elearning tools podcasting web
TRANSCRIPT
8/3/2019 Elearning Tools Podcasting Web
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Podcasting is a method of delivering content that
allows learners to choose
when and where they
will listen to it. It is a set
of technologies that lets
individuals record, publish,
fnd, subscribe, and listen
to audio over the Internet,
on whatever audio player
they have available; it does
not require an iPod. Use
podcasting as a way to
free up valuable classroom
time, or have students
work individually or in
pairs to produce their own
podcasts.
Podcasting
What Is Podcasting?
Podcasting is a term that refers to automatically downloading audio les over the Internet, storing themon your computer’s hard drive or a portable listening device, and listening to them at your convenience
Podcasting can also refer to creating the les. Video podcasting has the added advantage of providing
visual information such as pictures, charts, PowerPoint presentations, and video, although it is importa
to remember that most students don’t have a video iPod and must view such les on a computer.
Unlike streamed audio, which is not saved on your hard drive or transferred to a portable listening
device, podcasts are saved until listeners are ready to hear them. If they are stored on a portable
player, the listener can take them along for playback while away from the computer. Audio les
can even be burned onto a CD for playback in a car stereo. Listeners can use a subscription
service that automatically saves new podcasts to their computer: they subscribe to their favorite
shows or a particular lecture series through Really Simple Syndication (RSS), which automatically
downloads new podcasts as they become available. These three features, automation, subscription
and portability, are key advantages that podcasting has over other methods of using audio les(Williamson, J., 2006). Podcasts can also be created quickly and cheaply, and allow you to publish
content for a very specic audience.
Why Use Podcasting in Your Course? Using podcasts gives you an opportunity to redesign your course, consider course objectives
and student needs, rethink teaching strategies and student assignments, and strengthen the
learning experience.
Podcasting lectures free up face-to-face time for more interactive sessions, such as discussion
and group work.
Podcasting gives learners control over when and where they access course content.
Students can listen to key sessions and critical information a number of times until they have agood grasp of the material.
Students can create podcasts for a highly engaging, student-centred assignment.
What You Might Record as a PodcastRecord sessions that lend themselves well to an audio-only modality. To be most effective, record
content that would be difcult to express in other media, such as the following:
Interviews with content experts
Guest lectures
Audio tours of an area
(building, campus, museum)
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Performances (such as music)
Discussions between faculty or students
Conference presentations
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Limitations of Podcasting
Podcasting is a one-way ow of information; it is not interactive.
It is a poor delivery method for people who are hearing impaired. For large enrollmentcourses, you are likely to have students with hearing impairments.
Some students do not learn well through didactic modalities.
Some topics require visual delivery for learners to understand them. Although it is
possible for podcasts to include graphics, charts, and video, most students will need to
view these podcasts on a computer, which negates the advantage of portability.
Audio les are typically large. If you have a lot of students using a dial-up modem,
downloading podcasts will be frustrating for them.
Other Considerations
Long podcasts make it more difcult for students to nd specic parts of a lecture. If you
have a lot of content to cover, break it down into several short sections instead.
Think about whether or not listening to an audio recording is what students need in order to
learn the concepts and issues of the content. They may need increased involvement, such
as labs, tutorials, practice, self-tests, discussion about the topic, or another learning strategy.
An alternative to podcasting is using software such as Breeze, which records your audio
along with a PowerPoint presentation. Topics that include visual information may be better
suited to this format.
Consider using software such as Elluminate if you want to increase interactivity.
Where Can I Go for MoreInformation?
1. Blogs, wikis, podcasts, and
other powerful web tools for
classrooms.Richardson, W. (2006). Thousand Oaks:
Corwin Press.
2. D’Arcy Norman Dot Net:
http://darcynorman.net/tag/podcasting
3. iTunes
http://www.apple.com/itunes
4. Podcasting Wiki for the U of C
http://wiki.ucalgary.ca/page/Podcasting
5. Seven things you should know
about … Podcasting:
http://www.educause.edu/ir/library/pdf/
ELI7003.pdf
6. What is Podcasting -
Introduction
http://www.oid.ucla.edu/units/tec/tectutorials/
casting/whatispodcasting01
7. If You Can Teach, You Can
Podcast: Get Started Today.Williamson, J. (2006) UCLA Ofce of
Instructional Development: Teaching
Enhancement Centre.
http://www.bruintech.ucla.edu/seminars/Pod
casting%20and%20Higher%20Ed%20slides.
pdf#search=%22williamson%20%22Introduc
tion%20to%20Podcasting%22%22
ITBL - eLearning Tools
Give Me an Example
You may want to podcast key lectures for students who miss class, or those who want to
hear the lecture more than once. This can be especially helpful for English as a Second
Language students.
Prepare podcasts in advance, and then make them available to students prior to
class. Rather than duplicate lectures, you can use classroom time for more interactiveteaching and learning activities, building on concepts covered in the lecture. Keep the
podcast short by recording only key concepts, or aspects of the lecture that tend to be
problematic for students.
There are more educational applications for podcasts than just using it for instructor-
created content. Student podcasts have the potential to be highly engaging classroom
assignments. Here are some ideas to get you started:
Students can conduct interviews and publish them as a podcast.
Have students work in pairs or small groups to debate an issue through podcasting.
Students can have the option of producing a podcast as an alternative to writing an
essay.
In language classes, have students write a dialogue and record it.The following sites include examples of podcasts:
EdTechTalk.com
EdTechPosse.com
ITConversations.com
Itunes.stanford.edu
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Podcasting