1. Encontro sobre podcastsBraga, Universidade do Minho, Portugal8 e 9 Julho 2009 A podcasting framework for teaching and learning in Higher Education Dr Palitha Edirisingha Beyond Distance Research Alliance University of Leicester, UK

2. Informal Mobile Podcasting And Learning Adaptation IMPALA Investigates the impact of podcasting on student learning Develops testable and transferable models of podcasting Develops subject- and context-specific exemplars and user cases Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

4. Engineering

5. English Language & Communication

6. Genetics

7. Human Geography

8. Physical Geography

9. Physics

10. Sociology

11. Media and Communication

12. Veterinary Sciences

13. Leicester

14. Kingston

15. Nottingham

16. Gloucestershire

17. Royal Veterinary CollegePalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

19. Scotland - University of Edinburgh

20. South Africa - University of Cape Town

21. Australia - Charles Sturt University, University of New EnglandPalitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

22. IMPALA 2 Geography, Earth and Environmental Sciences Genetics and Biomedical Sciences Transition from school to university IMPALA 3 IMPALA 4 Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

23. Technology Pedagogy Wink, J. 3 Perspectives on PedagogyRetrieved 22.2 2009 , www.joanwink.com/3perspectives.html Source: Gilly Salmon (2009). Podcasting for Pedagogical Purposes meeting, 24 Feb 2009, University of Leicester.

24. Research methods Qualitative and Quantitative Initialquestionnaire Finalquestionnaire Staffinterviews Studentfocusgroups Studentpersonalinterviews 12 weeks Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

25. How podcasting can support students’ learning Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

26. Format of content:audio, audio-vision Content capture: Free software and tools Content distribution: Free software / tools and automated services Possibilities forcontent, creativity:endless ….. Potential for learning Patterns, locationsof use:potential to tap intodigital listening cultures Content access:free, automated tools,services Use:learner-owned technologies Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

27. A framework for podcasting approaches Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

28. 11 eLearning Africa, Nairobi, 28 May 2007

29. 12 eLearning Africa, Nairobi, 28 May 2007

30. 13 eLearning Africa, Nairobi, 28 May 2007

31. 14 eLearning Africa, Nairobi, 28 May 2007

32. 15 eLearning Africa, Nairobi, 28 May 2007

33. 16 eLearning Africa, Nairobi, 28 May 2007

34. 17 eLearning Africa, Nairobi, 28 May 2007

35. 18 eLearning Africa, Nairobi, 28 May 2007

36. One podcasting approach in detailPodcasts to support online learning: an undergraduate Engineering course‘profcasts!’ Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

38. 40 online lectures (each 10 minutes long) + 40 quizzes Tutorial Tutorial Tutorial 1st meeting Assessment 1 Assessment 2 Assessment 3 End-of-semester assessment Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

39. Core knowledge Core knowledge Current events Feedback and planning Humour Why podcasts Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

41. Middle: announcements, feedback, advice [7 minutes]

42. End: fun! [1 minute]Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

44. Format of ‘profcasts’ Middle: announcements, feedback, advice Students’ achievements Signposting to the course Overview of typical amount of work expected A comparison of findings amongst groups (e-tivity tasks) Feedback as a group Comments on assignments How to pace studies Further explanations - concepts Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

46. How profcasts complements other teaching and learning activities in the course Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

47. 40 online lectures (each 10 minutes) + 40 quizzes Tutorial Tutorial Tutorial 1st meeting Assessment 1 Assessment 2 Assessment 3 End-of-semester assessment Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

48. 40 online lectures (each 10 minutes) + 40 quizzes quiz quiz quiz quiz quiz quiz quiz quiz Pod-3 Pod-2 Pod-1 Pod-4 Reminds E-tivity 1 E-tivity 2 Gets learnersgeared up for 1st meeting Tutorial Assessment 1 Representation of the course design Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

49. An extract from a profcast – feedback ‘Well – how do you think the assignment went?’ ‘The group with the highest score was group 2 – well above the others with an average score 72%. Group 3 got a score of 63% and the other two groups got average marks in the high 2(ii)s. The average mark was 31 out of 50, i.e. 62%.’ ‘You mostly did well in knowing the different types of fibre and you seemed to know what attenuation was – although you didn’t always get your decibel calculations correct. You need to make sure you understand the difference between millis, micros, nanos, and kilos, megas, and gigas – if you’re not sure then check in the Engineering Data book and learn them.’ (Fothergill, 2008). Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

50. An extract from a profcast – feedback ‘You were a bit more hazy on what dispersion is – which is a pity because it’s really the rationale for using lasers as you’ll see later in the course. You’ll see that lasers have a very narrow bandwidth and so reduce intramodal dispersion. Many of you couldn’t answer the question that gave you some data and then said, “If the source has a bandwidth of 50 nm, what is the maximum bit rate possible over a 10 km link?” This will be quite useful in your final assignment. In particular many of you found it difficult to distinguish between different types of dispersion.’ (Fothergill, forthcoming) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

51. What do the students say about ‘profcasts’ In the beginning I didn’t know what podcasts are. … professor has got a really good sense of humour. I really like that. I really like his lectures and podcast. If you are interested in the way the module is taught, then you sit down and study. But if the module is boring or the lecturer is boring you think “oh, I have to study this. But I don’t want to”. The way the module is taught is interesting. It makes people interested in the module. (Fothergill, 2008) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

52. What do the students say about ‘profcasts’ Professor talks about the course, example, topic for the week and explanations relating to the topic studied. I learn other things which sometimes aren’t related to the course. It is quite useful, it is just general feedback. He points out where students make mistakes. (Fothergill, 2008) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

53. What do the students say about ‘profcasts’ The good thing about podcasts is you can sit in your room and play and listen to them. He is saying things about the module. It is good to listen to them. I listen to them after about 8pm. When they are announced … when I don’t have anything else to do like course work, I listen to them. It is really good when he relates information in the lecture to real life. It helps you to understand things. (Fothergill, 2008) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

54. Nearly the end of my talk!!Three things to remember… Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

56. Doubling the life of iPods Podcasting in context Podcasting technology Podcasts and lectures Podcasts and practicals Podcasts and locations Podcasts and feedback Podcasts and online learning Podcasts and distance learning Podcasts and resources Podcasts and students’ storytelling Podcasts and collaborative learning Podcasts for reflective learning Students’ podcasts as learning tools Developing pedagogical podcasts The future for podcasting The university in your pocket http://www.podcastingforlearning.com How to do podcasting – practitioner guide

57. A ten-factor development model http://www.podcastingforlearning.com 1. Purpose / pedagogical rationale 2. Medium: audio only or audio and visual) 3. Convergence: integration with other e-learning 4. Authors and contributors of content 5. Structure: frequency and timing 6. Reusability of content 7. Length 8. Style: presentation, interview, dialogue 9. Framework of content organisation 10. Access system: via VLE or Internet-based feeder service (RSS) Palitha Edirisingha, Universidade do Minho, 8 e 9 Julho 2009

58. Thank you!Please join the Impala community pe27@le.ac.uk www.impala.ac.uk www.podcastingforlearning.com