investigating the use of podcasts to support basic and intermediary skills development, in excel, at...
TRANSCRIPT
Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Foundation Levels
Dr Andrea Gorra, Dr Philippa Trevorrow
Centre for Excellence in Teaching and Learning – Active Learning in Computing &Faculty of Information and Technology,Leeds Metropolitan University, United Kingdom
AUDIENCE’S PODCASTING EXPERIENCE
Have you ever
Downloaded any audio/video podcasts to a mobile player (e.g iPod, phone) via rss/iTunes?
Viewed any podcasts via a web browser?
Produced audio and / or video podcasts for assessment, teaching and learning?
2
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Podcasting to support Excel skills development
1. Module A: Foundation level, i.e. on a pre-university course (approx 130 students)
2. Module B: Undergraduate Level 1, HND (approx 180 students)
3. Module C: Undergraduate Level 1 BA (Hons) (approx 470 students)
[780 total student numbers; not accounting for non-attenders]
Modules A & B -> only labs, Module C -> labs + lecture
3
11 Podcast episodes produced
Excel podcast episodeLength of podcast
(minutes)
Getting started 01:36
Updating Formula Results 01:24
Dates Times 01:58
Auto Fill with Cell References 02:40
Auto Fill 4 Formulas 02:32
COUNT IF Function 01:51
VLOOKUP 05:28
IF Function 02:41
Creating Charts 03:19
SUM IF 01:59
AutoFill Insert Col 01:08
Why Podcasting?
-> Podcasts offer flexibility, any time, any place
-> Relatively low-cost to produce + reusable
PODCASTING ≠ VIDEO STREAMING Podcasting = the production, distribution and
automatic download of audio/video data from a publisher to a subscriber over the internet
RSS 2.0 feed (Really Simple Syndication) Variety of formats (video, mp3, slides)
5
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Available via VLE and podcast server Watchable on PC/laptop and also iPod
PROCESS OF PODCASTING1. Creation of podcast:
Audio (mp3) or video (.mp4, .mov, .m4v) recording
[audio/video capturing & editing software needed]
2. Distribution of podcast upload to server Feed location (i.e. URL ) to audience
Download by subscribers (e.g. via Apple iTunes or iGoogle)
Evaluation
Aim was to evaluate use of podcasting considering pedagogic and technical issues.
Short (online) survey (10 questions) offered to students after they completed the excel section of the module
Data collection: - Module A: VLE, - Module B: Survey monkey,- Module C: Module evaluation (paper-based), incl. additional questions.
Access statistics via VLE to identify how many times podcasts were downloaded 7
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Findings Surveys response rates:
- Module A (53 out of 130 students) 41% return rate;
- Module B (66 out of 180 students) 37% return rate;
- Module C (86 out of 470 students) 18% return rate.
8
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Student numbers = students assigned to module ≠ students attending
MODULE A (Foundation Level)
9
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Excel podcast episode
Visits Length of podcast (minutes)
Getting started 58 01:36
AutoFill Insert Col 41 01:08
Creating charts 35 03:19
Dates Times 25 01:58
TOTAL 159
- 64% of respondents: podcasts were ‘useful’ or ‘very useful’. - 56% of respondents would like similar podcasts in other modules.
Shown in class by tutor
130 students
MODULE B (Undergraduate Level 1 HND) 79% thought the podcasts were ‘fairly’ or ‘very easy’ to view only 1.5% viewed them on their iPod (as stated in
questionnaire) 74% thought podcasts aided better understanding the
information 26% used them if they happened to miss the lecture or
tutorial. 83% would like to have similar podcasts for other modules.
Excel podcast episode Visits Length of podcast
Getting started 136 01:36
Updating Formula Results 70 01:24
Dates Times 62 01:58
Auto Fill with Cell References 46 02:40
Auto Fill 4 Formulas 45 02:32
COUNT IF Function 44 01:51
VLOOKUP 43 05:28
IF Function 37 02:41
Creating Charts 29 03:19
SUM IF 25 01:59
AutoFill Insert Col 7 01:08
Total 544
180 students
10
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
MODULE C (Undergraduate Level 1 BA (Hons))
23% [out of 86] stated in written feedback that excel component was an element of the module they enjoyed the most.
Out of the total number of viewings, 673 hits (77%) occurred the week leading up to the module exam
In addition the podcasts were viewed 15 times the week before the reassessment module exam which was sat by 20 students Excel podcast episode Visits Length of podcast
Getting started 198 01:36
Dates Times 101 01:58
COUNT IF Function 93 01:51
Updating Formula Results 91 01:24
Auto Fill 4 Formulas 83 02:32
AutoFill Insert Col 74 01:08
IF Function 60 02:41
VLOOKUP 59 05:28
SUM IF 58 01:59
Auto Fill with Cell References 54 02:40
Total 871
470 students
11
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Conclusion
Podcasts seemed to be a popular learning resource (novelty factor?)
Used for exam revision (Module C) Very few students used iPods to access podcasts
(podcasting ≠ mobile learning) Appreciated by non-native English speakers
! Need to ensure thatPodcasts can be accessed quickly + easilyIntegrate into class activities to allow
students to benefit more consistently 12
Dr A
nd
rea
Go
rra, L
ee
ds M
etro
po
litan
Un
iversity, U
K
Future Research
Repeat of study for 2009/10 with same modules
Use of podcasts by international students
Investigate student preferences of podcast access (web browser vs. mobile device)
QUESTIONS? COMMENTS?
Dr. Andrea GorraLeeds Metropolitan University, UK
A.Gorra @ leedsmet.ac.uk
Dr. Pip TrevorrowLeeds Metropolitan University, UK
P.Trevorrow @ leedsmet.ac.uk
Some references G. Salmon P. Edirisingha (Eds.) (2008)Podcasting for Learning in Universities, London: Open University Press and SRHE. CETL ALiC http://www.leedsmet.ac.uk/inn/alic/podcasting.htm Slides at: http://www.slideshare.net/andreagorra