Contact: email lta-podcast "AT" shu.ac.uk
Showing posts with label podcasting. Show all posts
Showing posts with label podcasting. Show all posts
Thursday, July 03, 2008
#63 Educational podcasting - generating ideas for a book
This podcast episode presents a series of activities that invite you to participate in the writing of a book about innovative models for educational podcasting. The activities, which are introduced and accompanied by a downloadable work book, guide you through some simple techniques that will help you to generate about four ideas during a one hour session working with one other person. When you have finished please email your ideas to me at a.j.middleton (at) shu.ac.uk, and I will acknowledge this and invite you to become involved in the peer review system. The activity starts at 4 mins 30 seconds. Download the work book at: http://teaching.shu.ac.uk/podcast/pdf/edpod-workbook.pdf
Contact: email lta-podcast "AT" shu.ac.uk
Contact: email lta-podcast "AT" shu.ac.uk
Tuesday, September 11, 2007
#54 Audio feedback in the lab
In this episode Andrew Middleton talks with Anne Nortcliffe about the use of Audio Feedback in supporting her Software Engineering students. She discusses the specific approach she has formulated in providing formative, timely and engaging feedback by recording and distributing lab conversations.
This episode also includes the voice of a student reflecting on the approach. This interview was conducted during a Skype phone conversation. The approach is discussed in the following paper:
Nortcliffe, A. and Middleton, A. (2007) Audio Feedback for the ipod Generation. Proceedings of International Conference on Engineering Education 2007, Coimbra, Portugal, ID: 489, 2007
Abstract
Audio Feedback for the iPod Generation
It is a common to see students using their iPod or phone. Podcasting is a disruptive technology: the media are recognising the need to embrace the iPod generation in delivering their content. Should ink and paper continue to be the default media for academia? What can we do with audio? Can audio feedback be used to support the learning of the iPod generation? This paper compares the summative assessment results for a cohort using recorded audio feedback in formative and summative assignments to that of a cohort who received formative and summative feedback in an aural and/or succinctly, written form. The paper presents students’ reflections on the use of audio formative and summative assessment feedback for a module and considers whether this type of feedback had a pivotal role in the assessment process and a significant impact on their academic performance. The paper proposes a strategy for the integration of digital audio into assessment feedback to promote feed-forward student learning.
Contact: email lta-podcast "AT" shu.ac.uk
This episode also includes the voice of a student reflecting on the approach. This interview was conducted during a Skype phone conversation. The approach is discussed in the following paper:
Nortcliffe, A. and Middleton, A. (2007) Audio Feedback for the ipod Generation. Proceedings of International Conference on Engineering Education 2007, Coimbra, Portugal, ID: 489, 2007
Abstract
Audio Feedback for the iPod Generation
It is a common to see students using their iPod or phone. Podcasting is a disruptive technology: the media are recognising the need to embrace the iPod generation in delivering their content. Should ink and paper continue to be the default media for academia? What can we do with audio? Can audio feedback be used to support the learning of the iPod generation? This paper compares the summative assessment results for a cohort using recorded audio feedback in formative and summative assignments to that of a cohort who received formative and summative feedback in an aural and/or succinctly, written form. The paper presents students’ reflections on the use of audio formative and summative assessment feedback for a module and considers whether this type of feedback had a pivotal role in the assessment process and a significant impact on their academic performance. The paper proposes a strategy for the integration of digital audio into assessment feedback to promote feed-forward student learning.
Contact: email lta-podcast "AT" shu.ac.uk
Tuesday, June 26, 2007
#48 Engaging Educational Podcasts
Participants in an educational podcasting workshop discuss the question "What makes an engaging educational podcast?"
This short episode repeats the activity carried out in episode #44, and many of the responses here echo what was suggested earlier. The podcast illustrates another aspect of educational podcasting - how the activity itself (rather than the information it carries) can be used to focus a class and provide an engaging platform to output group discussion work: the podcast as flipchart!
Contact: email lta-podcast "AT" shu.ac.uk
This short episode repeats the activity carried out in episode #44, and many of the responses here echo what was suggested earlier. The podcast illustrates another aspect of educational podcasting - how the activity itself (rather than the information it carries) can be used to focus a class and provide an engaging platform to output group discussion work: the podcast as flipchart!
Contact: email lta-podcast "AT" shu.ac.uk
Monday, June 18, 2007
#46 SHU Edit Suites
Sheffield Hallam is gearing itself up to using digiatl audio. I sense that following two years of background work there are indications here that digital audio is a media that people are ready to use. There is a lot of interest in the Closer! podcasting pilot, for example. Part of the effort made by me has been in making sure that everything's in place for staff and students to use it whenever they were ready. In this episode I speak with James Dennis about what he and the AV unit have been doing in preparing the Edit Suites on both our City and Collegiate campuses. This recording is an extract of a longer recording I made as James and I talked through various learning scenarios and approaches to making good quality recordings. These recordings are available for staff on the Closer! pilot project website site.
Contact: email lta-podcast "AT" shu.ac.uk
Contact: email lta-podcast "AT" shu.ac.uk
Tuesday, June 05, 2007
#44 Educational podcasting - launching the Closer! project
The Closer! pilot is a new educational podcasting initiative being run at Sheffield Hallam. It will run in the 2007-08 academic year and will evaluate the Podcast LX Building Block in Blackboard. The pilot will be supported by Academic Innovation in the Learning and Teaching Institute and e-Learning support teams in the faculties. Podcasting, audio and video are relatively new media and Academic Innovation are particularly interested in working with people who are interested in taking the opportunity to introduce innovation into their own practice. The pilot seeks to encourage ideas that introduce either new voices or new ways of sharing voices in the learning environment.
The pilot is called Closer! because one important area for innovation is how the learning community can be brought closer together through the use of audio.
Here are the 10 points I propose in the recording that will help podcast designers create a good educational experience with podcasting:
1. Relevance is clear to the students
2. Recording quality is adequate and represents the significance of the podcast to the course
3. Embedded amongst, and integrated with, other course material appropriately
4. It informs or leads to other learning activity
5. Engaging format appropriate to the audio medium
6. It does not create a burden on the students (time, access, technology)
7. It does not create a burden on the academic (production time, technology)
8. Academically rigorous (ethically and legally appropriate, participants consent, basis of claims to knowledge are clear)
9. It does not exclude some students
10. It connects to related information through its 'show notes' .
An introduction to the Closer! pilot can be found at: http://teaching.shu.ac.uk/podcast/pilot/intro.mp3
Contact: email lta-podcast "AT" shu.ac.uk
The pilot is called Closer! because one important area for innovation is how the learning community can be brought closer together through the use of audio.
Here are the 10 points I propose in the recording that will help podcast designers create a good educational experience with podcasting:
1. Relevance is clear to the students
2. Recording quality is adequate and represents the significance of the podcast to the course
3. Embedded amongst, and integrated with, other course material appropriately
4. It informs or leads to other learning activity
5. Engaging format appropriate to the audio medium
6. It does not create a burden on the students (time, access, technology)
7. It does not create a burden on the academic (production time, technology)
8. Academically rigorous (ethically and legally appropriate, participants consent, basis of claims to knowledge are clear)
9. It does not exclude some students
10. It connects to related information through its 'show notes' .
An introduction to the Closer! pilot can be found at: http://teaching.shu.ac.uk/podcast/pilot/intro.mp3
Contact: email lta-podcast "AT" shu.ac.uk
Saturday, April 21, 2007
#38 The Social Podcast Challenge
Andrew Middleton proposes that educational podcasting models can be used to stimulate social engagement in the learning community. Do you agree? What ideas do you have for social educational podcasting? The next show is for you!
Use the MyChingo recorder on this show notes site to leave a message or send Andrew an audio response via email at lta-podcast AT shu.ac.uk. Your contributions will be compiled to form the next show!
Contact: email lta-podcast "AT" shu.ac.uk
Use the MyChingo recorder on this show notes site to leave a message or send Andrew an audio response via email at lta-podcast AT shu.ac.uk. Your contributions will be compiled to form the next show!
Contact: email lta-podcast "AT" shu.ac.uk
Thursday, February 01, 2007
#30 Educational podcasting - a discussion
Andrew Middleton is joined by academic colleagues who consider ideas for educational podcasting following an introduction to the technology.
Contact: email lta-podcast "AT" shu.ac.uk
Contact: email lta-podcast "AT" shu.ac.uk
#29 Thought for the Day
Andrew Middleton attempts another podcast model. This is a short audio file model, easy to produce and suitable for many academic situations where tutors or students are needing to share on-going reflection - Thought for the day.
The file was originally generated for project being run by Dan Schmit, host of Kidcast. You can find out more about Kidcast at: http://www.intelligenic.com/blog/
Contact: email lta-podcast "AT" shu.ac.uk
The file was originally generated for project being run by Dan Schmit, host of Kidcast. You can find out more about Kidcast at: http://www.intelligenic.com/blog/
Contact: email lta-podcast "AT" shu.ac.uk
Friday, January 19, 2007
#26 Book review - a podcast model
Andrew Middleton considers what a Book Review would be like as a podcast. A review activity should encourage students to read and reflect upon the literature available to them and help them to develop a pool or collection of audio book reviews. In this way students are making a contribution not only to a resource used by their peers, but a resource that may be useful to those that follow in subsequent years.
Here are some guiding principles for an audio book review. It should be,
Writing for Broadcast Journalists sets out to guide readers through the differences between written and spoken language.
My reason for reading this was to help me consider scripting techniques for podcast production. I have attempted to script podcasts before and had become aware that creating a readable script is not as simple as I had imagined.
Rick Thompson's background is in broadcast journalism. He has held senior editorials positions in BBC News where he has worked in both television and radio.
As might be expected, I found the book very accessible. He has a fluent writing style that works well in print.
Writing for Broadcast Journalists is targeted at Media students considering a career in broadcast journalism and so parts of the book were less relevant for me. However, for those students, he covers the art of writing news scripts and how these have to fit in with the techniques and constraints of broadcasting teams. He also compares differences between television and radio scripting and presentation.
Most of the book however considers the use of language for the spoken word. This was exactly what I needed. He discusses how the rhythm of speech is different to the written word and how informal language is often better in audio texts.
Thompson advises that in broadcast journalism, "The first sentence interest, the second sentence must inform." Discussing style he says, "... remember that many people in your audience may be listening a little casually. Presenting them with one idea at a time makes it much easier to follow... Try dropping in a few full stops!"
He has all sorts of tips and many of these are supported with examples from the BBC, ITV and other media organisations.
The book concludes with a substantial appendix of 'dangerous words.' An extensive list of words, phrases and clichés that are sure to upset the pedantic listener!
I thoroughly recommend this book for anyone involved in scripting media, whether this is for broadcast journalism or not."
Contact: email lta-podcast "AT" shu.ac.uk
Here are some guiding principles for an audio book review. It should be,
- short (less than 2 minutes)
- provide information about the book and its stated aims
- indicate the scope of the book
- consider why it attracted the reviewer in the first place
- provide one or two quotes
- and comment on the style of the writer
Writing for Broadcast Journalists sets out to guide readers through the differences between written and spoken language.
My reason for reading this was to help me consider scripting techniques for podcast production. I have attempted to script podcasts before and had become aware that creating a readable script is not as simple as I had imagined.
Rick Thompson's background is in broadcast journalism. He has held senior editorials positions in BBC News where he has worked in both television and radio.
As might be expected, I found the book very accessible. He has a fluent writing style that works well in print.
Writing for Broadcast Journalists is targeted at Media students considering a career in broadcast journalism and so parts of the book were less relevant for me. However, for those students, he covers the art of writing news scripts and how these have to fit in with the techniques and constraints of broadcasting teams. He also compares differences between television and radio scripting and presentation.
Most of the book however considers the use of language for the spoken word. This was exactly what I needed. He discusses how the rhythm of speech is different to the written word and how informal language is often better in audio texts.
Thompson advises that in broadcast journalism, "The first sentence interest, the second sentence must inform." Discussing style he says, "... remember that many people in your audience may be listening a little casually. Presenting them with one idea at a time makes it much easier to follow... Try dropping in a few full stops!"
He has all sorts of tips and many of these are supported with examples from the BBC, ITV and other media organisations.
The book concludes with a substantial appendix of 'dangerous words.' An extensive list of words, phrases and clichés that are sure to upset the pedantic listener!
I thoroughly recommend this book for anyone involved in scripting media, whether this is for broadcast journalism or not."
Contact: email lta-podcast "AT" shu.ac.uk
Thursday, January 18, 2007
#26 Creative Screencasting
Andrew Middleton introduces screencasting and how this technology can be simply and creatively used to produce innovative educational materials. Several pieces of software and other informtion are referenced in this episode - here are some links:
Contact: email lta-podcast "AT" shu.ac.uk
- ELI 7 Things you should know about screencasting: http://www.educause.edu/ir/library/pdf/ELI7012.pdf;
- Camtasia Studio by TechSmith: http://www.techsmith.com/;
- Wink: http://www.debugmode.com/wink/;
- Windows Media Encoder: http://www.microsoft.com/windows/windowsmedia/forpros/encoder/default.mspx;
- CamStudio: http://www.camstudio.org/;
- Adobe Captivate: http://www.adobe.com/products/captivate/;
- Visual learning ideas: A Periodic Table of Visualization Methods http://www.visual-literacy.org/periodic_table/periodic_table.html .
Contact: email lta-podcast "AT" shu.ac.uk
Friday, January 05, 2007
#25 Commutecast on educational podcasting
Andrew Middleton records a commutecast on the way to work reflecting on educational podcasting, research, and plans for the new year.
Contact: email lta-podcast "AT" shu.ac.uk
- Link to Scott Lockman's Comprehensible Input podcast
- Educause Quarterly (Vol 29, No.3)article 'Podcasting Lectures' by Sarah Brittain, Pietrek Glowacki, Jared Van Ittersum, and Lynn Johnson
Contact: email lta-podcast "AT" shu.ac.uk
Tuesday, December 05, 2006
#22 '99 ideas for educational podcasting' - an audio poster #2
Andrew Middleton presents part 2 of an audio poster entitled 'Educational Podcasting - 99 ideas for a-learning'. In this 2nd audio-poster episode he speaks to several colleagues in the Learning and IT Services department at Sheffield Hallam University. He asks them what ideas spring to mind when presented with some of the titles he has given to his ideas for educational podcasting. The hope is that before the end we find idea 100!
Contact: email lta-podcast "AT" shu.ac.uk
Contact: email lta-podcast "AT" shu.ac.uk
#21 '99 ideas for educational podcasting' - an audio poster #1
Andrew Middleton presents an audio poster entitled 'Educational Podcasting - 99 ideas for a-learning'. In this episode he speaks to several colleagues in the Learning and IT Services department at Sheffield hallam university. He asks them what ideas spring to mind when presented with some of the titles he has given to his ideas for educational podcasting. The hope is that before the end we find idea 100!
Contact: email lta-podcast "AT" shu.ac.uk
Contact: email lta-podcast "AT" shu.ac.uk
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