Lisa O’Neill, Instructional Development Consultant, Learning & Teaching Centre, BCIT
Jay Loftus, Masters Candidate,Masters of Distance Education, Athabasca University
Best Practices for mobilizingBest Practices for mobilizingeducational media ineducational media in
Post SecondaryPost Secondary
The scope of the investigation being conducted Define Media Casting Highlight overarching themes and misconceptions Results of Faculty use and Student value surveys Recommendations/Best Practices for diffusion
An OverviewAn Overview
How do we assure we are diffusing innovative use of educational media?
How do we encourage media casting as an educational enhancement in Post Secondary?
Supporting Faculty InnovationSupporting Faculty Innovation
If we cast media will it add value to the learning experience?
What pedagogical models of educational media casting do students value?
Supporting Student LearningSupporting Student Learning
No ubiquitous definition existsWhat is podcasting to you?
A definition of Media CastingA definition of Media Casting
Common thread through most definitions in the
academic literature is;
Deliver content in the form of audio/video files over
the internet
Distribution via subscription
A definition of Media Casting A definition of Media Casting (cont’d)(cont’d)
Rogers Diffusion of innovation theory Three of his four theories of diffusion apply to
media casting;
1.Innovative decision process theory
2.Individual innovativeness theory
3.Perceived attributes
Theoretical ModelsTheoretical Models
Ely’s eight conditions for the facilitation of implementation of technological innovation
1. dissatisfaction with the status quo
2. existence of knowledge and skills
3. availability of resources
4. availability of time
5. existence of rewards or incentives
6. Participation
7. Commitment
8. leadership
Ely’s Final three conditions (1. Participation, 2. Commitment, 3. leadership) are essential to sustainability of tech. innovation (Zellweger Moser, 2007)
Theoretical Models Theoretical Models (cont’d)(cont’d)
Major hub of the cycle is the condition of time
Theoretical Models Theoretical Models (cont’d)(cont’d)
A 40 question online survey to Faculty at BCIT
focused on USE A 20 question online survey to the student body
focused on VALUE Redundant messaging was posted to all student
and instructor areas (email, intranet, on campus
posters, Facebook, etc.) Open for 14 days
The surveyThe survey
Good balance of face-to-face/ online participants,
representation from all schools (trades, health, technology,
business) and balanced response from male female Average age of Faculty respondents was 41 and half of
student respondents where 25 and under 64 Faculty and 274 student respondents 83.3% of faculty knew what podcasting was 82.8% of students knew what podcasting was
The survey The survey (cont’d)(cont’d)
Change perceptions of media
casting
How do we assure we are diffusing How do we assure we are diffusing innovative use of Educational media?innovative use of Educational media?
Computer Self-Efficacy results:High score represents high CSE (M = 41, SD = 2.36)Relationship between efficacy and interest level amongst high and low groups F(12,15) = 1.19 , p < .05
Level of Interest in Educational Media Casting Amongst Faculty
The surveyThe survey
Ely’s (1990) 3 (of 8) conditions (Participation,
Commitment, Leadership)
Support through release time Encourage through recognition Promotion through demonstration
How do we encourage educational media How do we encourage educational media as an educational enhancement?as an educational enhancement?
How often do you seek support help from the TLC?
Perceived support at all levels ... Department (M = 3.23, SD = 1.70 ) School (M = 2.92, SD = 1.216) Institution (M = 3.06, SD = 1.286)
To note...To note...
Students do not even come close to utilizing the
original intent of casting media (distribution
through subscription for playback on mobile
devices) They seem to treat the media being cast much the
same as any media distributed through any other
means (i.e. streamed, emailed).
If we cast it will it add value to the learning If we cast it will it add value to the learning experience?experience?
Opportunity to mobilize educational media◦ Results showed that 54.7% of respondents had a portable audio player
◦ 20.8% had a mobile device that allowed them to play a video file and more than half also had a cell phone that could be used as an audio/video player (having at least 2GB of storage)
◦ 43.4% of respondents had multiple mobile devices that could storage and play media
Transit time as a means of gauging obvious “dead time” that might be utilized for playing media being cast ◦ 54.4% of respondents took transit or walked to school
◦ 41.2% of respondents had more than a half hour to more than an hour of travel time each way
The survey The survey
Although 82.8% of all respondents know what a podcast is, just over 70% do not subscribe to podcasts for any reason (including personal hobbies and interests)
Of the remaining 12.6% watch between 10-20% of them and only 9.2% watch between 80-100% of podcasts they subscribe to
That being said when asked if they would watch a podcast that the instructor provided to them 85.4% of respondents said that they would
To note: Of those that watch podcasts currently... 77.3% of respondents watch on their computer/laptop and only 20.7% watch from a mobile device
The survey The survey (cont’d)(cont’d)
When students where asked the value (from extremely valuable
to no value) they associated to specific types of media casts
students perceived lecture review/summary, exam study aids
and video demonstrations as more valuable than others
identified Survey responses and comments also clearly indicated that
they did not perceive student created podcasts as part of
project work of much value and felt that student created
podcasts transferred the burden of teaching from instructor to
students.
What pedagogical models of media casting What pedagogical models of media casting do students value?do students value?
The survey The survey
1. Worry less about computer self-efficacy and focus on getting
Instructors release time and support to “play” with media
casting
2. Institutions need to prioritize reward and recognition
programs ahead of lecture capture systems
3. Focus on augmenting instruction with short succinct media
“bites” (i.e. trailers for your lecture, review the
highlights/salient points, week in review, reading summary,
video demo’s)
Our recommendationsOur recommendations
4. Institutions and faculty need to work together to highlight the
benefits of media casting AS its being introduced to students
5. Consider student created media casting when student
interaction is very limited and the media created will resolve
this issue
6. Faculty need to be proactive in seeking support from
technology and academic professionals when deciding what
media is appropriate to create/cast
Our Recommendations Our Recommendations (cont’d)(cont’d)