GoogleTranslate Service

Podcasting, pedagogy and informal learning

November 19th, 2007 by Graham Attwell

I’m in a bar in Sofia – grabbing a bit of bandwidth. And in comes this interesting email.

“Dear Dr. Attwell,” it says, (thanks for the Doctorate, I am a sucker for flattery), “I am a producer for the Spanish Americas Section of the BBC World Service. I am writing an article about Online Educa Berlin and I would like to have a telephone interview with you about Podcasting.

The idea is to talk about Podcasting as a tool for learning, what is the potential and the future of the tool, the plus and the minus points.”

Well how could I refuse. But I thought it might be time to do a little research about podcasts, as opposed to just making them. I remembered the excellent Impala project – I have an interview with one of the project researchers, Ming Nie, due out next week. The IMPALA project, funded by the UK Higher Education Academy, is investigating the impact of podcasting on student learning and how the beneficial effects can positively be enhanced.

Perhaps more interestingly, the IMPALA partners are experimenting with a range of pedagogical models to address specific challenges in teaching and learning.

I searched around the various project web sites, wikis, blogs and presentations. I am not sure about their first attempt at a model – it seems to me overly media / technology prescriptive. But some of the work looking at the pedagogic use of podcasts is very useful.

In a paper presented at a JISC Workshop on Innovative E‐Learning with Mobile and Wireless Technologies, they say podcasts can be used:To support online learning and to integrate other e‐learning activities – a profcast model

  • As extensions to lectures: summaries, additional learning resources, further reading and research
  • To enhance student learning in location‐based studies
  • To bring topical issues and informal content into the formal curriculum
  • To develop reflective and active learning skills
  • To develop students’ study skills during the first year at the university
  • In a presentation at Alt C, 2007 Ming Nie says podcasting can “facilitate collaborative learning and skills development through dialogue (Allen, 2005; Laurillard, 2002;Wenger, 1998).
    Ming Nie goes on to say podcasting can be used to “Capture Informal Knowledge, Experience, feelings, viewpoints through conversation, discussion, debate. Podcasting is Personal, interesting and engaging.”

    From conversations with e-learning researchers and practitioners in the corporate sector, I think education is behind in this. Many large companies are already using podcasting to develop and capture informal learning. the problem with education is it isn’t quite sure about informal learning. Yes it is there. yes, it is probably a good thing. But do we really want to sanction knowledge acquisition which takes place outside of the classroom or the VLE and outside the approved sanction of the official curriculum.

    Please follow and like us:

    Comments are closed.

    • Search

      Social Media

      News Bites

      Cyborg patented?

      Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.

      Please follow and like us:

      Racial bias in algorithms

      From the UK Open Data Institute’s Week in Data newsletter

      This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.

      Please follow and like us:

      Gap between rich and poor university students widest for 12 years

      Via The Canary.

      The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

      Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

      The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.

      Please follow and like us:

      Quality Training

      From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.

      Please follow and like us:

      Other Pontydysgu Spaces

      • Pontydysgu on the Web

        Our Wikispace for teaching and learning
        Sounds of the Bazaar Radio LIVE
        Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

        We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

        Please follow and like us:
    • Twitter

    • Recent Posts

    • Archives

    • Meta

    • Categories