I admit I never paid much attention to podcasts before this
class. I have an iPhone and never even clicked on the “Podcasts” prior to last
week. After reviewing the topics I found on there I am certainly going to find
different things I find interesting to listen to, especially language ones.
I think audio/video podcasts (from here referred to as
podcasts) are a great tool for both the learner and the educator. There are
many pros regarding podcasts. The educator has the ability to post important
information that the learner can review for tests or post a lecture that the
learner can go back and listen to at his/her convenience (King & Cox,
2011). Podcasts are also very convenient and easy to access on a phone or mp3
player. The learner can listen at home or traveling on the go (King & Cox,
2011) basically anywhere now when before the listener had to be at a computer
(Turner, Clark, & Dabbagh, 2011). They seem to be great for the student who
is more of an auditory learner. Also, podcasts are easy to make and the
educator can be as creative as he/she wishes to be. Another pro is that many
colleges and universities post podcasts that one can have access to which would
be a great learning tool for anyone interested in a topic. The listener would
have the same information that a student at one of the colleges or universities
would have (Sprague & Pixley, 2008) as part of an informal learning
activity (Robinson & Ritzko, 2009).
As there are pros for the podcast, there are also cons. By
using podcasts, educators may get away from the idea of facilitative learning
and get more into idea of banking education in which the information is given
to the learner (King & Cox, 2011). I think it is a great way though to
supplement other technologies or explain things that students may have a
difficult time grasping. Another con is that the educator has to be careful
regarding copyright issues if he/she wishes to add music to the podcast. If
music is used that cannot legally be used, it is on the same level as
plagiarism (King & Cox, 2011).
I think I am going to make some podcasts as part of my
training program. They would be super easy to make, especially for topics that
I cannot find that have already been made. It would be easy too to make
scenarios for the trainees to listen to. Additionally, the trainer and trainee
could record different scenarios that can be used for future trainees. I think
as a training tool, the uses of a podcast are limitless.
References:
King, K. & Cox, T. (2011). The
professor’s guide to taming technology. Charlotte, NC: Information Age
Publishing.
Robinson, S. & Ritzko, J. (2009). Podcasts in education:
What, why and how? Proceedings of the
Academy of Educational Leadership, 14(1).
Sprague, D. & Pixley, C. (2008). Podcasts in education:
Let their voices be heard. Computers in
the Schools, 25(3-4), 226-234.
Turner, J., Clark, K., & Dabbagh, N. (2011). Podcast use
in higher education: From the traditional lecture to constructivist learning
environments. International Journal of
University Teaching and Faculty Development, 2(1).
You mention that you never thought much about podcasts prior to this course, and I have to say my experience is the same. I was especially surprised to learn that podcasts can be automatically updated and listeners can be provided with new episodes (King & Cox, 2011). Now that I spend so much time in online courses I realize what a difference it makes to have easy access, and how, for some learners, that access can make a real difference to their learning. Supanakorn-Davila and Bolliger (2014) contend that instructors need to design podcasts in a way that allows learners to “engage in their learning more easily” (p. 389). In addition, their research found that developing the skills required to podcast created challenges for most instructors, but those same instructors found the benefit to students was worth the effort, and unanimously recommended that others use podcasts in their courses. Now that I’ve experienced producing a multimedia presentation first-hand, I can truly appreciate the time and energy it would take to integrate this type of technology into a course. But, like the instructors in the study, I have also come to appreciate the potential benefits for my students - and like you, will attempt to use podcasts for part of my preparatory fieldwork training.
ReplyDeleteReferences
King, K. & Cox, T. (2011). The professor’s guide to taming technology. Charlotte, NC: Information Age Publishing.
Supanakorn-Davila, S., & Bolliger, D. (2014). Instructor Utilization Of Podcasts In The Online Learning Environment. Journal of Online Learning & Teaching, 10(3), 389-404.
I think you make a good point when you highlight an advantage of podcasts being that employees can come back to the podcast on an as-needed basis. Often, when I am having an issue, I often try to reflect back to the moment I underwent training for that issue and unless I took good notes, I struggle to accurately recollect all the options that might help me through that situation. Often, we don't need the training when it is being provided; the need comes at some unidentified point down the road. If the training is made available, however, so employees can access it whenever necessary, the training will be a greater success. In today's workplace, "the training field is realizing that the most valuable learning moments often occur when employees exercise their curiosity on the spot" (Cross qtd. in Frauenheim, 2007). In the end, not only does this help to maximize the work environment, but it creates a more informed workforce that is better equipped to handle issues within the company as they arise.
ReplyDeleteFrauenheim, E. (2007). Your co-worker, your teacher: Collaborative technology speeds peer-peer learning. Workforce Management, 86(2).
Well done reflection, Jennifer. There are two things you mentioned above that make podcasting technology unique: great for auditory learner and good for informal learning. khanacademy is a pretty good example.
ReplyDeleteThanks for sharing your thought on podcasting!
K