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A presentation to share information and advocate for podcasting in education.
Citation preview
Podcasting in Education
Pam Kemp
IT 648
The University of Southern Mississippi
History of Podcasting
Original concept developed by former MTV VeeJay, Adam Curry, who dreamed of sending audio files to digital music players
Curry then worked with the creator of RSS
(Really Simple Syndication) which enables internet text feeds to forward as audio files using RSS instead of text
(Brown, A., & Green, T. 2007)
History of Podcasting
Rapid growth since being introduced in 2004
More than 17 million podcasts were downloaded in November 2006—a seven million increase from the 10 million downloaded in April 2006
Growth has been so rapid, The New Oxford American Dictionary identified podcasting as 2005 word of the year
(Madden, M., 2006)
What is Podcasting?
Roy and Roy offer a great explanation:
“ Podcasting is a process in which digital audio recordings are broadcast over the internet to users who have signed up to receive them....like a traditional radio, only it is a cognitive medium and is available on demand for a specific topic.”
(Roy, A., & Roy, P., 2007, p. 481)
As Comfortable as an Old Radio! Image: BigstockPhoto.com
Why Podcast?
Makes content available to a multitude of learners based upon the learners’ scheduling needs
Users can simply use their computers to access the content if they do not wish to purchase an iPod or MP3 player
However, portability, popularity, and multi-tasking are part of the appeal for using MP3 players and iPods with more than 100 million iPods sold as of April 2007 (http://www.apple.com/pr/library/2007/04/09ipod.html)
How to Podcast
Some institutions use commercial podcasting programs and services. However, individual uses can create their own podcasts. Below are links to some sites that describe the process of creating your own podcast:
http://www.macdevcenter.com/pub/a/mac/2005/01/25/podcast.html
http://www.how-to-podcast-tutorial.com/index.htm
Implications for Education
In 2004, Duke University distributed 20 GB iPods to its first year students
15 fall courses and 33 spring courses integrated iPod use into five categories:
- Course content dissemination
- Classroom recording
- Field recording
- Study support
- File storage and transfer
The Duke Experience:Benefits of iPod Use
Based on class observations, student and faculty focus groups, and surveys:Convenience for faculty and
students through availability of portable digital content
Reduced dependence on physical materials
The Duke Experience:Benefits of iPod Use
Location-independent access to digital multimedia course materials, reduced dependence on physical materials
Effective, easy-to-use tool for digital recording of interviews, field notes, small group discussions, and self-recording of oral assignments
The Duke Experience:Benefits of iPod Use
Greater student engagement and interest in class discussions, labs, field research, and independent projects
Enhanced support for individual learning preferences and needs
The Duke Experience:Barriers and Problems
Challenges in integrating multiple systems for content storage, access, and sharing with existing technology infrastructure
Absence of systems for bulk purchasing or commercial licensing
Device limitations
The Duke Experience:Barriers and Problems
Recordings of lower qualityLack of awareness or accurate
knowledge of iPod functionality and academic applications
Limited pre-existing documentation and training resources
Institutional Impacts
Increased collaboration among campus technology support groups
Outside and vendor interest Collaborations with other universities Catalyst for conversations about technology
in education
To view the study report: http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf
Why Podcast?
It reinforces content provided in traditional lecture
It makes learning more accessible and is a very useful adjunct for distance learning
It stimulates the auditory learner as well as the visual learner
It helps students use “dead” time—they can listen to course content while riding a bus or walking across campus
Podcasting is not a Fad
The reports mentioned earlier have demonstrated that iPods and other mobile devices are more popular than ever with unlimited potential. iPods are here to stay.
Remember, the iPod can be as comfortable and simple as an old transistor radio. You just have to be willing to give it a try!
References
Brown, A., & Green, T. (2007). Video podcasting in perspective: The history, technology, aesthetics, and instructional uses of a new medium. Journal of Educational Technology Systems, 36(1), 3-17.
Apple, Inc. (2007, April). One hundred million iPods sold. Retrieved July 11, 2008, from Apple Corporation Web Site: http://www.apple.com/pr/library/2007/04/09ipod.html
Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: Production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-399.
References
Duke University iPod First Year Experience Final Evaluation Report. (2005, June). Retrieved July 4, 2008, from Duke University Web Site: http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf
Madden, M. (2006, November). Pew internet project data memo: Re: Podcasting. Retrieved July 11, 2008, from Pew Internet and American Life Project Web Site: http://www.pewinternet.org/pdfs/PIP_Podcasting.pdf
Roy, A., & Roy, P. (2007). Intersection of training and podcasting in adult education. Australian Journal of Adult Learning, 47(3), 478-491.
References
Yuen, S. (2007). Ipod in Education. Retrieved July 24, 2007, from http://blog.yuen.us/
Vess, D. (2006). History to go: Why iteach with iPods. The History Teacher, 39(4), 479-492.