Harnessing Podcasting’s Potential: Designing for Learning Goals

Purdue University CalumetSchool of Nursing

Lisa Hopp Janice Tazbir

Joan DormanCheryl Moredich

PUC

www.calumet.purdue.edu/nursing

Objectives

Appraise the state of evidence supporting podcasting as an instructional strategy

Apply an instructional design approach to design, implementing and evaluating a podcasting initiative

Explore challenges encountered with podcast production and delivery

Podcast Defined:

"a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”- New Oxford American Dictionary 2005 word of the year

Origin: Broadcast + iPod ()

cited in Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb.

Podcast Defined:

"a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”- New Oxford American Dictionary 2005 word of the year

Origin: Broadcast + iPod ()

cited in Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb.

Podcast & m-learning

A form of “m-learning” where the participant listens to or watches an audio or video broadcast; broadcasts are published on the Internet and automatically pushed to the user’s computer; the user can synchronize the broadcast to a handheld, mobile digital device

Evans, C (2007 in press). The effectiveness of m-learning in the form of podcasts.. Computers & Education, doi:10.1016/j.compedu.2007.09.016

Podcast & m-learning

A form of “m-learning” where the participant listens to or watches an audio or video broadcast; broadcasts are published on the Internet and automatically pushed to the user’s computer; the user can synchronize the broadcast to a handheld, mobile digital device

Evans, C (2007 in press). The effectiveness of m-learning in the form of podcasts.. Computers & Education, doi:10.1016/j.compedu.2007.09.016

In other words…

Podcasting

Internet syndication+

Audio/video content

+

Mobile device

Cebeci & Tekdal (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2006 retrieved from http://ijklo.org/Volume2/v2p047-057Cebeci.pdf

file production

podcast publication

Delivery and

playback

Passing fad?

Portable digital media devices are ubiquitous

Apple sold 100 mill iPods by 4/07

Educators finding that 75% of students own an mp3 player (Evans, 2007)

50% of our respondents own an mp3 player but most audio only

However, most students listen using their computer (Evans, 2007; Malan, 2007; our data)

Uses - Push

Rehearse contentArchive lectures on the fly for rehearsalProduce content outside of the live

classroom“Revision”-ie, summary of content to

prepare for examsRepetition of specific content, particularly

audio

Uses - Push

Supplement Link to others’ podcasts Create own

Uses - Push

Access to guestsInterviews-planned/on the flyGuest lectures

Case studiesAnnouncements

Uses-Pull

Students seek their own feeds However, prior to our project, only 7%

(4/60) had ever subscribed to a podcast before

Other uses include student producing their own podcasts

Is there any evidence to support the use of and investment in podcasting?

Evaluations of Podcast Initiatives

Podcapture of lectures and attendance (UW lectures with > 100 students) 20% of students reported listening to 75% of

available podcasts; 12% listened to none 87% listened on the computer Used podcasts as adjuncts, some commented on

greater engagement during class 80% of respondents attended class anyway though

instructors reported that attendance dropped Students believe that it positively affected grades

Lane, C (2006) Retrieved from http://catalyst.washington.edu/research_development/papers/2006/podcasting_year1.pdf

Restructuring f2f class timeASU inverted lab and classroom activities

in a software engineering courseNo lectures during classProblem solving, project work during class

hours10% improvement in final project work

Evaluations of Podcast Initiatives

Cited in Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)

Learning audio-based psychomotor skill Barret et al (2006) developed audio of heart

sounds with annotated comments using distributed CD-Roms

Listened to 250 repetitions of murmurs Found that students loaded the files on their mp3

players Those who used the recordings had 85%

diagnostic accuracy vs. 30% accuracy in those who did not

Evaluations of Podcast Initiatives

Cited in Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)

Evaluations of Podcast Initiatives

Large scale pilot (Duke University) Convenient - reduced dependence on physical

materials Flexibility Greater student interest in discussions, labs, field

experiments, projects Enhanced support for individual learning needs

and preferences

http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf

In summary, the evidence is evolving but students prefer: Audio only-though quality of video varies Shorter length (less than 12-15 min) To listen to podcasts from their desktops RSS feed To rehearse and review To practice repetitious audio learning To go to class

Instructional Design Framework….

AnalyzeDesign

DevelopmentImplementEvaluate

Analyze

Learners and technology: Undergraduate and graduate students at varying

levels of information management competence Using course management system for many years

to deliver distance learning courses

Analyze

Pre-assessment-Students N=119

020406080

100120

High speedISP

Own mp3 PreviouslySubscribedto Podcast

%yesno

Analyze

Pre-assessment-Students N=119

0102030405060708090

100

Likely tolisten

iTunesinstalled

PC User

%yesno

Design: Alignment

Learning Objectives

Resources, Materials & Technology

Assessment and Measurement

Learner Interactions & Activities

http://www.qualitymatters.org/

Alignment

Knowledge Type

Learning Objective Podcast application

Alignment

Knowledge Type

Learning Objective Podcast application

Declarative describe, compare,explain, etc

Video lecture

Alignment

Knowledge Type

Learning Objective Podcast application

Declarative describe, compare,explain, etc

Video lecture

Procedural Demonstrate, list, provide, etc

Video demonstration

Alignment

Knowledge Type

Learning Objective Podcast application

Declarative describe, compare,explain, etc

Video lecture

Procedural Demonstrate, list, provide, etc

Video demonstration

Synthetic Analyze, synthesize, conclude

Interviews; case study

Example:Learning Objective Demonstrate

Knowledge Type Procedural

Content Steps of starting an IV

Strategies Demonstration

Resources Lab + Videopodcast

Assessment Return demonstration

Design decisions:

Alignment-Fit? TypeLength/sizeSequencingDensity of information or

Poynter Institute http://www.poynter.org/

{

Develop

Develop podcasts using tools that support the knowledge, objectives and strategies

Simple to complex

Capture audio on the fly

Enhanced video with url links

Design Tools: Mac v PC

Design Tools

Hardware Audio Production

Internal/ external microphonesSound qualityExternal noise

Video production

Design Tools

SoftwareiLife Tools

iTunesiPhotoGarageBandiMovie

ProfCast (Humble Daisy)

Develop- Storyboard

Develop- Script

Develop- Media

Prepare your slidesScreen is smallScript your wordsAmount of content per slide

Develop- Media

Video productionLightingSoundResolution: start with high

qualityCompression/file size

compromise

Sequence Material Podcast Track (audio and video)

Media files

The Purdue University Calumet Experience

PUC Experience:

Funding- Curriculum Innovation Development Grant

Goal: 12 podcasts created in 2 months Hardware/software issues Tech Support issues

PUC Experience:

Training: Planning sessionBeginner workshop “Apple rep” Intermittent informal meetingsEnhanced podcast workshop “Apple

regional trainer” Results: 12 podcasts created (requiring 15

min.- 40 hours development)

Development Challenges

Inadequate scripting Voice or media clips (timing issues) Saving things incorrectly Storing files where they aren’t accessible Time, time, time Unfamiliarity with software and products

Training Recommendations:

Have tech person with a working knowledge of Macs and all software

Anticipate a learning curve Train on hardware/software Match tools with designing goals Have successful podcasters help train

new podcasters

Implement

IntegrationAt what point in the course?Follow up assignments?

How do students access the podcast?

Dissemination

Faculty OptionsAutomatic feed (RSS)When to link students to files

Dissemination

Receiver OptionsDownload individual files, one at

a timeAutomatically receives feedPlay on computerSync with mobile deviceType of mobile device

Dissemination-storage and push

Server-based OptionsCourse Management System (Bb)Own Podserver iTunes U-contract required

iTunes - how to organize and view podcastsAggregates library (collects, organizes, stores) Students “get” files once they have subscribed

Apple shift 4

Apple shift 4

Provide follow-up assignment

Case studyOn-line DiscussionExam

Challenges with Implementation

Faculty Challenges Student panic Lack of participation Technical issues

Student Challenges Home computer Not following directions Screen size Speed of delivery

How did you listen to podcasts? N=82

82%

17% 1%

Computer Only

Computer + MP3PlayerDidn't Listen

Evaluation-Post-Assessment

Evaluation-Post Assessment

Did listening to podcasts enhance learning? N=81

37%

54%

9%

Yes-a great dealYes-somewhatNo-no impact

Evaluation-Post Assessment

25%

39%

7%

22%

7%To review content

Supplement-AdditionalexplanationLearn while multi-tasking

review procedure

Other

For what purpose did you use the podcast? N=81

Evaluation-Post Assessment

How likely are you to listen if available to supplement class? N=79

37%

42%

13%8%

Very likelyLikelyUnlikelyVery unlikely

Too time consuming (2/6)Want interaction (2/6)Technical issues (2/6)

Evaluation-Post Assessment

If unlikely to listen to a podcast in the future, why not?

Any to supplement/review (10/15)Clarify difficult/complex (4/15)Audio only (1/15) audio + video (1/15)Anecdotal specific content areas

Evaluation-Post Assessment

If likely to use podcasts in the future, what type would be helpful?

Example: Procedural Knowledge

Inserting an IV

Analysis

Who are the learners?What do they need to learnWhich skills need to be taught?How much content is necessary?

Design

What are the objectives or learning outcomes?

What resources or strategies will be used?

Development

What preparation and support materials were needed?Prepared scriptGarageBand (with or without ProfCast)PowerPoint slides and still photos

Implementation

How did the intended users have access to the podcasts? ITunesLinks on Blackboard/Vista

Evaluation

How did you measure the effectiveness of your podcasts? Informal discussionEvaluation tool

Play

Questions?

Useful Sites

http://www.maagnursing.com/podcast/ http://healthcare411.org/ http://www.fas.harvard.edu/~cscie1/play/podc

asts/2006/lectures/lecture6.flv http://www.poynter.org/ http://www.evscicats.com/podacademy/who.ht

ml http://www.apple.com/ilife/tutorials/

Citations

Cebeci & Tekdal (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2006 retrieved from http://ijklo.org/Volume2/v2p047-057Cebeci.pdf

Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb

Lane, C (2006) Retrieved from http://catalyst.washington.edu/research_development/papers/2006/podcasting_year1.pdf

Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)

Duke University (2005). Retrieved from http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf

Thank you for your attention!

moredich@calumet.purdue.edu

ljhopp@calumet.purdue.edu

dormanj@calumet.purdue.edu

tazbir@calumet.purdue.edu