My second review is of the University of Glasgow ’s project on use of podcasting in philosophy:
http://www.jiscinfonet.ac.uk/case-studies/tangible/glasgow/index_html1
The contrast with the project I reviewed in my previous post is striking. Here, we have a single individual trying something different for its own sake. Nothing wrong with that of course but, in terms of our previous discussion of what constitutes true innovation, it lags well behind the Swansea project. Essentially, it's a revision aid for students, an alternative to conventional note-taking.
I'd be interested to know if others agree.
Context and aim of project
This project is mainly motivated by the enthusiasm of an individual teacher. It takes place on two courses in a conventional university environment. No specific aim is stated other than a desire to try out new approaches.
Level and nature of learners
Final year undergraduates in philosophy and, in the case of one course, psychology.
Training and experience required of teachers
None, though technical training was needed for converting audio files into podcasts.
Learning design
Lectures are recorded live and then podcasted via the university’s network. The lectures are described as highly interactive and supplementary discussion and comments appear on the university’s VLE, though these features pre-existed in the live lectures so are not integral to the elearning innovation as such.
Special equipment and/or facilities
Earlier recordings were made on an mp3 player, and technical expertise was required to post these to the website.
Later, a Sanyo voice-recorder (ICR-S250RM) was used, rendering technical expertise unnecessary.
Key benefits
1) Students use the podcasts for revision, to improve their understanding and to access material they missed.
2) Widening participation – eg an agoraphobic student, wider public accessing the podcasts for general interest.
3) A high level of both student enthusiasm and successful course results is reported but it is not clear how far this is related to the course and lecturer rather than the podcasting innovation.
4) Students’ enthusiasm for elearning appeared to increase.
Key lessons learned
1) Prompt posting of podcasts is important to students.
2) It is easy to forget to start recording at the beginning of the lecture, and check that any batteries will last!
Potential for further development
1) The project involves only one lecturer. The report strongly implies that it would be advantageous to extend the practice.
2) Can be used to generate interest in the discipline area and as a taster for potential students.
3) Posting snapshots of the whiteboards to accompany the lectures.
4) Facilitating tagging of the podcasts to help students in note-taking and revising
Comments
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Hi Sue,
This case study indeed presents a simple way to use technology to enhance teaching. I agree with you that more evaluation from students should have been shown. This was mentioned by Nickey too. What really catched my attention and I consider it important benefit is the use of podcasts in the case of a student who was suffering from depression and agoraphobia. I think that helping students with learning difficulties or disabilities is very important.
I've enjoyed reading your review and thank you for making me think some aspects that I did not in the first place.
Theodora