harnessing podcasting’s potential: designing for learning goals
DESCRIPTION
Harnessing Podcasting’s Potential: Designing for Learning Goals. Purdue University Calumet School of Nursing. PUC. Janice Tazbir. Lisa Hopp. Cheryl Moredich. Joan Dorman. www.calumet.purdue.edu/nursing. Objectives. - PowerPoint PPT PresentationTRANSCRIPT
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Harnessing Podcasting’s Potential: Designing for Learning Goals
Purdue University CalumetSchool of Nursing
Lisa Hopp Janice Tazbir
Joan DormanCheryl Moredich
PUC
www.calumet.purdue.edu/nursing
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Objectives
Appraise the state of evidence supporting podcasting as an instructional strategy
Apply an instructional design approach to design, implementing and evaluating a podcasting initiative
Explore challenges encountered with podcast production and delivery
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Podcast Defined:
"a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”- New Oxford American Dictionary 2005 word of the year
Origin: Broadcast + iPod ()
cited in Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb.
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Podcast Defined:
"a digital recording of a radio broadcast or similar program, made available on the Internet for downloading to a personal audio player”- New Oxford American Dictionary 2005 word of the year
Origin: Broadcast + iPod ()
cited in Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb.
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Podcast & m-learning
A form of “m-learning” where the participant listens to or watches an audio or video broadcast; broadcasts are published on the Internet and automatically pushed to the user’s computer; the user can synchronize the broadcast to a handheld, mobile digital device
Evans, C (2007 in press). The effectiveness of m-learning in the form of podcasts.. Computers & Education, doi:10.1016/j.compedu.2007.09.016
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Podcast & m-learning
A form of “m-learning” where the participant listens to or watches an audio or video broadcast; broadcasts are published on the Internet and automatically pushed to the user’s computer; the user can synchronize the broadcast to a handheld, mobile digital device
Evans, C (2007 in press). The effectiveness of m-learning in the form of podcasts.. Computers & Education, doi:10.1016/j.compedu.2007.09.016
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In other words…
Podcasting
Internet syndication+
Audio/video content
+
Mobile device
Cebeci & Tekdal (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2006 retrieved from http://ijklo.org/Volume2/v2p047-057Cebeci.pdf
file production
podcast publication
Delivery and
playback
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Passing fad?
Portable digital media devices are ubiquitous
Apple sold 100 mill iPods by 4/07
Educators finding that 75% of students own an mp3 player (Evans, 2007)
50% of our respondents own an mp3 player but most audio only
However, most students listen using their computer (Evans, 2007; Malan, 2007; our data)
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Uses - Push
Rehearse contentArchive lectures on the fly for rehearsalProduce content outside of the live
classroom“Revision”-ie, summary of content to
prepare for examsRepetition of specific content, particularly
audio
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Uses - Push
Supplement Link to others’ podcasts Create own
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Uses - Push
Access to guestsInterviews-planned/on the flyGuest lectures
Case studiesAnnouncements
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Uses-Pull
Students seek their own feeds However, prior to our project, only 7%
(4/60) had ever subscribed to a podcast before
Other uses include student producing their own podcasts
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Is there any evidence to support the use of and investment in podcasting?
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Evaluations of Podcast Initiatives
Podcapture of lectures and attendance (UW lectures with > 100 students) 20% of students reported listening to 75% of
available podcasts; 12% listened to none 87% listened on the computer Used podcasts as adjuncts, some commented on
greater engagement during class 80% of respondents attended class anyway though
instructors reported that attendance dropped Students believe that it positively affected grades
Lane, C (2006) Retrieved from http://catalyst.washington.edu/research_development/papers/2006/podcasting_year1.pdf
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Restructuring f2f class timeASU inverted lab and classroom activities
in a software engineering courseNo lectures during classProblem solving, project work during class
hours10% improvement in final project work
Evaluations of Podcast Initiatives
Cited in Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)
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Learning audio-based psychomotor skill Barret et al (2006) developed audio of heart
sounds with annotated comments using distributed CD-Roms
Listened to 250 repetitions of murmurs Found that students loaded the files on their mp3
players Those who used the recordings had 85%
diagnostic accuracy vs. 30% accuracy in those who did not
Evaluations of Podcast Initiatives
Cited in Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)
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Evaluations of Podcast Initiatives
Large scale pilot (Duke University) Convenient - reduced dependence on physical
materials Flexibility Greater student interest in discussions, labs, field
experiments, projects Enhanced support for individual learning needs
and preferences
http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf
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In summary, the evidence is evolving but students prefer: Audio only-though quality of video varies Shorter length (less than 12-15 min) To listen to podcasts from their desktops RSS feed To rehearse and review To practice repetitious audio learning To go to class
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Instructional Design Framework….
AnalyzeDesign
DevelopmentImplementEvaluate
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Analyze
Learners and technology: Undergraduate and graduate students at varying
levels of information management competence Using course management system for many years
to deliver distance learning courses
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Analyze
Pre-assessment-Students N=119
020406080
100120
High speedISP
Own mp3 PreviouslySubscribedto Podcast
%yesno
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Analyze
Pre-assessment-Students N=119
0102030405060708090
100
Likely tolisten
iTunesinstalled
PC User
%yesno
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Design: Alignment
Learning Objectives
Resources, Materials & Technology
Assessment and Measurement
Learner Interactions & Activities
http://www.qualitymatters.org/
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Alignment
Knowledge Type
Learning Objective Podcast application
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Alignment
Knowledge Type
Learning Objective Podcast application
Declarative describe, compare,explain, etc
Video lecture
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Alignment
Knowledge Type
Learning Objective Podcast application
Declarative describe, compare,explain, etc
Video lecture
Procedural Demonstrate, list, provide, etc
Video demonstration
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Alignment
Knowledge Type
Learning Objective Podcast application
Declarative describe, compare,explain, etc
Video lecture
Procedural Demonstrate, list, provide, etc
Video demonstration
Synthetic Analyze, synthesize, conclude
Interviews; case study
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Example:Learning Objective Demonstrate
Knowledge Type Procedural
Content Steps of starting an IV
Strategies Demonstration
Resources Lab + Videopodcast
Assessment Return demonstration
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Design decisions:
Alignment-Fit? TypeLength/sizeSequencingDensity of information or
Poynter Institute http://www.poynter.org/
{
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Develop
Develop podcasts using tools that support the knowledge, objectives and strategies
Simple to complex
Capture audio on the fly
Enhanced video with url links
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Design Tools: Mac v PC
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Design Tools
Hardware Audio Production
Internal/ external microphonesSound qualityExternal noise
Video production
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Design Tools
SoftwareiLife Tools
iTunesiPhotoGarageBandiMovie
ProfCast (Humble Daisy)
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Develop- Storyboard
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Develop- Script
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Develop- Media
Prepare your slidesScreen is smallScript your wordsAmount of content per slide
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Develop- Media
Video productionLightingSoundResolution: start with high
qualityCompression/file size
compromise
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Sequence Material Podcast Track (audio and video)
Media files
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The Purdue University Calumet Experience
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PUC Experience:
Funding- Curriculum Innovation Development Grant
Goal: 12 podcasts created in 2 months Hardware/software issues Tech Support issues
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PUC Experience:
Training: Planning sessionBeginner workshop “Apple rep” Intermittent informal meetingsEnhanced podcast workshop “Apple
regional trainer” Results: 12 podcasts created (requiring 15
min.- 40 hours development)
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Development Challenges
Inadequate scripting Voice or media clips (timing issues) Saving things incorrectly Storing files where they aren’t accessible Time, time, time Unfamiliarity with software and products
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Training Recommendations:
Have tech person with a working knowledge of Macs and all software
Anticipate a learning curve Train on hardware/software Match tools with designing goals Have successful podcasters help train
new podcasters
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Implement
IntegrationAt what point in the course?Follow up assignments?
How do students access the podcast?
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Dissemination
Faculty OptionsAutomatic feed (RSS)When to link students to files
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Dissemination
Receiver OptionsDownload individual files, one at
a timeAutomatically receives feedPlay on computerSync with mobile deviceType of mobile device
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Dissemination-storage and push
Server-based OptionsCourse Management System (Bb)Own Podserver iTunes U-contract required
iTunes - how to organize and view podcastsAggregates library (collects, organizes, stores) Students “get” files once they have subscribed
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Apple shift 4
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Apple shift 4
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Provide follow-up assignment
Case studyOn-line DiscussionExam
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Challenges with Implementation
Faculty Challenges Student panic Lack of participation Technical issues
Student Challenges Home computer Not following directions Screen size Speed of delivery
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How did you listen to podcasts? N=82
82%
17% 1%
Computer Only
Computer + MP3PlayerDidn't Listen
Evaluation-Post-Assessment
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Evaluation-Post Assessment
Did listening to podcasts enhance learning? N=81
37%
54%
9%
Yes-a great dealYes-somewhatNo-no impact
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Evaluation-Post Assessment
25%
39%
7%
22%
7%To review content
Supplement-AdditionalexplanationLearn while multi-tasking
review procedure
Other
For what purpose did you use the podcast? N=81
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Evaluation-Post Assessment
How likely are you to listen if available to supplement class? N=79
37%
42%
13%8%
Very likelyLikelyUnlikelyVery unlikely
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Too time consuming (2/6)Want interaction (2/6)Technical issues (2/6)
Evaluation-Post Assessment
If unlikely to listen to a podcast in the future, why not?
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Any to supplement/review (10/15)Clarify difficult/complex (4/15)Audio only (1/15) audio + video (1/15)Anecdotal specific content areas
Evaluation-Post Assessment
If likely to use podcasts in the future, what type would be helpful?
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Example: Procedural Knowledge
Inserting an IV
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Analysis
Who are the learners?What do they need to learnWhich skills need to be taught?How much content is necessary?
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Design
What are the objectives or learning outcomes?
What resources or strategies will be used?
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Development
What preparation and support materials were needed?Prepared scriptGarageBand (with or without ProfCast)PowerPoint slides and still photos
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Implementation
How did the intended users have access to the podcasts? ITunesLinks on Blackboard/Vista
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Evaluation
How did you measure the effectiveness of your podcasts? Informal discussionEvaluation tool
Play
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Questions?
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Useful Sites
http://www.maagnursing.com/podcast/ http://healthcare411.org/ http://www.fas.harvard.edu/~cscie1/play/podc
asts/2006/lectures/lecture6.flv http://www.poynter.org/ http://www.evscicats.com/podacademy/who.ht
ml http://www.apple.com/ilife/tutorials/
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Citations
Cebeci & Tekdal (2006) Interdisciplinary Journal of Knowledge and Learning Objects, 2006 retrieved from http://ijklo.org/Volume2/v2p047-057Cebeci.pdf
Skiba, D (2006) Nursing Education Perspectives. 27(1):54-5, Jan-Feb
Lane, C (2006) Retrieved from http://catalyst.washington.edu/research_development/papers/2006/podcasting_year1.pdf
Deal, A (2007) Podcasting: a teaching with technology whitepaper. Retrieved from http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/Podcasting_Jun07.pdf (Carnegie Mellon University)
Duke University (2005). Retrieved from http://cit.duke.edu/pdf/reports/ipod_initiative_04_05.pdf
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Thank you for your attention!