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Podcasting
Podcasting lets you automatically distribute audio or video content over the Web. Content producers upload media files to a Web server and make an entry in an RSS data file (also on a Web server). Anyone with an Internet connection can then access the RSS file, which references the newly uploaded media file. Typically, this is done with free software known as an aggregator or podcatcher – iTunes and Juice are examples. The aggregator checks the RSS file and, finding a new entry, automatically downloads the new media file. The user can then play that file on the device of their choice – personal computer, mp3 player, etc.
How would I use this in my class?
The most common approach to podcasting in higher education is to record in-class lectures – also known as "course casting." Professors are often reluctant to record lectures and make them available online, fearing that attendance will suffer. Faculty and student surveys at a number of institutions suggest that this mostly is not the case. In a 2006-2007 study of 112 US institutions, 77% of professors reported that podcasting had no effect on attendance in their class, while only 5% reported a drop in attendance.
A more pedagogically advantageous use of podcasting might be to record lectures in advance and make them required listening before class. Class time could then be devoted to discussion, group work or hands-on demonstrations. Professors at some institutions make podcasts a deliverable assignment, requiring students themselves to produce podcasts as part of the class (see http://i-generation.blogspot.com/)
Why would I use this in my class?
Podcasting allows the student to pause, rewind and review course material at their convenience. Think TiVo for educational material. Today's student is accustomed to time-shifted media. Podcasting increases the prominence and availability of your material on the media landscape in which, like it or not, you compete for their attention.
Surveys suggest that more than half of students using podcasts in their classes say that it enhances the value of classes and aids learning:
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A 2006 University of California, Davis survey asked, "Did having mp3 copies of the lectures enhance the value of the course?" Greatly enhanced Somewhat enhanced Did not enhance |
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A 2006 University of Wisconsin, Madison survey asked, "Did the availability of podcasts improve your learning?" Yes Unsure No |
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A 2006 College of St. Scholastica survey asked, "Has the availability of podcasts/audio helped you do better in the course?" Yes Unsure No |
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How do I get started?
To get started using podcasts in your classes, please contact Dylan Hurd, College of Education and Health Professions coordinator of Web-based services,at dshurd@uark.edu or 575-7012.
Page last updated: 7/11/2007 9:48
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