Spotlight on Digital Capabilities 2023: Blended learning – are we getting it right? is an event put on by UCISA. I did a keynote at this event back in 2016.
At Spotlight 23, Rebecca Snelgrove, Content Developer (Digital Education), Keele University gave a presentation on podcasting, entitled, Adventures in audio: the interdisciplinary approach shaping engaging real world experiences for students – a podcast and radio production module case study.
This is my sketch note of the presentation.
Post pandemic there’s still considerable debate about what the future of higher education looks like, in particular the student learning journey. Our presentation focuses on our experience of hybrid delivery of a module, to showcase our reflections on what module design and delivery may look like. We put student experience at the heart of the module, using various strategies to build an inclusive, community environment, both online and in person. We engaged with industry experts to create authentic experiences, from interviews for asynchronous learning content to a synchronous pitching and feedback session with a panel of industry experts.
Last week I was attending the LILAC 2023 conference in Cambridge. I was last at LILAC delivering a keynote on digital capability when it was in Dublin in 2016.
One session I enjoyed in Cambridge was the session on podcasting.
Podcasting is a widely used medium for communicating with an audience. Librarians are often innovative teachers however, the number of podcasts about aspects of information literacy is relatively small. This panel discussion is hosted by the creators of the new IL podcast “Chatting Info Lit” and will discuss what makes an effective podcast. This session is an opportunity to discuss the role of podcasting for teaching and learning and to compare it to other approaches to teaching information literacy.
Our panel of seasoned podcasters believe that learning how to create a podcast is a great way of developing your own and your student’s digital and information literacy skills to shift them from being consumers to content creators. The medium can also help disrupt exploitative power relations in universities by allowing the “next generation of researchers to think beyond the confines of our current academic structures” (Brehm, 2022). Podcasting is an accessible way of conveying your passion for a subject and can be applied to a wide range of disciplines – it’s not just about media studies or journalism. Not only is it a flexible medium for the listener, it’s also a great way of engaging your audience through conversation and storytelling (Carrigan, 2022).
The panel run the podcasts Copyright Waffle and Pedagodzilla, both focused on making complex subjects accessible and engaging. They will share their approach and some tips and tricks learnt along the way that help make a great podcast. We will also reflect on some of the approaches that have helped make us better teachers. During the workshop you will witness the recording of a podcast episode and get an insight into how the raw material gets turned into gold dust; and after the session the New Professionals will share an edited recording of the session as a podcast.
We will offer also you some ideas about how to get started with your own podcast and share some resources for those looking to teach podcasting to others (e.g. Copeland & McGregor, 2021). We’ll provide guidance on the equipment that you need, the platforms to use and some techniques for recording some high-quality audio.
I did a sketch note of the session.
I was name checked, mainly down to the podcast I had done with Jane and Chris back in 2016.
I have been working on a series of blog posts about translating existing teaching practices into online models of delivery. In previous posts I looked at the lecture and the seminar, in this one I want to focus on the conversation, using audio recordings akin to a radio programme.
One of the things I have noticed as the education sector moved rapidly to remote delivery was the different models that people used. However what we did see was many people were translating their usual practice to an online version, some have called this practice mirroring.
As part of my work in looking at the challenges in delivering teaching remotely during this crisis period I have been reflecting on how teaching staff can translate their existing practice into new models of delivery that could result in better learning, but also have less of detrimental impact on staff an students.
In my post on translating the lecture I discussed the challenges of translating your 60minute lecture into an online version.
Though we might like video and Zoom, we shouldn’t underestimate the potential of audio recordings. We still have radio despite the advent to television and the internet. The internet even has it’s own subscription style audio content in the form of the podcast.
So at a simple level, you could create a 60 minute audio recording to replace the physical lecture or live zoom session.
However simply recording yourself misses a real opportunity to create an effective learning experience for your students.
If you have listened a 60 minute radio programme, you will realise few if any have a talking head for 60 minutes. So if you change the monologue to a conversation then you can create something which is more engaging for the viewer (the student) and hopefully a better learning experience.
Radio is different to television and those differences should influence the design of how you deliver the content or teaching if you are suing audio rather than video. Most 60 minute radio broadcasts are rarely a monologue, there are discussions and debates, as well as conversations. Some of the most successful podcasts follow a radio format with a variety of voices. The same can be said of audio based learning content. Don’t do a monologue, think about having a discussion or a conversation.
A shorter week this week, due to the Easter holiday weekend, so the week started on a Tuesday.
I spent some time reflecting and reviewing some initial discovery work that Lawrie was doing on the emergence of new communication tools and platforms. He is looking at the impact on teaching practices and the student experience, as well as what Jisc could do in this space.
I attended an update on how the project was going that is looking at how Jisc can influence the influencers.
Though I have left the Intelligent Campus project I still have some interest in that space. One aspect is voice assistants, tools such as Siri, Google Now, Cortana and Alexa. I noticed some recent news articles in this space and wrote a blog post about one of the articles.
Back in January I presented at the Data Matters conference about the Intelligent Campus, I found out on Tuesday that I had been allocated an action: James Clay (Head of higher education and student experience) should work with the relevant members of the M5 group to prepare a proposal for the next Data Matters Conference. So I spent some time reviewing what this entails. The next Data Matters will take place in January 2020.
Wednesday saw me attending a debrief on and reviewing the workshop I lead last week looking at Jisc’s work in the Education 4.0 space and what others are doing in this space. We reviewed what worked well and what we would improve. We aim to run further workshops in a similar vein.
On Thursday I was in London for an Agile Implementation Workshop I am helping run.
On the train to London I skimmed Educauses’ Horizon Report, the end result was I realised how much I needed to read it in more detail. So when I got to London I printed it out , so I could annotate it.
At the workshop, I talked about reporting and also did an introductory demo of JIRA. Sometimes the value of a tool such as JIRA is not the value it adds to the individual using the tool, but the combined and added value you get when everyone in a team uses that tool. Reporting is something else that often is seen as a process between two people, but aggregated reports are valuable to a range of stakeholders in an organisation. It was a great workshop and it was nice to work with a wide range of people from across Jisc.
Friday I spent time discussing and reading about the “student journey”, the “student experience” and the “student lifecycle”. These are all terms used by different people and organisations and mean different things to different groups. I do wonder if they are similar or different things.
Lancaster use the term student journey and have mapped it out in a diagram.
This map outlines the student journey from deciding to attend Lancaster University right through to graduation.
So is the journey where the student is going to go, and the student experience is what happens when they get there?
So what of the student digital experience?
At Jisc we are developing a world-leading and holistic understanding of the student digital experience. What is the role of digital in students’ journeys into, through and out of study and into employment, as well as their interaction with a range of systems through the day. This understanding should include student wellbeing issues and the experiences of learners across different: backgrounds, modes and levels of study, subjects, types of learning provider, locations, family and work commitments, and disabilities.
What is clear is having a shared understanding across the organisation of the student digital experience.
This year I have written only 17 blog posts, in 2017 it was 21 blog posts, in 2016 it was 43 blog posts, in 2015 I wrote 24 blog posts. In 2014 I wrote 11 and in 2013 I wrote 64 blog posts and over a hundred in 2012. In 2011 I thought 150 was a quiet year!
The tenth most popular blog post in 2018 was asking So do signs work? This article from 2013 described some of the challenges and issues with using signage to change behaviours. So do signs work? Well yes they do, but often they don’t.
The post at number nine was my podcast workflow, published in 2011, this article outlines how and what equipment I use to record the e-Learning Stuff Podcast. This is only one way in which to record a remote panel based podcast, and I am sure there are numerous other ways in which to do this. I have also changed how I have recorded over the two years I have been publishing the podcast due to changes in equipment and software. It’s probably time to update it, though I am not doing as much podcasting as I use to.
Dropping three places to eighth was 100 ways to use a VLE – #89 Embedding a Comic Strip. This was a post from July 2011, that looked at the different comic tools out there on the web, which can be used to create comic strips that can then be embedded into the VLE. It included information on the many free online services such as Strip Creator and Toonlet out there. It is quite a long post and goes into some detail about the tools you can use and how comics can be used within the VLE.
The post at number seven, climbing one place, was Comic Life – iPad App of the Week. Though I have been using Comic Life on the Mac for a few years now I realised I hadn’t written much about the iPad app that I had bought back when the iPad was released. It’s a great app for creating comics and works really well with the touch interface and iPad camera.
Sixth most popular was a post from 2018, called “I don’t know how to use the VLE!” This blog post described a model of VLE embedding and development. This post was an update to the model I had published in 2010.
Holding at fourth, is Can I legally download a movie trailer? One of the many copyright articles that I posted some years back, this one was in 2008, I am still a little behind in much of what is happening within copyright and education, one of things I do need to update myself on, as things have changed.
Once again, for the sixth year running, the number one post for 2018 was the The iPad Pedagogy Wheel.
I re-posted the iPad Pedagogy Wheel as I was getting asked a fair bit, “how can I use this nice shiny iPad that you have given me to support teaching and learning?”. It’s a really simple nice graphic that explores the different apps available and where they fit within Bloom’s Taxonomy. What I like about it is that you can start where you like, if you have an iPad app you like you can see how it fits into the pedagogy. Or you can work out which iPads apps fit into a pedagogical problem.
I have been asked about my podcasting workflow. This article outlines how and what equipment I use to record the e-Learning Stuff Podcast. This is only one way in which to record a remote panel based podcast, and I am sure there are numerous other ways in which to do this. I have also changed how I have recorded over the two years I have been publishing the podcast due to changes in equipment and software.
Key lesson is that there is more to podcasting than just the technical stuff…
This is a regular feature of the blog looking at various Apps available. Some of the apps will be useful for those involved in learning technologies, others will be useful in improving the way in which you work, whilst a few will be just plain fun! Some will be free, others will cost a little and one or two will be what some will think is quite expensive.
GarageBand turns your iPad into a collection of Touch Instruments and a full-featured recording studio — so you can make music anywhere you go. Use Multi-Touch gestures to play pianos, organs, guitars, drums, and basses on your iPad. They sound and play like their counterparts, but let you do things you could never do on a real instrument. Enjoy a full range of Smart Instruments that make you sound like a pro — even if you’ve never played a note before. Plug an electric guitar into your iPad and play through classic amps and stompbox effects. Use the built-in microphone or a guitar to record, or capture any performance. Then mix up to eight tracks to create a song you can share.
This is one of the two new iPad apps Apple have released alongside the new iPad 2, however Garageband is the only one of the two that works on the original iPad. If you want to use iMovie you will need to get the new iPad.
I purchased Garageband in the main to record and edit podcasts when on the road. However the only way I can get recordings (say from an Edirol) will be through iTunes on my computer… which kinda defeats the point of using Garageband on the iPad for editing podcasts, as if I have my computer, I would probably use that…
You can of course record straight into the iPad and though the built-in microphone is okay for somethings, the quality is not brilliant. Testing with my external USB microphone using the USB camera connection kit, I found that Garageband could use that as an input device. This definitely improved the quality of the recording.
As with a lot of Apple apps this one looks gorgeous, great graphics and a nice interface. Of course if you have used Garageband on the Mac then there is an element of familiarity that will ensure using the App is easier than learning another one completely new. As a podcasting app, I don’t think Garageband is quite there, however it is one of the cheapest multi-track recording apps in the App Store, so you can forgive it, its foibles.
Of course the main reason for purchasing Garageband is because you want to use it to record music and it certainly will work for that. There are lots of options and you can also use it with real instruments.
Reviews from across the web indicate from (proper) musicians that the app is certainly useful and practical for recording music.
One reason you might want to use Garageband is to record stuff on the road and then bring it back home to finish it off on your Mac. However songs created in GarageBand for iPad can not be opened in GarageBand for Mac. Projects created in GarageBand for Mac cannot be opened in GarageBand for iPad. According to Apple, a future update of GarageBand for Mac will open songs created in GarageBand for iPad.
Without a file system, it is “challenging” to get stuff into Garageband and out of Garageband. Apple have made some nice apps for the iPad, however the problem of moving files that you’ve created (without using iTunes on your Mac) is still annoyingly complicated or confusing. Not helped (in my opinion) by lack of integration with external third party services such as Dropbox. No if the rumoured MobileMe upgrade happens with a better faster cloud service, then I probably wouldn’t complain so much, but services such as Google Docs and Dropbox are so much faster and smoother than Apple’s MobileMe iDisk service for example.
I do like the Garageband App, not sure if I will be using it to record the e-Learning Stuff Podcast, but at least I now have the possibility when I am out and about to record and edit a podcast using the iPad.
Today I ran our final event for our MoLeNET Academy, a podcasting workshop.
Quite a good turnout and lots of hands-on activity and discussion. We covered a fair amount of ground covering content, audience, tools, techniques and usage of podcasts in teaching and learning.
We used a range of equipment and services including Edirols, video cameras, Audioboo, iPadio and software such as Audacity and Garageband.
It made me reflect, and that people have asked, that it might be helpful to write and post a series of blog articles on podcasting. It would cover not just the technical aspects of podcasting, but also pedagogical aspects, assessment perspectives and opinion on areas such as iTunes U.
I am leading a Podcasting Workshop on the 8th December 2010 between 10.00am to 4.00pm at the Gloucestershire College MoLeNET Academy at the Gloucester Campus of Gloucestershire College.
This is a hands on workshop looking at the process of:
of Podcasts for teaching and learning.
The workshop will look at:
Content of podcasts, what works and what doesn’t.
Recording, tools and tips, use of Skype, mp3 recorders, Audioboo, iPadio.
Editing podcasts using tools such as Audacity or Garageband.
Publishing your podcasts using blogging, FTP.
Distribution, looking at creating and using RSS Feeds. Will also look at iTunes, the iTunes Store and iTunes U.
Marketing, how you get your learners to listen to your podcast.
The day starts at 10.00am and will finish at 4.00pm, lunch will be provided.
The event will be led by James Clay and will be working with Di Dawson.
Gloucester is well served by rail networks from across the UK and the college is a 15 minute walk from the railway station.
Gloucester is on the M5 and can be accessed from Junction 12 from the South and Junction 11 from the North. Please note that there is NO PARKING available at the college, though pay and display car parks are close by.
The event is FREE to any member of the MoLeNET community, in other words your college has led or been a partner in any MoLeNET project.
Gloucestershire College has a wealth of experience in the use of mobile devices to support assessment. With three successful MoLeNET projects and a MoLeNET Academy, the college is using podcasting, video and audio to support and enhance learning and assessment.
James Clay is an experienced podcaster with a well respected weekly podcast, e-Learning Stuff. James is and has been passionate about the use of learning technologies to enhance and enrich the learning experience since 1991. James has been ILT & Learning Resources Manager at Gloucestershire College since November 2006. He is responsible for the VLE, the use of learning technologies, e-learning, mobile learning, the libraries, digital and online resources and the strategic direction of the college in relation to the use of learning technologies.James has extensive experience of mobile learning and has a vision that goes beyond mobile technologies and focuses on the mobility of the learner, blurring the demarcation between formal and informal learning.
Di Dawson is an LSN MoLeNET Mentor and a gadget lover and she brings expertise to the day in the form of enthusiasm for mobile technologies and as a teacher trainer. She likes to link teaching theories to practice and explains how activities can be designed to make the learners think deeper and therefore broaden their learning. Di loves gaming technologies and she enjoys enthusing teaching staff to look ‘beyond the play’ and see the potential for learning. Di has written various books on the use of computers and handheld technology and delivers online training to education and business establishments. Technology has certainly changed since Di started as an IT tutor 20 years ago.