Podcasting and online learning

Author: cath

Monday, 11 July, 2005 - 22:17

I've been thinking about how podcasting can add a new dimension to the learning experience, especially in the realm of distance/online learning. Some quotes and highlights from an online article published by the Univeristy of Illinois:

"Audio blogs can add an element of humanisation to an online course through voice. by way of diction, word stress and inflection, one gains a richer understanding of the enthusiasm or passion of the speaker... Some stories are told better orally than with text alone."

In summary...
- Great for students who have an auditory preference.
- Great for students with visual disabilities.
- Great for learning in the car - portable professional development which completely knocks the balls off "Learn French in 22 separate tapes which you have to rewind and forward wind without any fun element or personality at all".
- Great for totally up to date info. Online courses are generally written months in advance. They can't capture what's going on right now and relate today's news with learning. "Contemporizing course content" means that the learner is more likely "forge a more memorable bond with the content"

Categories: podcasting, online learning,
Comments: 2

Comments

Written and audio blogs are also really good for student work - for example instead of writing a retrospective account of work after its finished, a blog can encourage a learner to record the process and look back over the merits of decisions afterwards.

It can also be a good way of getting away from the strict and formal 'academic' style which has its place, but is not the be-all and end-all of productive writing.

I want to see more projects where students and learners can submit work in audio form too... Have a look at Bob Sprankle's Room 208 podcast for an example of the use of podcasting to engage kids in actually producing content for their work.

Author: joe Sent: 2005-07-11 22:56:47


Current ways of assessing students do seem to work well for some learning styles but not for others.

If you're an activist, the last thing you want to do is write reams of evidence and content to prove that you've covered the learning outcomes. If you're a reflector or a theorist then writing lots of documentation is fine.

As an example, NVQs have a reputation for focusing on gathering evidence on paper for assessment after assessment, which puts a lot of people off doing them in the first place. I noticed recently in the info about NVQs that evidence can be collated via video or audio, which is where podcasting could really come into its own.

Saying that though, would the average person really record their own voice for study purposes?!

Author: Catherine Sent: 2005-07-15 12:46:47


Add a comment

Your name:

Your email:

Your comment:

Note: because of high volumes of spam, html tags and texile markup have been disabled, and the menticulture machine will think your comment is spam if you use any html tags (eg: <h1> or <a>), or textile syntax (e.g. [url]). Please use just plain text, and if you want to post a link, just type the url, and it will automagically become a link :-) Thanks!