Audio, Visual, and Podcasting Technology
Not only do students want to learn about topics that are relevant to their lives they also appreciate learning in ways that are equally relevant. With today’s widespread use of technology, audio, visual, and podcast platforms can enhance the learning environment. These mediums are powerful because they can address other learning styles (audio/visual) that students require in the classroom (King & Cox, 2011). They are also especially useful in the online classroom because they eliminate some of the disconnect learners feel and provide them with audio and/or visual interactions with their instructor as well as their peers (Lee & Chan, 2007).
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Podcasting
Podcasts are most often digital audio files (King & Cox, 2011), although today some also come in video format. The audio files are typically in the common MP3 format, uploaded to a server and pushed to listeners via RSS feeds (Really Simple Syndication) (King & Cox, 2011).
Podcasts are most often digital audio files (King & Cox, 2011), although today some also come in video format. The audio files are typically in the common MP3 format, uploaded to a server and pushed to listeners via RSS feeds (Really Simple Syndication) (King & Cox, 2011).
Faculty can use podcasts to post lectures, highlights from lectures, tutorials, or answer frequently asked questions. Instead of repeating information multiple times, instructors can simply direct their students to listen to the podcast. It is also helpful for students to know that they can hear the lecture again for clarity or if they missed important information the first time (King & Cox, 2011).
Students can create podcasts to enhance learning outcomes for assigned projects. These projects might be in the form of class presentations, interviews, positional viewpoints, reenactments, or real-life applications. Podcasts allow students to become actively engaged in the subject matter while thinking deeply and creatively about the topic. King and Cox (2011) believe that podcast assignments are a great way to challenge students as well as observe as them as they rise to the challenge.
Asynchronous Audio Communication (AAC)
While synchronous communication is happening live, asynchronous communication does not happen simultaneously (King & Cox, 2011). AAC is somewhat different than a podcast because they are more private and can be published to an online course or delivered through email. The audio messages are typically of a shorter format than podcasts, resulting in smaller files for fast upload and easy sharing (King & Cox, 2011). Some methods of creating AAC files include audio software (Audacity or Wavepad) and directly into documents using software like Adobe Acrobat Pro.
While synchronous communication is happening live, asynchronous communication does not happen simultaneously (King & Cox, 2011). AAC is somewhat different than a podcast because they are more private and can be published to an online course or delivered through email. The audio messages are typically of a shorter format than podcasts, resulting in smaller files for fast upload and easy sharing (King & Cox, 2011). Some methods of creating AAC files include audio software (Audacity or Wavepad) and directly into documents using software like Adobe Acrobat Pro.
Digital Videos
“...not only has video become a currency of communication and self-expression, but it has become the expected media for communicating the value of business, services, products, and learning” (King & Cox, 2011, p. 68).
“...not only has video become a currency of communication and self-expression, but it has become the expected media for communicating the value of business, services, products, and learning” (King & Cox, 2011, p. 68).
Most of us have become accustomed to technology in our daily lives. Besides AAC and podcasting, another easy way to bring mainstream technology into the classroom and engage the learner is through video. According to King and Cox (2011) digital video is:- fast and easy to create
- inexpensive
- easy to integrate into current curriculums
- very effective as a learning platform
Not only can videos be used as part of instruction, they can also be assigned as student projects. Depending on the set-up of the assignment, video creation can provide opportunities for reflection, research, knowledge construction, personalizing the content, and collaboration (King & Cox, 2011).
Below is the video I produced for my Integrating Technology into the Curriculum course at Kansas State University. My source and interviewee was Jeff Sagstetter, Youth Ministry professor at Manhattan Christian College in Manhattan, KS. I believe this video has the potential for a two-fold use. Not only did it teach me as a student in learning video technology and researching topics related to the interview, it could also be used for further teaching in courses centered on technology and learning.
Below is the video I produced for my Integrating Technology into the Curriculum course at Kansas State University. My source and interviewee was Jeff Sagstetter, Youth Ministry professor at Manhattan Christian College in Manhattan, KS. I believe this video has the potential for a two-fold use. Not only did it teach me as a student in learning video technology and researching topics related to the interview, it could also be used for further teaching in courses centered on technology and learning.
Limitations and Benefits
It can be hard to identify the limitations of technology in student learning. But as I have found with my own personal experience, sometimes technology acts as barrier or distraction from actual learning. Sometimes there are too many thrills (or frustrations) going on that I don’t seem to notice the content I am expected to learn. However, technologies like AAC, podcasts, and digital videos are very useful most of the time. They break up the monotony of any classroom and are beneficial to those who have different learning needs. Instructors need simply to be mindful of how they incorporate these technologies into the classroom and how they will best fit with the curriculum and the learners present.
It can be hard to identify the limitations of technology in student learning. But as I have found with my own personal experience, sometimes technology acts as barrier or distraction from actual learning. Sometimes there are too many thrills (or frustrations) going on that I don’t seem to notice the content I am expected to learn. However, technologies like AAC, podcasts, and digital videos are very useful most of the time. They break up the monotony of any classroom and are beneficial to those who have different learning needs. Instructors need simply to be mindful of how they incorporate these technologies into the classroom and how they will best fit with the curriculum and the learners present.
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King, K. P. & Cox, T. D. (Eds.). (2011). The professor’s guide to taming technology. Charlotte, NC: Information Age Publishing, Inc.
Nice work! I exceptionally enjoyed the fact that you explained what each item was so the reader could easily identify the differences between the three items. Technology is becoming more confusing because I always learned that podcasts were strictly audio, but like you said in your post there are starting to become more video podcasts available. You can't think of podcasts as strictly audio anymore because times are always changing. You used good sources to describe each item. Nice work!
ReplyDeleteYes, I was bit confused about podcasts at first because I thought they could easily be both audio and video. However, the fact is that most of them are audio and can be similar to radio programs (Rovai, Ponton, & Baker, 2008). But, like you said, technology is constantly changing and there are more and more video podcasts out there now.
ReplyDelete_______________________________________
Rovai, A. P., Ponton, M. K., & Baker, J. D. (2008). Distance learning in higher education: A programmatic approach to planning, design, instruction, evaluation, and accreditation. New York, NY: Teachers College Press.
Janel,
ReplyDeleteThanks for the great posting, I really enjoyed it and your video. You did an excellent job with formatting your questions and conducting the interview. Great work.
Lynn
Hi Janel,
ReplyDeleteI must tell you, your blog is one of my most favorite to read! Your blog is VERY visually appealing, it is exceptionally organized, and very easy to read. You provide just the right amount of info for me to understand exactly what you are talking about and your images are like well placed accents!
With regard to podcasting and other technologies utilized in education, I love that these technologies can be used as teaching tools as well as learner projects. Today, learners are not only learning material through these technologies, they can actually create their own learning by experiencing these technologies first-hand. In previous classes, if these technologies were integrated they were instructor created. Technologies were simply a delivery method. I love the idea of having learners actually create their own learning through these technologies. Using technology to convey learning and understanding is much more appealing to me than writing a long boring research paper! I will definitely utilize technology within my curriculum (when I am finally in a position to do so), and I hope my future instructors make use of the many technologies out there. I cannot imagine going back to a boring traditional course after experiencing this one! Great Blog!
I agree with you, Shandi. Having students use the technologies as part of the educational process greatly expands their learning. I also look forward to incorporating technology into future settings. Thanks for your wonderful comments. Take care!
DeleteJanel,
ReplyDeleteI was happy that you wrote about digital video as a technology medium for the classroom. I really enjoy using video as it has a tendency to resonate with today's students. As I remarked in my blog this week, our students spend so much time on the internet, their phones, and social media that videos have become an important means of communication for this demographic.
Besides appealing to students, videos also lend themselves to creating interest in a subject for the professor as they conduct research to find the most representative examples to show the class. For my Women's Studies courses, both Intro and Politics of Fashion, I use video on a daily basis. I often find during my search for course content that I am learning more about my subject and expanding my own knowledge base, something I find to be integral if one wants to be a good instructor.
Janel,
ReplyDeleteNice work with your multimedia video project. The gentleman you interviewed seemed interested with your interview and spoke confidently with the subject. I liked how he talked about technology always changing and having to keep a step ahead with the students. As a teacher in a junior college, I find that half my battle is having to stay up to date with the technology. My college's technology database started with Blackboard, a year later went to Web CT, and two years later went to Moodle. It is exhausting having to learn the little ins and outs of everything changing. Way to go with your video!
Hi Janel,
ReplyDeleteThanks for an in-depth presentation and explanation of the technology categories you provide here. Your interview was well constructed and comfortable. A great choice for an interviewee also. He seems very good at noticing which technologies are useful to his students, even if it seems regressive technology (telephonic conference). Your editing has smooth transitions and questions follow a logical path. Thanks again.
Dom
Janel,
ReplyDeleteYour interview project turned out very nice. I was really impressed with your transitions within the video. As I view these podcasts I have been asking folks what program they used to produce the video, i.e. not only to record, but also the editing and the insertion of the transitions.
I was also glad that during the interview, it was brought out that not all students respond to technology in a positive way. To me this simply reinforces the idea that we really do need to be aware of the various learning styles of our students. I know that I have been beating that drum throughout this course, but I fear we will start to forget that as we move content to the online format.
As always it's been great working with you and interacting during this course. Hope to "see" you again in the future.
Gary
Thanks, Gary. You've been a great follower of my blog and I really appreciate your insights. I used iMovie to create the video. Struggled a bit with everything at first, especially the transitions, but the more I worked with it the easier it got. Take care!
DeleteHi Janel:
ReplyDeleteI really enjoyed your interview with Jeff Sagstetter of Manhattan Christian College! It was neat to see an interview from someone in Manhattan, Kansas!
I like Jeff’s choice of technology in traditional face-to-face courses and in online classes. I think his idea of allowing the students in his face-to-face courses to surf the web during class is interesting and I can definitely see the value in this.
I like how Jeff integrates videos and podcasts for presenting the material in his online courses, in addition to incorporating phone conferences for discussions. I completely agree with Jeff’s comment on how technology is always evolving. I like how he keeps an open mind and is willing to make changes as necessary to the technology he incorporates in his technology.
I know Jeff mentions that most of his students are already acquainted with technology prior to taking his courses; however, I am sure there are still some who do not. Do you know of any approaches Jeff uses when encountering students who do not have a background with technology? I am going to guess that if most of his students have a familiarity with technology prior to his online courses, many of them are of a younger generation.
Overall, great interview!
~Sarah