Students as Producers: Second Year Students' Experiences as Podcasters of Content for First Year Undergraduates (original) (raw)

The educational value of student-generated podcasts

2008

. However, most applications tend to use staff-developed content to provide material to supplement lectures. The use of learner-generated podcasts and its impact on the learning of both student producers and listeners are under researched. This paper reports on a pilot study of student-created podcasts. The podcasts were developed by a group of medical students at the University of Leicester who chose to study a genetic module in their second year. The content of the podcasts was entirely generated by students. Their topics covered a range of ethical issues surrounding genetics. Five student-developed podcasts were made available in early 2007 for other medical students to access through the Medical School Virtual Learning Environment (VLE). The study focused on the impact of these student-developed podcasts on student producers' learning. It demonstrated how podcasting can empower learners and help them become more active and independent learners, and how studentdeveloped podcasts can promote engagement and motivation for learning, improve cognitive learning and develop transferable team-working skills among student producers. This paper offers an example of student-generated podcasts from practice and insights on how this practice might be expanded and transferred to other learning contexts with HE sectors.

Everyone���s learning with podcasting: A Charles Sturt University experience

Proceedings ascilite Sydney 2006, 2006

The authors have been involved in a year long project in which a group of second year undergraduate students is placed in charge of producing a series of educational podcasts targeted towards other students undertaking a number of information technology subjects. The exercise has proved to be a valuable learning experience for all those involved: the listeners, the producers and the educators. This paper describes the authors' ongoing efforts and discusses the impact of the activities on each of the groups involved. It concludes with ...

Student Generated Podcasts: Learning to Cascade Rather Than Create

Learners in the Co-creation of Knowledge

There is currently an explosion of exploratory uses of podcasts in education, but only a few where the students, rather than the staff, produce the podcasts. Where it has been done, it has mainly been for students where the technology itself was also relevant to their studies (eg ...

Podcasts as Learner-Created Content in Higher Education

International Journal of Online Pedagogy and Course Design, 2011

Using podcasts in higher education has caught more and more attention among educators and researchers, but there is still a strong need for research and academic publications to focus on certain issues, such as the role of the learners. Instead of lecturers (teachers, scientists, and experts), learners (students, trainees or pupils) produce a podcast with a specific content called learner-created content (LCC). This study aims to find out how students experienced the creating of content as learning material in the form of podcasts. The results are two-fold. First, using podcasts included four categories: (1) the development of meta-skills, (2) mobile learning, (3) support for content learning, and (4) facilitating student involvement. Second, the students saw podcasting as a study tool. The study proved authentic, internally and systemically valid and opened up logical generalizability. Some recommendations are given for a better educational use of podcasts in higher education.

Student podcasting for teaching-learning at university

Journal of technology and science education, 2024

There is currently little research on the use of podcasting as a learning tool in the tertiary-level foreign language classroom. Here we attempt to partly fill that gap through a multiple case study of three university teachers who use this technology in their courses in Spanish as a foreign language. We obtained data for analysis primarily in two ways, through individual interviews with the teachers on two separate occasions and by compiling a corpus of all the podcasts (227 in total) the three teachers had used in their classes, most of them student-created. Given this last fact, our analysis focuses especially on the creation of podcasts by students and the teacher's role in the process. Our findings show that podcasting as an educational tool can offer significant benefits for language learning. Student-produced podcasts, in particular, provide students with a context to practice their foreign language speaking skills, but reading and writing skills are also heavily engaged in the process of writing a script for what they will say in their podcast. The production of podcasts can also be highly motivating for students if the final product is posted online on an open-access host site; this means that native speakers of the target language could be among the potential listeners. On the downside, the process of having students produce podcasts requires considerable time and preparation on the part of both teachers and students, and students who are shy or less comfortable with technology may find the task challenging.

Using student-generated podcasts to foster reflection and metacognition

Australian Educational Computing, 2006

Abstract: A group of volunteer students who had previously completed a first year undergraduate information technology subject were tasked with producing audio supplementary material for new students undertaking the subject, to be disseminated through podcasting. The production process, from inception and scriptwriting through to the final recording, was driven by the student-producers, with minimal intervention from the lecturer. A combination of focus group interviewing and content analysis was used to ...

Podcasting in the classroom: involving students in creating podcasted lessons

Proceedings of HCI Educators, 2007

This paper describes an academic experience of podcasting, which involved a group of students of a course on multimedia communication and human-computer interaction both as users of the university’s podcasting service, and as creators of podcasted lessons. The evaluation of the effect on student performance and data from student satisfaction surveys provide encouraging results. [ Quantitative and qualitative analysis of exam results and satisfaction surveys highlight that the involvement of students in producing podcasts for a course on multimedia communication had positive effects. ] Keywords: Podcasting In Higher Education, Podcasting For Higher Education, Impact of podcasting, Higher Education, Learning And Teaching In Higher Education, Web2.0, Educational Podcasting ,Cooperative Learning, Challenge based learning, Apprendimento Cooperativo, Multimedialità, Creatività, Formazione a Distanza

CREATING EDUCATIONAL PODCASTS: AN EXPERIENCE FOR PROFESSORS AND STUDENTS

The Educational Podcast research project currently on its way at the School of Engineering, Universidad Autónoma de Baja California (UABC), is aimed at students enrolled in the introductory engineering courses (or Basic Academic area). The research is divided in two studies. The objective of the first study is to develop educational Podcasts which will be used as a learning tool for students. Another objective is to coach teachers and students to develop Podcasts and in a second study, Podcats will be evaluated measuring its effects on students´ achievements. Podcasting is "a portmanteau of Apple's "iPod" and "broadcasting", a method of publishing files at the Internet, allowing users to subscribe to a feed and receive new files automatically by subscription, usually at no cost." . The methodology used for the research was a cuantitative/cualitative study. A

Educational design of short, audio-only podcasts: The teacher and student experience

Australasian Journal of Educational Technology, 2010

This paper reports the findings of an exploratory study on the use of podcasting in higher education. The study was conducted during 2007 and 2008 and involved students from 20 units of study. Research data was gathered by distributing an in-class survey to 4584 enrolled students, with 39% (1780) of students completing the survey. Qualitative data was gathered by conducting student focus groups, with a total of 158 students participating, and interviewing teaching staff on their podcasting experiences. The results identified three broad approaches to podcasting employed: reframed podcasts, or content reproduced in multiple media (e.g., textbook chapters summarised as podcast episodes); complementary podcasts that added extra information to enhance the student learning experience; and supplementary podcasts that re-design and broadcast content previously presented in class.

Pedagogical models for podcasts in higher education

This is a draft of a paper prepared for presentation at the EDEN Conference, 13-16 June 2007 This paper reports work-in-progress of a UK national study called IMPALA investigating the impact of podcasting on student learning in higher education. It presents an outline of the project implementation, initial perspectives from the pilot study and evolving models for using podcasts for specific pedagogical purposes. Data from the Semester 1 podcasts are being analysed and results will be reported at the project blog http://www2.le.ac.uk/projects/impala/. Implementation of Semester 2 podcasts is underway. Based on the analysis of data on student learning from, and staff experience of developing podcasts during two academic semesters, IMPALA will contribute to improving student learning through making available: transferable models for using podcasts in different contexts, levels and disciplines; resources for practitioners for designing learning activities for podcasts for delivery on pe...