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Webcasts and podcasts:digital designs and learning
Professor Paul MahargThe Australian National University
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1. Webcasts & podcasts: examples2. A research project on webcasting3. Multimedia and learning design4. Different models of webcasts5. The wider context of f2f teaching and resource-
based learning
2
Edinburgh University online teaching manifesto
https://onlineteachingmanifesto.wordpress.com/
Webcast examples
‘Aesthetics matter: interface design shapes learning’Edinburgh University School of Education,https://onlineteachingmanifesto.wordpress.com/
webcasts v.1
Information push by speaker, navigation at times problematic.
More information: Maharg (2007), chapter 9
webcasts v.2:
Information push by speaker, better controlled by user
webcasts v.3
More interactivity built into the application.
All adhere to Richard E. Mayer’s multimedia principles on:1. Coherence2. Signalling3. Redundancy4. Spatial contiguity5. Temporal contiguity
webcasts should involve us in re-design of teaching & learning…
Four principles: 1. Integration: All technologies (electronic, paper, vellum, clay
tablets…) should integrate to support learning across the curriculum
2. Convergence: electronic technologies need to converge seamlessly to provide an integrated learning environment.
3. Communication is the heart of an online environment4. Creativity (sustaining or disruptive) is essential to re-design
…and creative use of integrated text & image…Texts:
– illustrative, explanatory, didactic, discursive, exemplary, reflective, etc.
– hyperlinked or static
Images:– via video – role play, pieces to camera, panel sessions– static photographs, diagrams, graphics, tables, etc– interactive images, moving or still
…in the re-design of digital environments• not lectures because unconstrained by time, place or audience • webcasts can be used as organisational centres for information &
knowledge• must be designed to integrate with other e-technologies and resources, eg
– webcast lectures + discussion forum, web links & chat-room. – traditional forms of learning & teaching
video developments 2001-5• Over 150 separate video projects, from 2001-2005, in legal
education, both under- & postgraduate. • Projects ranged from one-off webcasts to an entire series of
webcasts / video lectures spanning a module. • Used mostly in blended learning, but also in wholly distance-
learning modules• There were no models, no training courses, little literature – we
learned from observation of what worked and why…
Webcast research project
‘Algorithms and analytics re-code education: pay attention!’Edinburgh University School of Education,https://onlineteachingmanifesto.wordpress.com/
Webcast Learning ProjectAimsTo investigate the1. variation in student learning2. quality of student learning on the two procedural courses
Methodology• Selection of 11 students to track throughout the year• Students filled in and submitted weekly logs when they used the resources• Focus group discussion late in semester 1• Individual interviews in early/mid semester 2 and post-examination• Questionnaire for project group• End-of-year evaluation data derived from whole-year cohort
flexibility of use‘I find it a hassle coming in here to study. Apart from train times which are pretty unreliable from where I stay it’s just I study a lot better at home. I can get up early and study all day and go to my work and come back and study so I used it at home.’ ‘In my tutorials there were a few dissenting voices about the whole webcast thing – ‘oh just have the lecture and then it would be over’ - but that is the whole point, it would be over!’‘Proper lectures would have been better but the webcast lectures were convenient.’
absence of students• Lectures are social events for students – webcasts remove this element
from a course – how did they cope?• Students still talked about the course, through other channels:
everybody would just talk about them. If you didn’t understand anything you just phone people the night before and say what is this bit all about? You get cross ideas - some people have different things
• Students still met at tutorials…
absence of lecturerAs a result, the image seemed to matter more:
[…] it’s always there and it’s not just a text or a book that you have got because it is someone else sitting there talking to you. It’s kind of comforting in a way as well, because they know what they are talking about, you can’t misread it.
I think that intonation as well was really important to me. Just reading something, you can read it, but the intonation I found really helpful. That was why I did go back over not just my own notes [for the exam] but actually watch it again because there is emphasis in important places and that is so important. Also you don’t want to end up completely isolated with no… I know webcasts are not very interactive anyway but they are much more interactive than reading a script.
Interviewer: Would it have made any difference to you if you hadn’t actually seen the person and you had only heard what they were saying […]?Student: Strange, but I probably hardly looked at it [the webcast image] because I was writing notes anyway… But I don’t know… it just seems quite nice having a person there.
two approaches to learningPaperworld student• Preferred f2f lectures• Didn’t use learning tools in the CD or online environment• Used books, not e-resources• Took verbatim notes from the webcasts• Only listened to the webcasts onceE-world student• Comfortable using the webcast environment• Used online information• Used a word-processor to type notes• Viewed and reviewed the webcasts• Used the learning tools, eg speak-fast button
forms of learning: writing/typing notes‘I think I am happier doing it pen and paper. I guess, I have written shorthand, rather that typed shorthand, so I think I would rather write and I can write quicker. But not everyone will be the same as that.’
‘When I did the first few I was writing absolutely everything out and I hadn’t really - because quite a lot of people were looking at the screen and were writing down what was on the screen and working their notes around that. I wasn’t doing that. I was writing everything out [ie webcast and screen text] and that took ages. So it was like well I’ll just write down what’s on the screen and then write my own notes.‘
‘In the Criminal [webcasts] note taking - I would have preferred to have been able to take notes on the computer but I didn’t know how launch Microsoft Word.’
forms of learning: using two computers
‘I have seen people in the lab with two computers, and they are listening and typing at the same time. That would be quite good because although my typing isn’t fast but if you could have a wee bit of note-taking then your notes would immediately be better.’
forms of learning: writing and listening‘First time was a little strange and it took me a while to get used to pausing and taking notes in conjunction with watching. Felt a lot more comfortable by the end of [the second series of webcasts]’
‘It’s like a different way of learning, like if you hear it and then you write it down and then you read it back. Then you learn something in three different ways.’
‘If I’m reading notes you can skim over it and you can skip pages, but if you are listening and you don’t hear something you have to go back and hear it. There is a different flow as well.’
Interviewer: […] do you think the webcast environment helped orhindered your exam study? Student: I think they helped.Interviewer: Why?Student: Because you have just got more explanation when you are going over things that you can never get down in lecture notes or in handouts, to understand it. I think you learn better when you are sitting listening as well, instead of sitting reading, because you have a tendency just to skim through things when you are reading. You’ve done it all before and you should know it, but if you haven’t listened to something you can speed it up a bit. But you are still having to listen to it all, you can’t just skip big bits out. So I think it definitely helped.
knowledge objects: forms of revision
use of webcast as mnemonic‘I think, I would probably, I think, I would go back and watch them again. I would probably sit with my notes and just… You wouldn’t be learning new things again, so you would be just listening and reading over your notes and make sure you took in all the points. I would actually find that easier revision. I don’t know if that is just my personality. But to listen to somebody going over it again, and it also means that if there is a particular section that I feel I have learned quite well, then I don’t need to go over it again. So, I would pick out the sections that I think, ‘oh goodness, I don’t remember the Interim Interdict, Options Hearing or whatever’ and I’ll go back to that particular section and just watch the webcast again with my notes, probably.’
‘I would actually use it for revision, just watch the webcast again. I find I take things in much better verbally than sitting reading particularly if it is a subject that can be a bit dry. To actually hear a lecture again would be better than, just than – if we just had lectures and you didn’t have the webcasts that we could go back to then all I would have to revise with would be my notes and that’s a lot drier and sometimes you kinda look at your notes and think ‘goodness I don’t know actually remember what she was talking about’ and you find that the lecture, when you go over the point a few times, it makes it much easier to take in.’
use of webcast as mnemonic‘I would come in and maybe I would have something else to do during the day but then I would be able to fit in 45 minutes watching a lecture and taking outline notes maybe that time. And then what was useful about them was I could go back and just listen to it with my notes and not have to take any notes. I don’t know, there is something mechanical which is very useful about taking notes and copying down to memorise stuff but there is something in terms of just sitting and listening to somebody describing what happens […] – I thought that was particularly useful to me anyway.’
quality of learningInterviewer: Do you think the webcast environments helped or hindered your
study for the exams? Student: Definitely helped. It was very, very positive. I know some people have
complained that they found it hard to work and all the rest of it. But I just thought in comparison – I have sat four years of exams before I came here, I am an expert as far as exams are concerned, and this has really, was two of the easiest exams I have sat, in terms of revision for them. I felt that I came in well prepared – maybe my results will show that this was not the case! I definitely felt that I was really learning the material. I understood it better.
Different models of webcasts
‘There are many ways to get it right online: ”best practice” ignores context’Edinburgh University School of Education,https://onlineteachingmanifesto.wordpress.com/
Model 2: i-tutorial
Guide
Texts Test
WORKSHOP
i-Tutorial
Preparatory activities
Sources Documents
Model 3: On-line module
Webcast
environment
webcasts
activitiesforum
Webcasts/podcasts in the wider context of f2f teaching & other resources
‘Online teaching need not be complicit with the instrumentalisation of education’Edinburgh University School of Education,https://onlineteachingmanifesto.wordpress.com/
so is thishow it might it look?
LMSMy e-portfolio
Web/pod/quickcastsSIMPLE case management
My annotated documents
E-textbooks
so is thishow it might it look?
LMSMy e-portfolio
Web/pod/quickcastsSIMPLE case management
My annotated documents
E-textbooks
learning as aggregation + high impact practices
aggregation
Aggregates: - Social media - RSS - Google Reader - Customized ToC - Photos, videosinto an online magazine format. See also The Future of the Book:http://vimeo.com/15142335. Or go to http://www.touchpress.com
Think of aggregation as:1. the social media of our students’
nested lives2. a genealogy of knowledge where there is
textura and the development around them of debate, analyses (glossa) whichchange more quickly than the textura
3. an ethical practice community thatdevelops much faster than medieval scholarly circles
aggregation…
Jonathan Kantor, White Paper Company,http://www.whitepapercompany.com/blog/?p=4895
… and in real time
references
49
Dewey, J. (1916, 2011). Democracy and Education: An Introduction to the Philosophy of Education. Simon & Brown, New York.
Edinburgh University School of Education. (2016). Online Teaching Manifesto. Available at: https://onlineteachingmanifesto.wordpress.com/
Maharg, P. (2007). Transforming Legal Education: Learning and Teaching the Law in the Early Twenty-First Century. Ashgate Publishing, Farnham.
