My experience in creating podcasts came through much nobler endeavors. It began with a research project in the working-class neighborhoods of North Belfast and a frustrated conversation over pints in a pub. I was on a research high after an interview with two women of very different political backgrounds. They were friends, brought together by the work of a local nonprofit, and their mutual admiration shone from the lightning-fast banter that they tossed back and forth throughout the interview. It was clear to me that they were a perfect example of a friendship from different sides of the political divide. But my friend at the pub just couldn't get it. He suggested that their friendship might be contrived, a mere show for my benefit, or that if real, it didn't mean as much as I thought. Exasperated, I pulled out my recorder and played the conversation back to him. As their Belfast accents filled up our corner booth, I could see his posture slacken and the battle turn my way. In that moment, I decided that only a podcast could finish telling my story. Over the next months, armed with just an MP3 player and some freeware suggested by a friend, I worked to piece together the story of North Belfast through interviews, conversations, and the sounds of the streets. The result was crude, elementary, and slightly difficult to listen to. But I was hooked.
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Confessions of a Podcast Junkie: A Student Perspective (EDUCAUSE Review) | EDUCAUSE - 3 views
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In fact, the iPod topped the list of the most "in" things on campus in 2006, according to Student Monitor's Lifestyle & Media Study.
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I don't have any of them, but after studying and teaching in an American university , I feel it is one of the important things that I have to own!!
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I have a mp3 player, not an iPod and, anyway, I do not see why iPods are so popular...
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Mine doesn't really work since I put it in the laundry. But I never used it much anyway because it's not compatible with .flac files.
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"The good thing was that you could listen to a section over and over again if you wanted to review it," Clemen says. "There were a few podcasts that I had to review a couple of times. I could write out what he was saying and listen to what he was saying again." Reviewing came in handy, they all say, especially during project or exam times. "[With the podcasts], I've got more material to go back to if I wanted to review that module," Clemen says. "Whereas with the rest of the material, I just have some PowerPoint and my own notes."
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The trick, students say, is to make sure that there is something to gain by attending class and downloading the lecture.
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the material has to be relevant to the rest of the course. Otherwise, it's just a cool technology to have." Material should have a clear connection to the actual course, making a seamless transition between face time and the online realm.
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"There aren't any time constraints. Your podcast doesn't have to be an exact amount of time. You have carte blanche to change the format and grow your show." He also helps capture audio from guest speakers so that the programs can be
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n to the guest lectures while on the bus, at the gym, or in their dorm rooms. Still, Stein never felt the urge to skip class. "It was nice to know that if you missed class, you could record the lectures," she says. "But the iPod didn't encourage you to miss class. There's not a chalkboard that you can see or problems that you can see worked out. I think more people show up in a [podcasting] course because it encourages more interaction."
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"It's much better than writing a paper. It's more interesting, much more fun, and much more creative. You get a lot of time to work on it, and it's more collaborative because you're working with other people. You're creating the performance as you go and then continuously working on it." Creating a podcast didn't mean less work, he says.
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This seems to go on the idea of trying to make one's class accessible to everyone. So with podcasts students with strong oral skills might excell.
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Still, we don't want students to end up with poor writing skills. So I guess with the help of other uses of technolog like wikis we can make writing papers more fun and help stdents improve that as well.
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Though her goal was to increase learning for her peers in the anatomy course, she found that creating the material was a boon to her own learning. "As a student creating the podcasts, I had the chance to learn a lot more than I would have taking a course," she says. "It's about learning how to teach the material and how to make a narration out of it. You have this intimate knowledge of the material, and now you know how to show the different sides of an issue."
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Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject.
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I don't want [the podcasts] to overlap with lectures too much; I still want people to go to the lecture. This is a very relaxed way to get the information to them. They can do it on their own time and download it whenever."
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Though the podcasts arre a great idea for reviewing materials and catching up on things you missed in a class, still they will result in having less and less face-to-face interaction which is still needed especially when learning languages. I guess students will be tempted to miss classes more and more , even though the article suggested that using podcasts will encourage them not to do so!!
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Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—though it was now slightly rougher for the wear—I asked students at colleges and universities across North America about their iPod and MP3 use, their familiarity with podcasting, and just how they saw podcasting as part of the classroom.
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Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—th
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"Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject."
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Welcome to Wesley Fryer's Website: Moving at the Speed of Creativity - 5 views
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This is a guest blog post by Sherman Nicodemus. I've agreed to share a series of blog posts here on "Moving at the Speed of Creativity" this week. Hope you find this series helpful! If you have
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a web-based learning management system (LMS)
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Wesley Fryer
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Thanks to the work of the Electronic Frontier Foundation and, ironically, the successful development of an iPhone application by NASA (bound by the Freedom of Information Act) the secret iPhone Developer agreement is now public. (PDF) EFF summarizes the key highlights of the agreement: Ban on Public Statements [by developers] App Store Only [for distribution] Ban on Reverse [...]
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[by developers]
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live in the most exciting age of earth history for anyone with ideas they want to share with a global audience!
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This is a guest blog post by Sherman Nicodemus. This is my second post in a series I'm sharing on "Moving at the Speed of Creativity" this week. If you have questions about this post I'll be glad to answer them via comments here. The advent of digital encoding technologies has brought a revolution to the [...]
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shared by Barbara Lindsey on 15 Mar 10
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Engaging Students with Interactive Technology-Special Guest: Adora Svitak - Classroom 2... - 0 views
live.classroom20.com/...pecial-guest-adora-svitak.html
technology interactive elluminate young teacher
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