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anonymous

Confessions of a Podcast Junkie: A Student Perspective (EDUCAUSE Review) | EDUCAUSE - 3 views

www.educause.edu/...156831

podcast student studyabroad educause

shared by anonymous on 12 Mar 10 - Cached
  • 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.
  • Student Use (and Misuse) of Podcast Technology
  • In fact, the iPod topped the list of the most "in" things on campus in 2006, according to Student Monitor's Lifestyle & Media Study.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      How many in our class own an iPod? Other mp3 player?
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      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!!
    • Kemen Zabala
      Kemen Zabala on 15 Mar 10
       
      I own an iPod touch and I believe my cellphone is also part mp3 player
    • Barbara Lindsey
      Barbara Lindsey on 15 Mar 10
       
      I have 2
    • Blanca Garcia Valenzuela
      Blanca Garcia Valenzuela on 15 Mar 10
       
      I have a mp3 player, not an iPod and, anyway, I do not see why iPods are so popular...
    • Catherine Ross
      Catherine Ross on 15 Mar 10
       
      I own an iPod but I never use it!
    • Celeste Arrieta
      Celeste Arrieta on 15 Mar 10
       
      I don't have an IPod
    • Celeste Arrieta
      Celeste Arrieta on 15 Mar 10
       
      You made very interesting comments, Inas! Congratulations!!
    • suzanne ondrus
      suzanne ondrus on 15 Mar 10
       
      I own one but have yet to use it! :(
    • Christopher Laine
      Christopher Laine on 15 Mar 10
       
      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.
  • ...14 more annotations...
  • transfer lectures and course material
  • "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."
  • The trick, students say, is to make sure that there is something to gain by attending class and downloading the lecture.
  • 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.
  • Students stress the need to keep audio and video concise and engaging.
  • ust because a student totes an iPod on campus doesn't mean that the student is podcast-savvy.
  • "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
  • 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."
  • "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.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      Your thoughts?
    • suzanne ondrus
      suzanne ondrus on 15 Mar 10
       
      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.
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      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.
  • 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."
  • 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.
  • 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."
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      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!!
  • 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.
  • Knowing my own podcast history, I had to wonder just how quickly the students were jumping on board. Armed with my same recorder—th
  • Inas Ayyoub on 15 Mar 10
     
    "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."
Celeste Arrieta

Consensus: Podcasting Has No 'Inherent' Pedagogic Value -- Campus Technology - 1 views

campustechnology.com/...-inherent-pedagogic-value.aspx

shared by Celeste Arrieta on 12 Mar 10 - Cached
  • "Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals, by facilitating thoughtful, engaging learning activities that are designed to work in support of those goals."
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      You are on a job interview. You've been asked if and how you would use podcasting with your students. How would you respond?
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      As a language teacher , I would highly be interested in using podcasting with my students. The point here comes to not only ask students to download certain podcasts to repeat words and have an all time accessable materials to improve pronunciation and study vocabs. The ability to link what students listen to on the podcasts with post activities to be performed in the classroom that help them even go beyond what that podcast has to offer, is one key to do that. So, using podcasting hould be highly planned and integrated in a way that serves our desired outcomes that will lead at the end to empower students to create or add podcasts that serve that as well.
    • Barbara Lindsey
      Barbara Lindsey on 18 Mar 10
       
      Inas-this is a wonderful example of extending the learning outside the classroom and then bringing it back into the classroom to reinforce and advance students' competencies. If you were on an interview, you might want to give a specific example. Could you think of one?
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      ...and how the tool is connected to the class goal so it can be meaningful for the learning experience. Personally, I used them frequently as "realia" sources to develop other activities.
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      I can't find my sticky notes for this web site. I did it 3 times. If you can see any of them, please let me know. Thanks
  • ...1 more annotation...
  • "The answer to that question depends entirely on the educational context, including goals and appropriate learning activities, and on how the tool is implemented,"
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      ...and how the tool is connected to the class goal so it can be meaningful for the learning experience. Personally, I used them frequently as "realia" sources to develop other activities.
Barbara Lindsey

Podcast263: Technology Shopping Cart Podcast07 - iPhone Web Apps and Poll Eve... - 0 views

www.speedofcreativity.org/...le-devices-for-learning-series

mobiles apps fryer podcast

shared by Barbara Lindsey on 13 Feb 10 - Cached
    • Barbara Lindsey
      Barbara Lindsey on 13 Feb 10
       
      How many rss options can you find on this post?
  • Barbara Lindsey on 13 Feb 10
     
    Wes Fryer and Karen Montgomery podcast with links focused on mobile ed apps like poll everywhere. Part 2 of 3 part series
Barbara Lindsey

Podcasts: what it is and how it works - 0 views

gruntmedia.com/podgrunt_001_view.html

podcasting howtos

shared by Barbara Lindsey on 12 Mar 10 - Cached
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      What important role do RSS and feed readers play in podcasting?
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      How do podcasts differ from audio or video content found on the Internet?
  • Barbara Lindsey on 12 Mar 10
     
    A brief overview of what podcasts are and how they are made.
Barbara Lindsey

'absolutely intercultural!' - 0 views

www.absolutely-intercultural.com

intercultural podcast education blog

shared by Barbara Lindsey on 16 Jul 11 - Cached
  • Barbara Lindsey on 16 Jul 11
     
    Welcome to the first ever intercultural podcast. 'absolutely intercultural!' is its name and, as far as we know, this is the first podcast in the world to deal with intercultural issues. We'll be releasing a new episode every second Friday evening, looking at all intercultural aspects of human intercultural communication. For example, we'll be hearing from students on foreign work placements, asking how teachers can make use of intercultural exercises and simulations in their classroom and sharing with you any intercultural gossip we come across. 'absolutely intercultural!' won't be so much about passing on information but more about starting an intercultural dialogue between the makers, and you, the contributors and listeners.
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