hacettepe university
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STUDENT’S REFLECTIONs about PODCAST CREATION AND USAGE PROCESSes. IETC 2010. Hacettepe University. Mazman, S.G., Usluel, Y. K. & Çevik, V. Introduction. IETC 2010. Hacettepe University. Mazman, S.G., Usluel, Y. K. & Çevik, V. New ways of utilizing new tools and media to; - PowerPoint PPT PresentationTRANSCRIPT
Hacettepe University
Mazman, S.G., Usluel, Y. K. & Çevik, V.
STUDENT’S REFLECTIONS ABOUT PODCAST CREATION AND USAGE
PROCESSES
IETC
2010
Introduction IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
New ways of utilizing new tools and media to;
Enrich the education
Enhance the learning
Support training process
Provide students creating collaborative products with peers
to participate actively in information construction
cooperation and interaction
personal reflection and critical thinking
1
Introduction IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Wiki
RSS
PodcastSocial Networks
Youtube
Blog
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Podcast IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Podcasting became an interesting and attractive way for distributing educational materials
Podcasting is considered to having pedagogical potential with limited technical skills and efforts
Many educators started to consider podcasting as an exciting learning paradigm
Above all, as popularity of mobile media players increases and spreads out rapidly ;
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Podcast
Most valuable potentials of podcasting are;
• Ease of production
• Portable use
• Being able to access information without being linked to a certain physical location
• Being attractive especially for students who are now more mobile
IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.4
Podcast IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
• produce, edit and deliver podcasts as course lectures, interviews with experts, document field trips, observation notes workshop reportspersonalized content.
To meet individual learning or teaching needs with limited technical skills and effort, students can;
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Educational advantages of podcasts IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Beneficial for students whose learning style is mainly auditory
An alternative to revise and review educational materials.
Students express ideas, share perceptions, debate issues and bring experts to class digitally.
Assist students who has difficulty to understand and miss course lectures or students who are non-native speakers, by providing reviewing records of events as many times and clearly
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Educational advantages of podcasts IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Provide lecturers to criticize their own lectures and recording feedback for group works.
Replace full classroom or online sessions when content simply requires delivery
Alert learners about new material to be accessed whenever, wherever they want.
Enhance support for individualized learning preference and needs.
Support students’ engagement and interest in class discussions, labs, field, research and independent projects.
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Podcast ETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
While podcasts are currently available on many different subjects from;
• music to technology• news to foreign languages, • politics to education
the use of podcasting for educational purposes is explained rather a new idea and opportunity for higher education
?
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Problem ETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
It has been suggested that, by creating their own podcasts, students will produce students-centered content and develop their knowledge construction, active participation, critical evaluation, information searching, analyzing and presenting, creativity and reflective learning skills.
• Most of the studies about educational usage of podcasts are merely surveys to investigate integration of podcasts into educational context and its effectiveness on learning and achievement.
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Problem IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
The literature is still poor of examples, case studies and evaluations of students created podcast
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Purpose of Study IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
• From this point, in this study, it is aimed to explain students’ experiences of both creating podcast and utilizing from podcasts by building an environment for students in which they could actively participate in and involve in groups to develop their own podcasts.
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Method IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Study Group
The study group is consisted of 50 third-year students, from department of computer and instructional technology education.
– 16 female and 34 males
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Method IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Data Collection• Data is collected with a tool, consisted of open ended
questions. Questions are asked to determine;
– Student’s prior experience of using or creating podcast
– Technologies which students use for listening podcasts
– Difficulties of students’ in the podcast creation process (organizing text, scenarizing text and recording sound).
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Implementation Process IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
• Topics of course subjects are determined in terms of weeks
• Topics are assigned to groups to create their podcast by scenarizing subject after course
• Group members took notes of their subject to prepare their podcast scripts in courses
• Scripts are sent to lecturer for control and feedback to revise
• Groups created their podcasts by recording sounds of content text and received approval content and sound quality
• Weekly, students created podcasts are uploaded to Moodle
14
Implementation Process IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
At the end of the term, open ended questions were asked to all students to explain
students’ podcast creation processes,
utilizing from other groups’ created podcast,
general experience of podcast,
podcast usage.
Answers of open ended questions are examined by content analysis method and similar or same answers were categorized.
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Findings and Discussion
Students prior experience of using or creating podcast;
Only 1 student used podcast before this course
4 students created podcast before this course.
IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
This finding pointed out that podcasting in this study, was a new technology for students.
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IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Findings and Discussion
f %Laptop/PC 41 83,7
MP3 5 10,2
MobilePhone 2 4,1
Ipod 1 2,0
Total 50 100
Technologies used to listen podcast
Despitepodcast provide students to be listened where they want and when they want, most of students preferred to listen podcast on their computers
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IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Findings and Discussion
The experiences of students during creating podcast in group process are examined under four phases;
organizing text,
scenarizing text,
recording sound
other
18
ETC 2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Findings and Discussion
Phase Problems
Text organizing
Could not take a common decision on editing text in groups
Couldn’t organize content text in a conversational form
Couldn’t access sufficient resources for content
Difficulties while organizing content as authentic and original
Problems with breaking out content text into meaningful pieces
Difficulty with determining important points in the content
Scenarizing text Difficulties to edit plain text to dramatize content
Topic as not being suitable to scenarize
The difficulties during podcast creation process, expressed by students
19
ETC 2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Findings and Discussion
Phase Problems
Recording
Difficulties with clarity of recorded sound
Difficulties with finding a feasible environment to record
Can not adjust the tone of voice appropriately
Having a scratchy sound after recording
Can not set up a natural atmosphere
Other
Problems within groups (making a co decision, coming together)
Selecting the person to vocalize
Lack of experience
Non qualified products as a result
The difficulties during podcast creation process, expressed by students
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Conclusion IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
• While the participants were Computer Education and Instructional Technologies students, most of the students had no prior podcast experience prior this study.
This result can be related to the fact that podcasts are relatively newer tools than many other learning management systems, wiki, blogs, forums or discussion boards.
• Although all of these students listen to music or watch videos by downloading them to their portable tools or personal computers, only one student claimed that he or she used podcasts before.
This finding can be related to the fact that, despite students listen music or watch video with their portable tools or on computers, they are not aware of this as a podcasting activity. On the other hand because podcast is relatively a new term for students which they probably met in this course, they responded to this question, taking into consideration only educational podcasts, ignoring their daily life.
•Most of the students stated that they use their personal computers to listen podcasts.
It can be suggested that, although listening materials can be found and listened to everywhere, to concentrate on and not to distract their attention, students preferred listening to educational podcasts on their computers while sitting although they listen to content of entertainment such as music or video on their portable devices.
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IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Suggestion
In future studies, the factors affecting the integration of podcasts into the learning-instruction context should be investigated in detail.
Because podcasting was the first experience of most students in this study, they had various difficulties while they were creating podcasts. Hence, in further studies, students’ experiences with podcasts at different time periods and different in different forms (user or creator) can be examined to reveal the differences amongst the processes or difficulties of podcast creation.
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IETC
2010
Hacettepe UniversityMazman, S.G., Usluel, Y. K. & Çevik, V.
Suggestion
This study investigated podcast with students of computer education and instructional technologies department who are already compatible with professional context and the course context. Future studies should also focus on the experiences of students studying at different departments in relation to their podcast creation, downloading, and listening processes.
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Hacettepe UniversityUsluel, Y. K. & Mazman, S.G.
IETC
2010