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  • PODCASTING 101: PODCASTING IN EDUCATION

    John McKenzie, M.A., M.S.

    Instructional Technology Specialist

    Center for Innovative Learning

    UNT Health Science Center

    john.mckenzie@unthsc.edu

    (817) 735-0439

  • DEFINING OUR TERMS

    • Podcast A digital audio file made available on the Internet for downloading to a computer or mobile device, typically available as a series, new installments of which can be received by subscribers automatically. (OED)

    • Vodcast (or videocast) A podcast with video content.

  • EXPERIMENTALLY VERIFIED BEST PRACTICES IN USING VIDEO FOR LEARNING

    Provide an introductory text paragraph for students to read before watching your video.

    This will:

    How not to introduce your videos {

    • Enhance learner attention • Reduce media multitasking • Prime the learner to focus on text

  • EXPERIMENTALLY VERIFIED BEST PRACTICES IN USING VIDEO FOR LEARNING

    Use video that shows your face to enhance social presence. Social presence is a learner’s feeling of connection with other people.

    A major factor in learner motivation & attention

    vs.

  • EXPERIMENTALLY VERIFIED BEST PRACTICES IN USING VIDEO FOR LEARNING

    Present info in spatially & temporally integrated formats to reduce cognitive load and enhance retention.

    Integrating audio with visuals is more effective than text & visuals alone.

    Integrated formatSplit-attention format

  • PODCASTING 102: CREATING AND SHARING PODCASTS

    John McKenzie, M.A., M.S.

    Instructional Technology Specialist

    Center for Innovative Learning

    UNT Health Science Center

    john.mckenzie@unthsc.edu

    (817) 735-0439

  • WHAT MAKES A GOOD PODCAST/VODCAST?

    • Portability – Mobile compatibility • Accessibility – Easy to access, download, & use the file(s) • Audio quality • Visual quality – Content should: • Follows design principles • Large enough to see • High resolution images & video • Lighting & color directs attention

    • Dynamism – Engaging verbal & nonverbal delivery • Variation – Don’t always follow the same formula

  • SOFTWARE OPTIONS FOR CREATING A POD/VODCAST

    Tool Pros Cons

    PowerPoint with narration Easiest solution Can be boring, limits options, annoying on mobile devices

    Zoom video recording Simple interface, enables multiple presenters, includes whiteboard feature

    No built-in editing features

    Panopto Multiple cameras, editing interface, whiteboard

    Few editing features

    OBS (Open Broadcaster Software)

    Simple interface, easy picture- in-picture, livestream capable

    No built-in editing features

    Camtasia Very broad set of editing options

    Intimidating to start (but easy with experience)

  • DISTRIBUTING YOUR POD/VODCASTS

    Options

    1. Upload to Canvas

    2. Upload to YouTube

    3. Host on personal website

    4. Distribute through iTunes’ overly complicated process

    5. Distribute through Panopto

    Ease for you

    Ease for students

  • USING ZOOM FOR PODCASTS

  • USING ZOOM TO CREATE VODCASTS

    Even though Zoom is a tool for videoconferencing, it can be used to record video content too.

    1. Start a meeting in Zoom

    2. Click Share Screen. Skip this step to display only your webcam feed. 3. Click Record to begin recording.

  • USING ZOOM TO CREATE VODCASTS: USING THE WHITEBOARD

    1. Click Share Screen from the menu bar

    2. Click the Whiteboard icon, then the blue Share Screen button

  • USING ZOOM TO CREATE VODCASTS: USING THE WHITEBOARD

    The Zoom whiteboard is great if you use diagrams in your courses.

    “Don’t mess up the diagram,

    John”

  • SOURCES

    Split-attention effect sources: Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the

    reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior 25(2), 315-324.

    Florax, M. & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction 20(3), 216-224.

    Social presence source: Borup, J., West, R.E., & Graham, C.R. (2012). Improving online social presence through

    asynchronous video. The Internet and Higher Education 15(3), 195-203.

    Text priming source: Sharma, K., Caballero, D., Verma, H., Jermann, P., & Dillenbourg, P. (2015). Shaping

    learners' attention in Massive Open Online Courses. International Journal of Technologies in Higher Education, 12(1-2), 52-61.