Sharon E. Rouse, Ph.D.Assistant Professor

Steve C. Yuen, Ph.D.Professor

Sheri L. Rawls, M.S.Director, Learning Enhancement CenterThe University of Southern Mississippi

The University of Southern Mississippi’s Podcasting

Pilot Project

Content

What is Podcasting?Podcasting in EducationPros and Cons of PodcastsUSM Podcasting Pilot ProjectGoals for Podcasting Pilot ProjectPodcasting Pilot Project ActivitiesPodcasting Best PracticesPodcasting Issues

What is Podcasting?

An audio or video file that is distributed over the Internet for listening on mobile media devices or personal computers.Combine technologies to “push” content to your audience using RSS.Portable but no iPod required!Each separate podcast is typically referred to as an episode. Episodes are automatically downloaded and can be synchronized with a portable multimedia device (like an iPod).Create content (audio or video) for an audience that wants to listen or watch when they want, where they want, and how they want.Downloadable as “subscription”

Podcasting in Education

Self-paced distance learningRecording lectures for syndicationLiterary reviews Digital audio booksVideo demonstrations and presentations from students & teachersClass news and updatesHome/school communicationInterviews with guest experts or oral history

Podcasting in Education (Cont.)

Distribution of supplemental information such as speeches or musicStudent-produced podcastsRe-mediation for slower learnersTours/fieldworkStaff developmentInternships/residenciesFeedback/evaluation of student workLanguage lessons

Why Podcasting in Education?

Enhance student engagement with content with audio/video.Facilitate self-paced learning.Deliver alternative course content to students. Make content portable for multi-tasking.Encourage critical thinking, speaking, and writing skills.Offer a richer learning environment.

iTunes University

www.apple.com/education/solutions/itunes_u/

Pros and Cons of Podcasts

PROS:Appeal to Generation X and Generation YUse Voice CommunicationActivate Additional Learning ModesOffer Time-Shift InformationIncrease Learner Control

CONS:Copyright IssuesPotential for Inappropriate Use of Technology

USM Podcasting Pilot Project

www.usm.edu/lec/podcasting/

Goals for Podcasting Pilot Project

Involve USM’s faculty in podcastingDeliver alternative course content to studentsEnhance student engagement with content with audio/videoProvide an easy to use tool for recording field notes, interviews, and discussionsIncrease students’ podcasting use on campusOffer a richer learning environmentTest podcasting technology with pilot faculty before campus wide implementation

Pilot Faculty and Staff

Podcasting Pilot Project Personnel

Project DirectorsDr. Steve YuenDr. Sharon Rouse

Learning Enhancement Center StaffSheri Rawls, DirectorAmy Thornton, Instructional Technologist

Faculty Participants12 faculty members from 5 colleges and library

Podcasting Pilot Project Activities

Support group meets each monthInfo sharing and support via pilot project mailing list and blogReceive training on cutting-edge podcasting technologyConduct formative and summative assessment via instructors and students survey and interviews

Timeline

Launched in April 2007Announced the Call for Proposals in April 2007 – Invited faculty to submit podcasting proposals and ideasConducted online student survey in May 2007 – collected students’ interests, technology background, learning styles, study habits, and attitudes toward the use of podcasting in teaching and learning

Timeline (Cont.)

Began faculty training and roundtable discussion sessions in June 2007Awarded 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 Dec 2007

Pilot Study

Conducted online student survey in May 2007Determined students’ interest, technology background, learning styles, study habits, attitudes toward the use of podcasting in teaching and learningGiven to students in face-to-face and online classes of all levels965 students responded to the online questionnaire

Pilot Study Results (Cont.)

48% of the students completing the survey were between 20-25 years of age 72% of the students were females A great majority of students (84%) had a high speed or LAN connection to the InternetOver 37% of the students took a fully online course or hybrid/blended class

Pilot Study Results (Cont.)

Over 40% of the students lived more than 16 miles away from campusAbout 43% of the students’ typical commute time was over 20 minutesOver 20% of them spent over 60 minutes on the road to campus

Pilot Study Results (Cont.)

62% of the students own either iPod or MP3 playerMore than 40% of them spend 10-20 hrs/week using their iPod or MP3 playerAlmost 45% of them use their iPod or MP3 player while walking or jogging65% of the students have knowledge about podcasting, but 41% have ever listened to a podcast

Pilot Study Results (Cont.)

Nearly 90% of the students are interested in accessing instructional materials with their iPod or MP3 PlayerAlmost 55% of the students indicated that a class that is being podcast makes them more likely to take it

Pilot Study Results (Cont.)

74% of the students have been using a computer for 8 or more years36% of them do not know whether they prefer using an iPod or MP3 player to using a computer nor do these students (41%) know whether they learn better from being in a face-to-face classroom experience

Pilot Study Results (Cont.)

55% of the students see themselves as visual learners. While the other students see themselves as auditory (23%) and kinesthetic (23%) learnersStudents preferred video podcasts (58%) rather and podcasts with audio and still frames (23%) and (15%) with only audio

Pilot Study Results (Cont.)

Students strongly favored classes using podcasting for the ability to review materials repeatedly and whenever they wantedSome students preferred taking classes that offer podcasting, liked combination classes that used face-to-face classroom experience and podcasting, and were much more likely to take 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 Study

Students 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 environmentThe 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

Podcasting Best Practices (Cont.)

Know your audience.Focus on your content. Garbage in, Garbage Out…Invest a good microphone for your podcast. Have notes and an outline to keep on the topic.Edit 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 Best Practices (Cont.)

A “talking head” is distracting. Don’t include video if your video does not enhance the content.Deliver valuable, informative, engaging content to your 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 Issues

Will students still come to your lectures?Public access to audio files?Copyright issue.Difficult to search or scan podcast content.Podcasts can lend themselves to passive and prescriptive teaching.Issues concerning bandwidth.Not interactive.Limited usefulness for the hearing impaired.

Questions or Comments?

THE END

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