Evaluation of Podcast Class - EDLF 801
I. Did you enjoy this experience? Why or why not?Yes, I enjoyed the podcast experience, mostly for it's convenience. No commute time, except from my living room to my computer desk. The podcast was also very clearly organized and well-paced, with smooth transitions between the interview and lecture, for example. The interview was also more interesting than I anticipated.
My two issues with the podcast were that, as Steve mentioned himself, it was on the long-side with a lot to digest, and it was sometimes hard to connect with the textbook since I didn't have it in front of me. IIRC, the other web-based lectures I've listened to were all under 15 minutes. There were often multiple lectures (slideshows with audio really) for each class, with an assignment relating to each, but the lectures were briefer and not tied in structure to the textbook. The podcast could have included instructions to "go get your textbook and turn to page ..." but I'm not sure I would recommend this either, because it seems restrictive. (I vaguely remember reading an article about distance learning that said you shouldn't ask students to read a textbook and listen to a voice at the same time.)
II. In what ways can Curry faculty enhance the teaching and learning experiences of their class with Podcasting audio?
I see podcasting as enhancing instruction in two primary ways, which I've (perhaps arbitrarily) been calling support and engagement. The audio can support other pieces of the course materials (lecture, slideshow, textbook) ; it can also engage students by allowing them to be 'content creators' (an en vogue term right now because of Web 2.0 activities like Flickr). Below are a couple applications of podcasting that I think have merit.
The use of audio to add supporting detail and context to instruction is perhaps its greatest import. Articles used in support of a textbook or lecture are fairly common. Interviews or audio presentations that support the materials are not nearly as common. Access to the audio has long been a hurdle. Podcasting, or Internet audio really, reduces the hurdle of access. (Yes, there's an 'in theory' in there.)
Recent articles even suggest that pre-recording lectures--not "coursecasting" or the recording of an in-class lecture--is the way to go. It frees up class time for the most important parts of learning: transfer, application, et al. The idea is that just like reading a textbook chapter before class, students listen to the lecture and come prepared to discuss. Instead of lecturing, the instructor converts the class to a question and answer session. Or debate session. Or whatever way they think will reinforce the lesson. Class time can also be devoted to assignments that apply the information in the podcast. Because the podcast is Internet-based, the students still access it during class if needed. This scenario does place the burden of scripting and recording lectures on the professor, the tradeoff being that it's reusable and editable for other classes or semesters.
Student-generated podcasts are likewise gaining popularity as class assignments. The idea is that asking students to script and record their presentations requires them to process the information carefully (i.e. put thought into it.) but avoid the pitfalls of performance anxiety that may come with an in-class presentation. Certain fields like communication disorders or foreign-language education are encouraging podcasts as a way to let the students learn from each others speech patterns. Again, the accessibility of the podcast is in its favor. The students can listen to the speech samples anytime, not just in class or during a meeting.
Related article: "ThereÂs Something in the Air:Podcasting in Education" at http://www.educause.edu/er/erm05/erm0561.asp?bhcp=1
III. Podcast context
I listened to the podcast using iTunes on my home computer. During the listening, I typed brief notes in Notepad--things to remember, things for the assignment, etc. A bit like taking notes when in a classroom lecture, but the Notepad habit I picked up during previous distance learning courses. And while typing this blog, I'm listening to to Pete Yorn's Music For the Morning After on the laptop.
posted by springB @ 1:27 PM
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