Educasting Engaging digital natives with podcasting http://jdorman.wikispaces.com/Conferences.
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Engaging digital natives with podcasting
If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life. New London Group (2000, p. 9)
Digital NativesWhat distinguishes our 21st century students?
Digital NativesIt is now clear that as a result of this ubiquitous information environment and the sheer volume of their interaction with it, todays students think and process information fundamentally differently from their predecessors.Marc Prensky Digital Natives, Digital Immigrants 2001
Digital NativesDifferent kinds of experiences lead to different brain structures - Dr. Bruce D. Berry of Baylor College of Medicine. it is very likely that our students brains have physically changed and are different from ours as a result of how they grew up
Who are the digital natives?Our students today are all native speakers of the digital language of computers, video games, instantaneous communication, and the Internet.Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are Digital Immigrants.
The ChallengeOur Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
The Nomadic Grazing Patterns of Digital NativesDigital Natives are used to receiving information really fast. They like to parallel process and multi-task. They prefer their graphics before their text rather than the opposite.
The Nomadic Grazing Patterns of Digital NativesThey prefer random access (like hypertext). They function best when networked. They thrive on instant gratification and frequent rewards. They prefer games to serious work.
MethodologyTodays teachers have to learn to communicate in the language and style of their students.This doesnt mean changing the meaning of what is important, or of good thinking skills.
Participatory CultureAccording to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly one-third of teens who use the Internet have shared content they produced.
A Participatory Culture . . .With relatively low barriers to artistic expression and civic engagementWith strong support for creating and sharing ones creations with othersWith some type of informal mentorship whereby what is known by the most experienced is passed along to novicesWhere members believe that their contributions matterWhere members feel some degree of social connection with one another (at the least they care what other people think about what they have created)
ImplicationsA growing body of scholarship suggests potential benefits of these forms of participatory culture, including:opportunities for peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship.
ImplicationsParticipatory culture shifts the focus of literacy from one of individual expression to community involvement.The new literacies almost all involve social skills developed through collaboration and networking.These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.
The New LiteraciesPlay the capacity to experiment with ones surroundings as a form of problem-solvingPerformance the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation the ability to interpret and construct dynamic models of real-world processesAppropriation the ability to meaningfully sample and remix media content
The New LiteraciesMultitasking the ability to scan ones environment and shift focus as needed to salient details.Distributed Cognition the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence the ability to pool knowledge and compare notes with others toward a common goalJudgment the ability to evaluate the reliability and credibility of different information sources
The New LiteraciesTransmedia Navigation the ability to follow the flow of stories and information across multiple modalitiesNetworking the ability to search for, synthesize, and disseminate informationNegotiation the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
PodcastsiPod + Broadcast = PodcastAmateur radioPodcasting is the method of distributing multimedia files over the Internet using RSS syndication formats for playback on mobile devices and personal computers.
Why use podcasts?Podcasts enable students to share their knowledge and expertise with others through a creative outlet.Podcasts tap into a mode of media input that is commonplace for digital natives.Podcasts empower students to form relationships with the content and each other in relevant ways.
Why use podcasts?Podcasting is yet another way for them [students] to be creating and contributing ideas to a larger conversation, and its a way of archiving that contribution for future audiences to use.Will Richardson, Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms
How can podcasts be used?In the classroom, educators and students can use podcasts to inform others about class news, current events, and areas of interest.Students can use a podcast forum to persuade their peers to help others, make a difference, or try something new. Podcasts can also be used to edutain others through creative narratives.
How can podcasts be used?Podcasts engage students in thinking critically about their speaking fluency and communication skills. The opportunity to create a podcast about what students would like to discuss and share with others is extremely motivating.
Ideas for World Language PodcastsDaily practice lessons recorded by the teacherStories recorded for translation practiceTwo-way conversations recorded for response practiceOral histories recorded with native speakersVocabulary practicepod-toursSupplement instructional materials with existing podcasts created by others
Jumping in with both feet . . .Listen to a few podcasts onlineiTunes > Source List > Podcasts > Educationhttp://www.podcastalley.com/ http://www.ipodder.org/ http://epnweb.org/ http://www.jakeludington.com/archives/000405.html (Podcasting with Windows Media Player)Get a feel for the genrePodcasts are not polished production value is secondary to the content
Creating a PodcastWrite your script.Practice.Record your audio file. (Audacity)Edit your audio (Effect > Normalize)Add and credit legally useable music (optional)File > Save Project.File > Export as MP3 > Edit ID3 TagsUpload the MP3 file to a web server. (GCast and Audioblogger)
Audacity Audio Editing Softwarehttp://audacity.sourceforge.net/
Creating MP3s with AudacityYou need to download the LAME MP3 Encoderhttp://audacity.sourceforge.net/help/faq?s=install&item=lame-mp3 Directions are included
Setting PreferencesEdit > Preferences
Setting PreferencesChannels > 2 (Stereo)
Setting PreferencesQuality > 44100 Hz
Setting PreferencesFind Library > select the location on the hard drive where the LAME v3.96 MP3 Encoder folder was saved (most likely C > Program Files > Audacity)
ToolbarPlayPauseStopRecordRewindFast ForwardRecording VolumeSpeaker Volume
ToolbarCutPasteCopyTrim Outside SelectionTrim Inside Selection
ToolbarUndoRedoZoom OutFit track in windowZoom InFit project in window
Audio Layers in Audacity
Editing AudioEdit > Select > All or Ctrl+A
Editing AudioEffect > NormalizeThis should always be doneOther effects are optionalCross Fade In and Cross Fade Out are good options for multi-voice audio projects
Importing AudioProject > Import AudioPodsafe Music copyright lawsLook for Creative Commons licenseshttp://music.podshow.com/http://www.podsafeaudio.com/http://www.archive.org/details/audio Credit all non-original audioSome of the music provided was from the PodShow Podsafe Music Network. Check it out at music.podshow.com."
Exporting as MP3Files must be exported in MP3 format in order to post to a syndication siteFile > Export as MP3
ID3 Tags for MP3 ExportingFormat > ID3v2TitleArtistGenreComments
Publishing Your Podcasts - GCast
Online Podcasting Resourceshttp://jdorman.wikispaces.com/+Podcasting
Todays students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. A really big discontinuity has taken place. One might even call it a singularity an event which changes things so fundamentally that there is absolutely no going back. This so-called singularity is the arrival and rapid dissemination of digital technology in the last decades of the 20th century.
But whether or not this is literally true, we can say with certainty that their thinking patterns have changed.Some refer to them as the N-[for Net]-gen or D-[for digital]-gen.
The importance of the distinction is this: As Digital Immigrants learn like all immigrants, some better than others to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
The digital immigrant accent can be seen in such things as turning to the Internet for information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it. Todays older folk were "socialized" differently from their kids, and are now in the process of learning a new language. And a language learned later in life, scientists tell us, goes into a different part of the brain. There are hundreds of examples of the digital immigrant accent. They include printing out your email (or having your secretary print it out for you an even thicker accent); needing to print out a document written on the computer in order to edit it (rather than just editing on the screen); and bringing people physically into your office to see an interesting web site (rather than just sending them the URL). Im sure you can think of one or two examples of your own without much effort. My own favorite example is the Did you get my email? phone call. Those of us who are Digital Immigrants can, and should, laugh at ourselves and our accent. EdutainmentEdutainmentEducators might ask But how do we teach logic in this fashion? While its not immediately clear, we do need to figure it out.Not every member must contribute, but all must believe they are free to contribute when ready and that what they contribute will be appropriately valued.
-In such a world, many will only dabble, some will dig deeper, and still others will master the skills that are most valued withinthe community. -The community itself, however, provides strong incentives for creative expression and active participation.-Historically, we have valued creative writing or art classes because they help to identify and train future writers and artists, but also because the creative process is valuable on its own; every child deserves the chance to express him- or herself through words, sounds, and images, even if most will never write, perform, or draw professionally. -Having these experiences, we believe, changes the way youth think about themselves and alters the way they look at work created by others.
According to a 2005 study conducted by the Pew Internet and American Life project (Lenhardt & Madden, 2005), more than one-half of all American teensand 57 percent of teens who use the Internetcould be considered media creators. For the purpose of the study, a media creator is someone who created a blog or webpage, posted original artwork, photography, stories or videos online or remixed online content into their own new creations. Most have done two or more of these activities. One-third of teens share what they create online with others, 22 percent have their own websites, 19 percent blog, and 19 percent remix online content.Contrary to popular stereotypes, these activities are not restricted to white suburban males. In fact, urban youth (40 percent) are somewhat more likely than their suburban (28 percent) or rural (38 percent) counterparts to be media creators. Girls aged 15-17 (27 percent) are more likely than boys their age (17 percent) to be involved with blogging or other social activities online.The Pew researchers found no significant differences in participation by race-ethnicity. Access to this participatory culture functions as a new form of the hidden curriculum, shaping which youth will succeed and which will be left behind as they enter school and the workplacePodcasts can also be used as formative or summative assessments.Podcasting is a great tool in differentiating instruction. http://jdorman.wikispaces.com/+Podcasting