covers thekey characteristics of net generation students that are discussed in

the introduction to the ProfCast instruction.

Part 6- Formative Evaluation Plan

Part 6a: Expert Review

I used an expert reviewer from the Educational Technology Services department

at the university to provide a content review of my instructional materials. StephenWilmers is a media specialist in the department with an extensive background and

training in audio and video production for use in online and blended learning courses atthe university. I submitted instructional materials to Steve on November 30, and received

his review information on December 2. The following questions guided the feedbackfrom my subject matter expert:

Did you find the ProfCast software training easy to follow? Were the instructions clearly described and organized in a sequentially accurate

manner? Did the instruction provide thorough and complete coverage of the software to

achieve the learning objectives? Were there any missing instructional segments that are required to achieve the

learning goal? Was the instruction appropriately designed for the target audience of university

instructors? Did the instruction seem accurate and connected with the ProfCast software? What other comments can you offer regarding this ProfCast instruction training?

Part 6b: One-to-One Evaluation

An initial one-to-one evaluation will be conducted with up to three universityinstructors that are included in the target group for the instruction. The needs analysis

survey data has helped inform the makeup of this group of university instructors.Selecting instructors from various backgrounds, if possible, will allow for better

evaluation responses. The evaluation will serve to identify any glaring or significantproblems with the instruction, including typos, poorly written or confusing procedures,

poorly or mislabeled figures, or other problems, before the instruction is put to actual use.


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As the designer, I will be available to answer questions and otherwise assist thoseparticipating in the evaluation. The following questions will help guide the desired input

for the one-to-one evaluation:

Are the procedural instructions clear and comprehensive?

Are the materials presented in an organized fashion? Are any figures or diagrams included with the instruction clearly labeled and easy

to understand? Are there any unique terms or jargon present that are not properly defined?

Part 6c: Small Group Evaluation

A small group evaluation will follow the one-to-one evaluation. This phase of the

evaluation process will help measure the effectiveness of any revisions implementedfrom feedback in the one-to-one evaluation. Here my role a designer will be as an

observer to the process and not directly involved with small group evaluation. Carefulobservation of specific behaviors during the instruction, including any signs of frustration

or confusion, can be documented. Alternatively a video recording of the instructionalevaluation could be produced, but this would require prior approval from all participants

and may affect behavior patterns of individuals involved. Members of the small groupevaluation

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