Now hear this! Podcasting Now hear this! Podcasting with students in modern with students in modern

languageslanguages

Kirsten Söntgens Kirsten Söntgens

e-Learning symposium 2009 e-Learning symposium 2009

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OverviewOverview

Web 2.0 & podcastingWeb 2.0 & podcastingStudent-generated podcastsStudent-generated podcastsCase study 2007-8 Case study 2007-8

‘‘enhanced motivation, independence and enhanced motivation, independence and

collaborationcollaboration’ ’

33

Web 2.0Web 2.0

Blogs, ‘Youtube’, Podcasts, Wikis … Blogs, ‘Youtube’, Podcasts, Wikis … Active creators of content, participatory webActive creators of content, participatory web Publicise and share experiences ‘wisdom of the Publicise and share experiences ‘wisdom of the

crowds’ (Surowiecki, 2004), two-way web crowds’ (Surowiecki, 2004), two-way web (McLoughlin & Lee, 2007)(McLoughlin & Lee, 2007)

Micro-content: Collaborative remixabilityMicro-content: Collaborative remixability Learning communities: Collaborate in knowledge-Learning communities: Collaborate in knowledge-

building as ‘prosumers’ (McLoughlin & Lee)building as ‘prosumers’ (McLoughlin & Lee) ‘‘Digital natives’ (Prensky, 2001)Digital natives’ (Prensky, 2001) ‘‘Read-write web’ -> Podcasts: ‘Listen-speak web’Read-write web’ -> Podcasts: ‘Listen-speak web’

44

Teaching & LearningTeaching & Learning– Coherent learning experiences by connecting Coherent learning experiences by connecting

various web applications (Bernd Rüschoff, various web applications (Bernd Rüschoff, Eurocall 2007)Eurocall 2007)

– New personal learning environments (PLEs)New personal learning environments (PLEs)– Pedagogy 2.0 (McLoughlin & Lee, 2007):Pedagogy 2.0 (McLoughlin & Lee, 2007):

Learner-centred instruction, student-generated Learner-centred instruction, student-generated content, personalisation of learning content, content, personalisation of learning content, peer-to-peer learning, blending of formal & peer-to-peer learning, blending of formal & informal learning, community buildinginformal learning, community building

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PodcastingPodcastingDownloadable to a Downloadable to a mobilemobile device: device: Listen on demand (anywhere & anytime) (Kaplan-Listen on demand (anywhere & anytime) (Kaplan-

Leiserson, 2005)Leiserson, 2005) Learning in ‘dead time’Learning in ‘dead time’ Ease of publication, subscription & access (Campbell, Ease of publication, subscription & access (Campbell,

2005)2005) Attractive & Attractive & motivatingmotivating (Stanley, 2006) (Stanley, 2006) Audience Audience Community-buildingCommunity-building (Chan, Lee, McLoughlin, 2006) (Chan, Lee, McLoughlin, 2006) Dissemination of learner-generated content (Chan, 2006)Dissemination of learner-generated content (Chan, 2006) Integration of activities/Integration of activities/independentindependent learning (Salmon, learning (Salmon,

2008)2008)-> Podcasts don’t foster learning automatically! ‘We design -> Podcasts don’t foster learning automatically! ‘We design

in the pedagogy’ (Salmon, 2008)in the pedagogy’ (Salmon, 2008)

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Student podcastsStudent podcasts Bob Sprankle’s Room 208:Bob Sprankle’s Room 208:

http://www.bobsprankle.com/blog/C1697218367/inhttp://www.bobsprankle.com/blog/C1697218367/index.htmldex.html* Primary school children in USA produce a weekly * Primary school children in USA produce a weekly podcast (school community, parents, public)podcast (school community, parents, public)* Benefits: Broadcasting to a real audience, * Benefits: Broadcasting to a real audience, enhanced enhanced engagementengagement & & motivationmotivation

University students/tourism University students/tourism http://themetourism.blogspot.com/http://themetourism.blogspot.com/

* Benefits: Attention to detail, greater care and * Benefits: Attention to detail, greater care and more more interest in work,interest in work, audience (in podcast audience (in podcast directory)directory)

(Stanley, 2006)(Stanley, 2006)

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Student podcastsStudent podcasts Duke University, USA, 2004: 1600 ipods for Duke University, USA, 2004: 1600 ipods for

Students’ speaking assignments, Students’ speaking assignments, presentations and oral exams, group presentations and oral exams, group discussions for tutor or peer evaluation, discussions for tutor or peer evaluation, audio journals, interviews (60% used audio journals, interviews (60% used recording facility) recording facility)

* Benefits: Increase in frequency and * Benefits: Increase in frequency and depth of student depth of student interactioninteraction (audio course (audio course content), greater student content), greater student engagement & engagement & interestinterest in in class discussionsclass discussions & & independentindependent projects (Duke University projects (Duke University evaluation report, 2005)evaluation report, 2005)

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IMPALA (Informal Mobile Podcasting IMPALA (Informal Mobile Podcasting and Learning Adaptation), (2006-7) and Learning Adaptation), (2006-7)

5 universities in UK and 6 disciplines:5 universities in UK and 6 disciplines:500 students and 20 staff500 students and 20 staff

Integrated into VLEs: Providing Integrated into VLEs: Providing flexibility & learner flexibility & learner controlcontrol, promoting learner , promoting learner motivation and motivation and engagementengagement, improving cognition, offering multiple , improving cognition, offering multiple learning spaces (Salmon, 2008)learning spaces (Salmon, 2008)

English language & communication at Kingston English language & communication at Kingston University: Create a learning community, skills University: Create a learning community, skills development by development by collaborativecollaborative learning learning

Podcasts: Podcasts: Discussions and conversationsDiscussions and conversations between students, tutors & mentorsbetween students, tutors & mentors

Benefits of ‘peer tutoring’: Arouse interest in the Benefits of ‘peer tutoring’: Arouse interest in the subject, allay concerns, provide additional subject, allay concerns, provide additional perspective & advice, perspective & advice, motivational, motivational, informality in a informality in a formal setting (Edirisingha et all, 2007)formal setting (Edirisingha et all, 2007)

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Student PodcastsStudent Podcasts Charles Sturt University, Australia: Students’ Charles Sturt University, Australia: Students’

talkback radio-style ‘shows’ (3-5 mins) on subject-talkback radio-style ‘shows’ (3-5 mins) on subject-related issues in an informal style, with ‘guests’related issues in an informal style, with ‘guests’

Students in charge of producing podcasts Students in charge of producing podcasts (independence)(independence)

Benefits for listeners: Understanding of subject Benefits for listeners: Understanding of subject content, assistance & feedbackcontent, assistance & feedback

Benefits for producers: Participating in a Benefits for producers: Participating in a communitycommunity, producing learning materials, , producing learning materials, ‘learning by teaching’ -> attention to and ‘learning by teaching’ -> attention to and motivationmotivation for the task, meta-cognitive skills for the task, meta-cognitive skills

(Chan, Lee, McLoughlin, 2006)(Chan, Lee, McLoughlin, 2006)

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Podcasting with Podcasting with students of Germanstudents of German

German year 2 students (21)German year 2 students (21) Produce podcasts in groups (3-4)Produce podcasts in groups (3-4) 10-12 minutes10-12 minutes Powerpoint for ‘guided listening’Powerpoint for ‘guided listening’ Every 3 weeksEvery 3 weeks Discussion of current issuesDiscussion of current issues Linked to activities in oral classLinked to activities in oral class Oral assessmentOral assessment AudacityAudacity Listen via blackboard or mobile device Listen via blackboard or mobile device http://Blackboard.soton.ac.ukhttp://Blackboard.soton.ac.uk

1111

1212

Students (2007-8) Students (2007-8)

German, year 2: 21; Questionnaires: 19 German, year 2: 21; Questionnaires: 19

1313

Know & listen Know & listen to podcasts?to podcasts?

N=19: N=19: YES, YES, NO, NO, not answered not answered

7

4

11

1 1

14

0

10

20

knowpodcasts

listen topodcasts

1414

Listening habitsListening habits

N=19: N=19: MP3 (2), MP3 (2), computer (13), computer (13), MP3 & computerMP3 & computer (1)(1)

1 1

13

1 2

1

0

10

20

at home at uni home & uni

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BB or MP3?BB or MP3?– I listened to the podcasts as for me it is easier to get I listened to the podcasts as for me it is easier to get

into into 'study' mode'study' mode when I’m in uni and therefore found it when I’m in uni and therefore found it easier to just go onto blackboard. […]easier to just go onto blackboard. […]

– I listened via Blackboard as I actually have no idea I listened via Blackboard as I actually have no idea how to put a Podcast onto my MP3 player. And besides how to put a Podcast onto my MP3 player. And besides that, it's useful to have that, it's useful to have LEO close by when listening!LEO close by when listening!

– well well I don't have an ipod/mp3I don't have an ipod/mp3 player but even if I did I player but even if I did I probably wouldn't know how to download the podcasts probably wouldn't know how to download the podcasts onto it... I'm about as good with onto it... I'm about as good with technologytechnology as my as my grandma is :) At least on blackboard you can just listen grandma is :) At least on blackboard you can just listen to it there and then, and you can use microsoft word to to it there and then, and you can use microsoft word to make notesmake notes and stuff. and stuff.

– The podcast is a nice idea though. I have The podcast is a nice idea though. I have downloaded downloaded it to my ipodit to my ipod more recently and shared it with my more recently and shared it with my friends, as I was quite friends, as I was quite proudproud of what we put together! of what we put together!

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Collaboration & Collaboration & Independent learningIndependent learning

N=19: N=19: by myself, by myself, with others, with others, no preference no preference

9

17

5

151

0

10

20

way o

f lea

rnin

g

work in

depe

nden

tly

1717

ProblemsProblems(multiple answers possible)(multiple answers possible)

5 5 4

0

10

8

4 42 2 2

0

10

1818

Benefits for learningBenefits for learning

N: 19; N: 19; produce pod (3.894); produce pod (3.894); listen pod (3.052); listen pod (3.052); feedback (3.842); feedback (3.842); current issues (3.578)current issues (3.578)

0 05

1130

5

9

11

10

0

7

8

4

0

3

4

10

2

0

10

20

30

40

50

1 2 3 4 5

•Speaking German outside class & improved fluency.

•Fun

•Team-building & new friends

•Topic research

1919

Benefits for learning 2Benefits for learning 2

N: 19; N: 19; assessment (3.57); assessment (3.57); independence (3); independence (3); collaboration (3.73); collaboration (3.73); motivation (3.47)motivation (3.47)

1 36

27

1

5

8

3

2

1

2

4

6

6

2

0

8

5

4

0

10

20

30

•Better than exam, less pressure

•More skills, new way of learning

•Already independent (4), collaborative (3), motivated (5)

•Worked in German with others, confident

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IssuesIssues– Discussions not spontaneous (scripted)Discussions not spontaneous (scripted)

– Good interaction, but not for assessmentGood interaction, but not for assessment

– Software inductionSoftware induction

– More time to prepareMore time to prepare

– Solo podcastsSolo podcasts

– More feedback from studentsMore feedback from students

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FindingsFindings

Podcasting with studentsPodcasting with students Students as ‘prosumers’ of learning Students as ‘prosumers’ of learning

materialsmaterials Enhanced collaboration and motivation Enhanced collaboration and motivation

(independence)(independence) More German spoken & employedMore German spoken & employed New way of learning, but not yet ‘mobile New way of learning, but not yet ‘mobile

learning’ (Portsmouth University, Kingston learning’ (Portsmouth University, Kingston University, 7% on MP3)University, 7% on MP3)

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Findings 2Findings 2

Similar to findings in other podcast projects:Similar to findings in other podcast projects: Greater student engagement and interest in Greater student engagement and interest in

subject (Duke University Ipod-project)subject (Duke University Ipod-project) Providing flexibility & learner control, Providing flexibility & learner control,

promoting learner motivation and promoting learner motivation and engagement (IMPALA)engagement (IMPALA)

Creating a learning community by Creating a learning community by collaborative learning (IMPALA)collaborative learning (IMPALA)

Community-building by producing learning Community-building by producing learning materials (Charles Sturt University) materials (Charles Sturt University)

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Further researchFurther research

How do web. 2.0 tools enhance students’ How do web. 2.0 tools enhance students’ learning?learning?

How valuable is student generated content How valuable is student generated content for learning?for learning?

Educators: Designing in the pedagogy!Educators: Designing in the pedagogy!

ks5@soton.ac.ukks5@soton.ac.uk