Students' Knowledge of and Attitudes Toward Podcasting in Teaching & Learning

February 22, 2008 EDUCAUSE Southwest Regional Conference 2008

of and Attitudes Toward Podcasting in Teaching & Learning

of and Attitudes Toward Podcasting in Teaching & Learning

Steve C. Yuen, Ph.D. - ProfessorSharon E. Rouse, Ph.D. - Assistant ProfessorSheri L. Rawls, M.S. - Director Learning Enhancement Center

Steve C. Yuen, Ph.D. - ProfessorSharon E. Rouse, Ph.D. - Assistant ProfessorSheri L. Rawls, M.S. - Director Learning Enhancement Center

Students’ Knowledge

Houston, Texas

PodcastingPodcasting

What is Podcasting?

How is it used?

When is it used?

Where is it used?

What is Podcasting?

How is it used?

When is it used?

Where is it used?


Educational ResourcesDistance LearningOral LecturesLiterary ReviewsDigital Audio BooksDemonstrations and PresentationsClass News and Updates

Educational ResourcesDistance LearningOral LecturesLiterary ReviewsDigital Audio BooksDemonstrations and PresentationsClass News and Updates


Educational Resources (Continued)Home/School CommunicationGuest Expert InterviewsSupplement Information DistributionStudent-Produced LearningStudent Re-MediationTours/FieldworkStaff Development

Educational Resources (Continued)Home/School CommunicationGuest Expert InterviewsSupplement Information DistributionStudent-Produced LearningStudent Re-MediationTours/FieldworkStaff Development


Education (Continued)Internships/ResidenciesEvaluation of Student WorkLanguage Lessons

Education (Continued)Internships/ResidenciesEvaluation of Student WorkLanguage Lessons


Why podcasting in education?Enhance Student EngagementSelf-Pace Distance LearningDeliver Alternative Course ContentMake Content PortableEncourage Critical ThinkingOffer A Rich Learning Environment

Why podcasting in education?Enhance Student EngagementSelf-Pace Distance LearningDeliver Alternative Course ContentMake Content PortableEncourage Critical ThinkingOffer A Rich Learning Environment


ProsGeneration X and Y and Neo-Millemium LearnersVoice CommunicationLearning Modes Added Time-Shift InformationLearner Control

ProsGeneration X and Y and Neo-Millemium LearnersVoice CommunicationLearning Modes Added Time-Shift InformationLearner Control


ConsCopyright IssuesTechnology Inappropriately Used

ConsCopyright IssuesTechnology Inappropriately Used


USM Podcasting Pilot Project GoalsInvolve FacultyProvide Alternative Course ContentUse of Easy Tool for RecordingIncrease Students’ PodcastingOffer Rich Learning EnvironmentTest Podcasting Technology with Pilot Faculty

USM Podcasting Pilot Project GoalsInvolve FacultyProvide Alternative Course ContentUse of Easy Tool for RecordingIncrease Students’ PodcastingOffer Rich Learning EnvironmentTest Podcasting Technology with Pilot Faculty


Pilot Faculty and StaffPilot Faculty and Staff

Faculty Participants - 12 faculty members from 5 colleges and the library


Podcasting Pilot Project PersonnelProject Directors:

Dr. Steve YuenDr. Sharon Rouse

Learning Enhancement Center Staff:Sheri Rawls, DirectorAmy Thornton, Instructional TechnologistAdrian Castillo, Multimedia Developer

Podcasting Pilot Project PersonnelProject Directors:

Dr. Steve YuenDr. Sharon Rouse

Learning Enhancement Center Staff:Sheri Rawls, DirectorAmy Thornton, Instructional TechnologistAdrian Castillo, Multimedia Developer


Podcasting Pilot Project Faculty Activities

Participating in a Support GroupMailing List and BlogTraining on Podcasting TechnologyConducting Formative and Summative Assessments

Podcasting Pilot Project Faculty Activities

Participating in a Support GroupMailing List and BlogTraining on Podcasting TechnologyConducting Formative and Summative Assessments


www.usm.edu/lec/podcasting/


Pilot StudySelected Faculty ParticipantsProvided Training and Roundtable Discussion Sessions for Faculty in June 2007

Pilot StudySelected Faculty ParticipantsProvided Training and Roundtable Discussion Sessions for Faculty in June 2007


Pilot Study PurposeTo determine students’ interest, technology background, learning styles, study habits, attitudes toward the use of podcasting in teaching and learning

Pilot Study PurposeTo determine students’ interest, technology background, learning styles, study habits, attitudes toward the use of podcasting in teaching and learning


TimelineLaunched Pilot Project in April 2007Invited Faculty to Submit Podcasting Proposals and IdeasConducted Online Student Survey in May 2007Survey Completed by 965 Students in Face-to-Face and Online Undergraduate and Graduate Classes

TimelineLaunched Pilot Project in April 2007Invited Faculty to Submit Podcasting Proposals and IdeasConducted Online Student Survey in May 2007Survey Completed by 965 Students in Face-to-Face and Online Undergraduate and Graduate Classes


Timeline (Continued)Awarded a 80GB iPods, a Mac Book, and a TuneTalk Recorder for each Pilot Faculty Implemented Podcasting in Selected Undergraduate/Graduate Courses Beginning Fall 2007Conducted the First Phase of Formative Assessment in December 2007

Timeline (Continued)Awarded a 80GB iPods, a Mac Book, and a TuneTalk Recorder for each Pilot Faculty Implemented Podcasting in Selected Undergraduate/Graduate Courses Beginning Fall 2007Conducted the First Phase of Formative Assessment in December 2007

USM Podcasting Survey Response Percentages by Age

8%

47%

15%

9%

7%

14%

Under 2020-2526-3031-3536-4041-above



Computer Connections Students Use

120

716

9845 41

0100200300400500600700800

Internet Connections

Phone Dial UPCable, DSLT1/LAN/WANNot SureOther

Media Students Use to Listen to Podcasts

59%29%

1%

4% 7%Computer/LaptopiPod/MP3

PDA

CD

Other



iPod Models Students Own

4% 5%

11%

3%

11%

5%

6%34%

21%Scroll WheeliPod TouchiPod MiniClick WheeliPod ShuffleiPod PhotoiPod w/ ColorNano5th Gen Video


Number of Hours Students Use Their iPods or MP3 Players

Weekly

34%

26%

21%

12%

5%

2%

5< 5<10 10<20 20<3030<4040<50


Students Prefer the Mobility that the iPod/MP3 Player Provides

55%26%

1%

1%

17% Strongly Agree

Agree

Disagree

StronglyDisagreeNot Applicable


Students Prefer the Mobility that the iPod/MP3 Player Provides

19%

30%32%

19%

Ability to review materials at my own paceAbility to review materials whenever I wantAbility to review materials repeatedlyAbility to review materials wherever I want


Students are More Likely to Use the Podcasts if Available to Them

43%

31%

4%

1%

21%

Strongly Agree

Agree

Disagree



How Students Feel Podcasting Course Materials Improve

Learning

31%

29%8%

5%

27% Very HelpfulHelpfulLittle HelpNo HelpN/A


Podcast Format that Students Feel Suits Their Personal

Learning Styles

16%

25%59%

Audio

Audio andImages Video


Percentage of Students Interested in Accessing

Instructional Materials Using Podcasting

79%

21%

Yes

No


Hours Students Spend Using iPod/MP3 Player to Access

Instructional Materials

85%9%

3%

2%

1%

0%

5< 5<10 10<20 20<3030<4040<50


Students Podcasting Media Presentation Preferences

16%

25%59%

Audiow/ImagesVideo


Students Prefer Podcast Course Delivery to Attending Lectures

17%

23%

18%8%

34%

Strongly Agree

Agree

Disagree



Are Students More Likely to Enroll in Classes Offering

Podcast?

25%

30%13%

5%

27%

Strongly Agree

Agree

Disagree



Students Feel the Addition of Podcasting Course Material is to

Understanding of the Course Content

29%

31%7%

5%

28% Very HelpfulHelpfulLittle HelpNo HelpN/A


Pilot Study ResultsStudents strongly favored classes using podcasting for the ability to review materials repeatedly and whenever they wanted

Pilot Study ResultsStudents strongly favored classes using podcasting for the ability to review materials repeatedly and whenever they wanted


Pilot Study Results (Continued)Students preferred the following:

Taking classes that offer combination classes that used face- to -face classroom experience and podcastingTaking a class offering podcasting, and indicated they would be more likely to use an iPod or MP3 if it were available

Pilot Study Results (Continued)Students preferred the following:

Taking classes that offer combination classes that used face- to -face classroom experience and podcastingTaking a class offering podcasting, and indicated they would be more likely to use an iPod or MP3 if it were available


Conclusions from the Pilot StudyStudents at USM are interested and would like to have podcasting implemented into their classesThe data should be used to design and develop instructional podcasts that will help instructors and students in the learning process, foster engagement and reflection, and to enhance overall user experience for students in their learning environment

Conclusions from the Pilot StudyStudents at USM are interested and would like to have podcasting implemented into their classesThe data should be used to design and develop instructional podcasts that will help instructors and students in the learning process, foster engagement and reflection, and to enhance overall user experience for students in their learning environment


Conclusions from the Pilot Study (Continued)

The study provided data that supported faculty involvement in participation in a podcasting initiative to improve student’s learning opportunities through the use of innovative technologies

Conclusions from the Pilot Study (Continued)

The study provided data that supported faculty involvement in participation in a podcasting initiative to improve student’s learning opportunities through the use of innovative technologies


Lessons LearnedKnow your audience.Focus on your content - Garbage in, Garbage Out…Invest in a good microphone for your podcast.Have notes and an outline to keep on the topic.

Lessons LearnedKnow your audience.Focus on your content - Garbage in, Garbage Out…Invest in a good microphone for your podcast.Have notes and an outline to keep on the topic.


Podcasting 101Edit your podcast appropriately for content, quality, and length. Keep your podcast short and file size small - use a lower rate of bits per second (32 kpbs, 16 KHz, Mono) and still sound good to listener.

Podcasting 101Edit your podcast appropriately for content, quality, and length. Keep your podcast short and file size small - use a lower rate of bits per second (32 kpbs, 16 KHz, Mono) and still sound good to listener.


Podcasting 101 (Continued)A “talking head” is distracting. Do not include video if the video does not enhance the content.Deliver valuable, informative, engaging content to students that they cannot get from any other sources.Provide notes for students to review content of the episode before and while they listen to the podcast.

Podcasting 101 (Continued)A “talking head” is distracting. Do not include video if the video does not enhance the content.Deliver valuable, informative, engaging content to students that they cannot get from any other sources.Provide notes for students to review content of the episode before and while they listen to the podcast.

PodcastingPodcastingPodcasting Questions for Thought…Will students still come to face-to-face lectures?What about public access to audio filesWhat about copyright issues?Is it difficult to search or scan podcast content?Do podcasts lend themselves to passive and prescriptive teaching?What about issues concerning bandwidth?

Podcasting Questions for Thought…Will students still come to face-to-face lectures?What about public access to audio filesWhat about copyright issues?Is it difficult to search or scan podcast content?Do podcasts lend themselves to passive and prescriptive teaching?What about issues concerning bandwidth?


Podcasting IssuesPodcasts are not interactive.Podcasts have limited usefulness for the hearing impaired.

Podcasting IssuesPodcasts are not interactive.Podcasts have limited usefulness for the hearing impaired.

PodcastingPodcastingQuestions?

Comments…

Thank You for Attending Our Session!

This presentation is available on the Web at: www.slideshare.net/scyuen/

Questions?

Comments…

Thank You for Attending Our Session!

This presentation is available on the Web at: www.slideshare.net/scyuen/

Students' Knowledge of and Attitudes Toward Podcasting in Teaching & Learning

Education

use of podcasting

podcasting media students

podcastingwhy podcasting

podcastingpilot faculty

invited faculty

faculty injune

students knowledgeof

students inface