Web 2.0 Workshop #2

Podcasts, Audio Files and Videos/YouTube

PodcastsA podcast is a series of digital media files that can be downloaded from the internetvia web syndication, such as RSS feeds, or through iTunes subscriptions. It can consist of either audio or video.

Podcasts began as independently distributed recordings made by individuals. They are now produced by everyone from large media conglomerates, to cultural institutions, to universities.

Where can I find podcasts?Podcasts are usually housed within blogs or websites. Every time a new episode isadded, it will appear in the podcast’s RSS feed. Feed readers like Google Reader or iTunes will then display the update to subscribers.

1. RSS

2. iTunes

Streaming VideoUnlike podcasts, which are downloaded directly to a computer or mobile device, streaming media is viewed directly on the internet. Streams can be either live oron demand.

Streaming video exploded in popularity with the advent of video sharing websites, the most famous of which is YouTube.

The first video was uploaded to YouTube in 2005. In 2010, users uploaded 13 millionhours of content. In that same year, the site received up to 2 billion views a day.

Applications in Higher EducationThe technology behind podcasting and streaming video has been used to developeducational content for every possible demographic.

Lecturecasts and Screencasts are two ways this technology has been used to create instructional material.

Lecturecasts are recordings (audio or video) of lectures that are then shared via the internet. One example of this is Ryecast, Ryerson’s own site for streaming audio and video

Other examples of lecturecasting:

A screencast is a recording made of the output from a computer screen, usually accompanied by some form of narration. This technique is most often used for instructional videos.

Screencasts of these Web 2.0 workshops are available via Ryecast

Finding ContentIt’s easy to find audio and video content using Google, iTunes, or YouTube.

Sample search term: “Cornel West”

Sharing ContentTo share media, look for buttons or links that say Share, Embed, URL, or Get Link

Sharing ContentTo share media, look for buttons or links that say Share, Embed, URL, or Get Link

Using Content in the ClassroomThe use of audio and video content in the classroom is only limited by your imagination. Here are some examples of how podcasts, streaming video, and YouTube have been integrated into university-level coursework and curricula:

Prof. David Miller from the University of Connecticut produced 90 video lectures which he required students to watch in lieu of class lectures. He then devoted class meetings to questions, discussions, and demonstrations.

Lecturecasting

Lecturecasting: Benefits and Drawbacks

Lecturecasting: Outcomes

Lecturecasting: Outcomes

“Almost half the class earned A’s (I do not curve grades), and for the first time that I can recall, nobody failed the

course”—David Miller

PodcastingBetween 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support.

Type Description Number of Courses

Lecture Supplements

Instructor-created materials (audio, video, enhanced audio) that extend topics covered in lecture. These include mock-radio shows, case studies, interviews with experts, introduction or elaboration of concepts covered in lecture.

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The types of podcasts they created:

PodcastingBetween 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support.

Type Description Number of Courses

Lecture Audio or video recordings of in-class lectures or video, audio, or enhanced virtual lectures delivered outside class time

15

The types of podcasts they created:

PodcastingBetween 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support.

Type Description Number of Courses

Sounds Audio recordings of bird songs, lung/heart sounds, orchestra rehearsals, musical performance

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The types of podcasts they created:

PodcastingBetween 2006 and 2007, the University of Wisconsin at Madison awarded grants to 90 faculty members to enable them to create podcasts to accompany their courses. They received money for software and equipment and several hours of technical consultation and support.

Type Description Number of Courses

Student Presentations

Audio or enhanced presentations created and recorded by students

5

The types of podcasts they created:

Podcasting: OutcomesParticipating faculty and students were surveyed after the program’s completion.

Most instructors found it easy to produce and distribute podcasts to their classes

Some instructors found evidence of learning gains by students. Others found that podcasting enabled them to provide course materials in formats that were a good match with students' learning styles and study habits at home and out in the field

Most students reported that using their course podcasts enhanced their learning. Students used them in a variety of ways, from studying for exams to satisfying curiosity, but most often to clarify and review what was covered in classPodcasting: a Stepping Stone to Pedagogical Innovation

YouTubeMIT Press just released Learning From YouTube, an internet-based hybrid of text and video created jointly by Pitzger College Prof. Alexandra Juhasz and the students of her media studies class on YouTube.

The “book’s” content will be altered constantly, based on user-submissions to the site as well as the ever-changing landscape of YouTube.