Podcasting in Higher Education - University of Virginia · Podcasting in Higher Education November 19, 2007 Ed Berger, Mechanical & Aerospace Engineering @ UVa Chuck Krousgrill, Mechanical

© E. J. Berger & C. M. Krousgrill, 2007HigherEd 2.0 1

HigherEd 2.0: A Hands-On Training Workshop

Podcasting in Higher Education

November 19, 2007

Ed Berger, Mechanical & Aerospace Engineering @ UVaChuck Krousgrill, Mechanical Engineering, Purdue University

[email protected] and [email protected]

Q: how can I use podcasting in my learning environment?1. pedagogical issues2. examples and resources3. hands-on: podcast creation using GarageBand

HigherEd 2.0 © E. J. Berger & C. M. Krousgrill, 2007

Definitions

• podcast = iPod + broadcasting

• in common usage, a “podcast” is a media object with several features

• subscription-based, typically via RSS

• episodic

• can be (but doesn’t have to be) played on a portable device

• categories of podcasts:

• “podcast” usually refers to audio only, often in MP3 format

• “enhanced podcast” refers to still images + audio, often in m4a format

• “video podcast” (“vodcast”) refers to full video, often in MPEG-4 format

• podcasting is different from streaming: podcasts are downloaded onto the user’s local machine; streamed media is provided to users via a streaming server (requiring users to have an internet connection)

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Features

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Features

• subscription basis for podcasting: consider a newspaper subscription first...

• ...and subscribe to a podcast in a similar way using an RSS aggregator (“feed aggregator”) such as iTunes

• then control the settings in your aggregator to check (say) once per day for new podcast episodes; if they are available the aggregator automatically downloads the new episodes

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Features

• subscription basis for podcasting: consider a newspaper subscription first...

• ...and subscribe to a podcast in a similar way using an RSS aggregator (“feed aggregator”) such as iTunes

• then control the settings in your aggregator to check (say) once per day for new podcast episodes; if they are available the aggregator automatically downloads the new episodes

• searching and archiving podcasts

• tagged with metadata (i.e., keywords, categories, subtitles)

• RSS aggregators have built-in search engines for tag data

• organize podcasts by: category, alphabet, keyword, length, author, etc.

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Common Usage

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Common Usage

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Common Usage

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Common Usage

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Common Usage

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What are we talking about?

• examples of day-to-day uses of podcasts to support class experiences and learning goals

• lectures which present “archival” versions of material

• weekly FAQ sessions with groups of students

• exam review materials

• course information/syllabus

• video solutions to key problems

• targeted supplemental materials (quick videos, clarifications of lecture issues, hints on homework problems, etc.)

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What are we not talking about?

• podcasts designed for a wider (non-academic-course) audience, those created in time-intensive ways, those with high human resource/design overhead, those requiring exceptional skills with specific software for modeling or simulation

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UVa Virtual Lab, John Bean


What are we not talking about?

• podcasts designed for a wider (non-academic-course) audience, those created in time-intensive ways, those with high human resource/design overhead, those requiring exceptional skills with specific software for modeling or simulation

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UVa Virtual Lab, John Bean


What pedagogical areas can we tap into?

• learning theories

• auditory• visual• tactile

• good practices• student/faculty

contact• cooperation among

students• active learning

techniques• prompt feedback• time on task• communicate high

expectations• respect diverse

ways of learning

• Bloom’s taxonomy• knowledge• comprehension• application• analysis• synthesis• evaluation

• nine events of instruction

• gain attention• inform

objectives• use recall• present

material• provide

learning guidance

• elicit performance

• provide feedback

• assess performance

• enhance retention

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also: constructivist paradigms (learner collaboration), metacognition (self-regulated learning), many others


What pedagogical areas can we tap into?

• learning theories

• auditory• visual• tactile

• good practices• student/faculty

contact• cooperation among

students• active learning

techniques• prompt feedback• time on task• communicate high

expectations• respect diverse

ways of learning

• Bloom’s taxonomy• knowledge• comprehension• application• analysis• synthesis• evaluation

• nine events of instruction

• gain attention• inform

objectives• use recall• present

material• provide

learning guidance

• elicit performance

• provide feedback

• assess performance

• enhance retention

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also: constructivist paradigms (learner collaboration), metacognition (self-regulated learning), many others


Toward improved pegagogy & assessment

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HigherEd 2.0

Berger, et al. Section D—Project Description 12

Table 1. Content types and the pedagogical issues they address.

Content Types and Details Pedagogical Issue Addressed

Content

Developed

Content Description Primary

Learner

Served [5]

Principle of

Good Practice

Addressed [6]

Taxonomy

Component

[3]

Useful at What

Stage of the 9

Events? [4]

lecture podcast enhanced podcast of lecture content, with lecture slides

synched to live audio

A, V level 1: 5, 6

level 2: 2

K, C 1-5

video problem

solutions

narrated video of problem solutions explaining the concepts

and approach, derivations, calculation details, etc.

A, V level 1: 4, 5, 6, 7

level 2: 2

K, C, AP,

AN

1-6

tutorials/self-

exams

guided tutorial on specific topics, probably narrated videos,

with pauses for student activities and a self exam at the end,

perhaps with extra practice problems

A, V 3, 4, 5, 6, 7 K, C, AP,

AN, E

1-9

pre-lecture

modules

lecture podcasts for consumption before the class meeting;

frees up the entire class time for discussion and problem

session

A, V level 1: 1, 5, 6 K, C 1-5

audio/video

FAQ

weekly FAQ about class, homework assignment, etc. A, V level 1: 1, 4, 6 K, C 1-4

group project

podcasts

group project with end product being a podcast instead of a

written document or presentation

V, T level 1: 2, 3, 5,

6, 7

K, C, AP,

AN, S, E

5-9

group project

peer reviews

each group reviews and grades projects for several other

groups

A, V, T 2-6 AP, AN, E 4-9

case studies extended discussion of real-world cases, delivered via audio

or video podcast

A, V level 1: 3, 6 K, C, AP,

AN, S, E

1-5, 9

pre-req reviews review podcasts of pre-requisite materials for independent

study, including a self-evaluation

A, V level 1: 2, 4, 5,

6

K, C, AP,

AN

1-8

blogs, wikis,

open threads

students post comments, give feedback to each other, and

otherwise engage with the materials outside of class

A, V level 1: 1, 2, 4,

5, 6

K, C, AP,

AN

5-7

Vyew virtual

problem sessions

students and professor meet in on-line shared desktop

environment for live problem session and chat

A, V, T level 1: 1, 2, 3,

5, 6

K, C, AP,

AN

1-7

Learning Style: auditory (A), visual (V), tactile (T)

Good Practices: 1. student/faculty contact, 2. cooperation among students, 3. active learning techniques, 4. prompt feedback, 5. time on task, 6.

communicates high expectations, 7. respects diverse ways of learning

Taxonomy Components: knowledge (K), comprehension (C), application (AP), analysis (AN), synthesis (S), evaluation (E)

Events of Instruction: 1. gain attention, 2. inform of objectives, 3. use recall, 4. present material, 5. provide learning guidance, 6. elicit

per formance , 7 . provide feedback, 8 . assess performance, 9 . enhance retent ion and t ransfer

what makes this a killer app?


Functional Principles for Information Design

• facilitate learning

• provide clear structure for the message

• provide clarity

• provide simplicity

• provide unity

• implement QA practices

• optimize cost

• respect copyrightadapted from: It Depends: ID--Principles and Guidelines, Second Edition, Rune Pettersson, Tullinge 2007 (ISBN 91-85334-24-3)

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• provide clarity


• provide unity


• optimize cost


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consider the message, the medium, the audience and the context





• provide clarity


• provide unity


• optimize cost


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develop a structure, organization, information hierarchy (with limited

number of levels)





• provide clarity


• provide unity


• optimize cost


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emphasize legibility, clarity of images and text, cleanliness of layout, aesthetic

proportions





• provide clarity


• provide unity


• optimize cost


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display information so it is easy to read, carefully merge images, text, audio, and

video, use “builds” to tell the story





• provide clarity


• provide unity


• optimize cost


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use consistent style, format, terminology, etc.





• provide clarity


• provide unity


• optimize cost


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establish a system for control over quality/accuracy, version history, and portability

(i.e., platforms, bandwidth, etc.)





• provide clarity


• provide unity


• optimize cost


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consider costs (human resources, time, money) and ROI, plan and execute cost

reviews periodically





• provide clarity


• provide unity


• optimize cost


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employ “information ethics”, including copyright and image manipulation

(Photoshop)


Multimedia Design Principles

adapted from: Multimedia Learning, Richard Mayer, Cambridge University Press 2001 (ISBN 05-21787-49-1)

three features of information processing (Mayer, “cognitive load theory”):1. humans have dual channels (visual, auditory)2. we have limited capacity3. we use active processing

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Multimedia Design Principles

• multimedia: students learn better when information is presented in words and pictures than in just words

• contiguity: present corresponding words and figures contiguously rather than separately (spatial and temporal)

• modality: present words as auditory narration rather than as visual content on screen

• personalization: students learn better from conversational style than from formal style

• signaling: use clear outlines and headings

• coherence: use fewer rather than more (extraneous) words and pictures

adapted from: Multimedia Learning, Richard Mayer, Cambridge University Press 2001 (ISBN 05-21787-49-1)

three features of information processing (Mayer, “cognitive load theory”):1. humans have dual channels (visual, auditory)2. we have limited capacity3. we use active processing

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What are we getting at?

• we are developing a learner-centered approach which is mediated by cutting edge technology (new technologies allow us to do new and powerful things to promote learning)

• this is NOT a technology-centered approach to learning (we don’t do this to show the cool new features of the software to get students excited about learning)

• construction of information is all about storytelling...

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Example: The Lecture

• content type? lecture (enhanced) podcast (slides plus sync’ed audio)

• how created? Keynote presentation capture live with Profcast and external microphone

• key principles of multimedia design employed? modality and personalization

• how managed? RSS feed or direct download from course blog, viewed in iTunes

• when created? day-to-day course materials; low time overhead

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Example: The Lecture

• content type? lecture (enhanced) podcast (slides plus sync’ed audio)

• how created? Keynote presentation capture live with Profcast and external microphone

• key principles of multimedia design employed? modality and personalization

• how managed? RSS feed or direct download from course blog, viewed in iTunes

• when created? day-to-day course materials; low time overhead

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Another view...iTunes

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Lecture podcast pedagogy

• provide structure, clarity, simplicity

• optimize cost (added cost for recording is very small)

• all six principles of multimedia design

• but, it’s also...

• portable

• replayable (exactly)

• searchable

• lecture podcasts are excellent tools for archiving conceptual and theoretical information in a precise, self-contained, QA-ed, searchable way

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Example: Video Solutions

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• content type? full video (Quicktime, highly compressed, ~0.3 MB/minute)

• how created? tablet PC with screen capture (video) software, USB microphone, Quicktime Pro for compression

• key principles of multimedia design employed? modality, personalization and signaling

• how managed? RSS feed or direct download from course blog, viewed in iTunes or Quicktime

• when created? “weekly” course materials; low-to-moderate time overhead


Example: Video Solutions

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• content type? full video (Quicktime, highly compressed, ~0.3 MB/minute)

• how created? tablet PC with screen capture (video) software, USB microphone, Quicktime Pro for compression

• key principles of multimedia design employed? modality, personalization and signaling


• when created? “weekly” course materials; low-to-moderate time overhead


Video solution pedagogy

• all six principles of multimedia design

• optimize cost

• structure, clarity, simplicity

• and it’s...

• a comprehensive problem-solving template, with chapters

• portable

• replayable (exactly)

• scalable (all students in the class can have it, all at once, all asynchronously)

• video solutions are excellent tools for demonstrating process-oriented problem solving and thinking

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Example: Course Projects

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• content type? project-based (enhanced) podcast

• how created? GarageBand, using a storyboard (Google Notebook) for research/image organization

• key principles of multimedia design employed? multimedia, contiguity, coherence


• when created? multi-week course materials; moderate-to-high time overhead; very suitable for student creation


Example: Course Projects

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• content type? project-based (enhanced) podcast

• how created? GarageBand, using a storyboard (Google Notebook) for research/image organization

• key principles of multimedia design employed? multimedia, contiguity, coherence


• when created? multi-week course materials; moderate-to-high time overhead; very suitable for student creation


Course Project Podcast Pegagogy

• all six principles of media design

• optimize cost

• focus on content, not technology

• and it’s

• ripe for peer review

• portable, replayable, etc.

• creative in a way that engineering assignments often are not

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Profcast...what is it?

• Profcast is: “ProfCast is a versatile, powerful, yet very simple to use tool for recording presentations including PowerPoint and/or Keynote slides for creating enhanced podcasts. ProfCast provides a low cost solution for recording and distributing lectures, special events, and presentations as podcasts. ProfCast offers an integrated workflow that makes creating, recording, and publishing podcasts easy. It's as simple as Launch, Load, and Lecture!”

• Profcast has an extremely low barrier to entry, and directly uses Powerpoint or Keynote lectures that you already have

• it captures slides builds, sync’s audio with the images, inserts chapter markers, and includes a “podcast manager” to automate many uploading and posting procedures

• you only need an audio input device

• we’re using Profcast right now...

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http://www.profcast.com


Profcast demo

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Profcast demo

➀ load a new presentation

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Profcast demo


➁ select audio source

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Profcast demo



➂ start recording

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Profcast demo


➃ publish as podcast


➂ start recording

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Podcast Sharing

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Podcast Sharing

➀ select manager

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Podcast Sharing

➀ select manager

➁ select format“enhanced” podcast (images + audio)

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Podcast Sharing

Lecture 5: Material Properties

Edward Berger

University of Virginia

Statics

CE 230, Fall 2007

➀ select manager

➁ select format

➂ input podcast data

“enhanced” podcast (images + audio)

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Podcast Manager

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Podcast Manager

“series” manager

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Podcast Manager

“series” manager

episodes in this series

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Podcast Manager

preview window

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Podcast Manager

input more information, plus ID tagging for searching

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Podcast Manager

upload to server

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Hands-On...

• we will do a GarageBand demo right now; GB is great for informal podcasts, course projects, and the like

• tablet video input (lunch) is great for process-oriented materials, narrated problem solving, and clarity of explanation

• Profcast is perfect for lecture capture, and archiving of “presentation”-type materials

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Documents

Podcasting in Higher Education - University of Virginia · Podcasting in Higher Education November 19, 2007 Ed Berger, Mechanical & Aerospace Engineering @ UVa Chuck Krousgrill, Mechanical