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
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
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
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.
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.
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
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
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
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)
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
Uses - Push
Supplement Link to others’ podcasts Create own
Uses - Push
Access to guestsInterviews-planned/on the flyGuest lectures
Case studiesAnnouncements
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
Is there any evidence to support the use of and investment in podcasting?
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
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)
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)
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
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
Instructional Design Framework….
Analyze
Design
Development
Implement
Evaluate
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
Analyze
Pre-assessment-Students N=119
020406080
100120
High speedISP
Own mp3 PreviouslySubscribedto Podcast
%yesno
Analyze
Pre-assessment-Students N=119
0102030405060708090
100
Likely tolisten
iTunesinstalled
PC User
%yesno
Design: Alignment
Learning Objectives
Resources, Materials & Technology
Assessment and Measurement
Learner Interactions & Activities
http://www.qualitymatters.org/
Alignment
Knowledge Type
Learning Objective Podcast application
Alignment
Knowledge Type
Learning Objective Podcast application
Declarative describe, compare,explain, etc
Video lecture
Alignment
Knowledge Type
Learning Objective Podcast application
Declarative describe, compare,explain, etc
Video lecture
Procedural Demonstrate, list, provide, etc
Video demonstration
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
Example:Learning Objective Demonstrate
Knowledge Type Procedural
Content Steps of starting an IV
Strategies Demonstration
Resources Lab + Videopodcast
Assessment Return demonstration
Design decisions:
Alignment-Fit?
Type
Length/size
Sequencing
Density of information or
Poynter Institute http://www.poynter.org/
{
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
Design Tools: Mac v PC
Design Tools
Hardware
Audio ProductionInternal/ external
microphonesSound qualityExternal noise
Video production
Design Tools
SoftwareiLife Tools
iTunesiPhotoGarageBandiMovie
ProfCast (Humble Daisy)
Develop- Storyboard
Develop- Script
Develop- Media
Prepare your slidesScreen is smallScript your wordsAmount of content per slide
Develop- Media
Video productionLightingSoundResolution: start with high
qualityCompression/file size
compromise
Sequence Material Podcast Track (audio and video)
Media files
The Purdue University Calumet Experience
PUC Experience:
Funding- Curriculum Innovation Development Grant
Goal: 12 podcasts created in 2 months
Hardware/software issues
Tech Support issues
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)
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
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
Implement
IntegrationAt what point in the course?
Follow up assignments?
How do students access the podcast?
Dissemination
Faculty OptionsAutomatic feed (RSS)When to link students to files
Dissemination
Receiver OptionsDownload individual files, one at
a timeAutomatically receives feedPlay on computerSync with mobile deviceType of mobile device
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
Apple shift 4
Apple shift 4
Provide follow-up assignment
Case study
On-line Discussion
Exam
Challenges with Implementation
Faculty Challenges Student panic Lack of participation Technical issues
Student Challenges Home computer Not following directions Screen size Speed of delivery
How did you listen to podcasts? N=82
82%
17% 1%
Computer Only
Computer + MP3PlayerDidn't Listen
Evaluation-Post-Assessment
Evaluation-Post Assessment
Did listening to podcasts enhance learning? N=81
37%
54%
9%
Yes-a great dealYes-somewhatNo-no impact
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
Evaluation-Post Assessment
How likely are you to listen if available to supplement class? N=79
37%
42%
13%8%
Very likelyLikelyUnlikelyVery unlikely
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?
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?
Example: Procedural Knowledge
Inserting an IV
Analysis
Who are the learners?
What do they need to learn
Which skills need to be taught?
How much content is necessary?
Design
What are the objectives or learning outcomes?
What resources or strategies will be used?
Development
What preparation and support materials were needed?Prepared scriptGarageBand (with or without ProfCast)PowerPoint slides and still photos
Implementation
How did the intended users have access to the podcasts? ITunesLinks on Blackboard/Vista
Evaluation
How did you measure the effectiveness of your podcasts? Informal discussionEvaluation tool
Play
Questions?
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/
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
Thank you for your attention!