Before writing a post (for here or canvas), I usually create
an outline to highlight the key points I want to convey before I start typing. I especially struggled with this assignment
because I had a hard time coming up with a definitive list of pros and cons for
my outline. Every time I put a topic in
the “pros” column I would think of a way for it to become a “con” in a different
setting. Podcasts are inherently versatile
as they only describe a delivery method and have great leeway in terms of
production, settings, sounds, methods, etc. The introduction of podcasts into adult
learning curriculum is heavily dependent upon how it is introduced and used
within the class. The instructor plays
the most pivotal role in making podcasting a success or failure within the
classroom. King & Cross (2011) highlight
many examples of how both instructor and student created podcasts can be used
within a class (p. 36-43). These examples
all create the opportunity for enhanced learning but could be detrimental with
poor implementation.
One example of this
dichotomy is the use of podcasts as a lecture webcasts in a synchronous class. The teacher can choose to either create a new
podcast for the class or choose one that is already available that flows with
the current lesson. It can be used to
allow students who miss a class to catch up or as a way for the instructor to
provide additional information outside of class to provide more in-class time
for delving deeper into the assigned topic.
These benefits all provide a phenomenal opportunity for better learning
but the same lecture webcasts can also be detrimental in certain formats. The quality of the podcast’s production plays
a major factor in the “hear-ability” of the podcast. Distractions such as poor audio, poor/no editing
can cause the student to steer away from listening to the podcasts. Podcasts have exploded over the last decade
and the technology to create them is becoming easier so that almost anyone can
make a podcast. In print media, its easy
to verify sources but in podcasts the quality of material covered can be
obscured by the presentation. Many great
speakers have proposed terrifying ideas that garner buy-in from their listeners
due the way they presented the idea.
Quality control is more difficult to do when choosing a podcast as opposed
to a journal article. Another con for using podcasts is the use of an audio
only format of instruction. Students who
are primarily visual learners can suffer in this situation due to the lack of
visual aids/stimulation (Kelly & Klein, 2016). One way to combat this is to include a video
of whatever the podcast covers but may be difficult to do if the only source is
only an audio file. Kelly & Klein (2016)
studied how podcasts increased the post-test scores of undergraduate students
studying to learn Chinese. One of their
findings was the importance of what was in the podcast. Simply implementing the use of podcasts isn’t
enough, they need to be targeted for a certain learning objective. In the study, the podcasts covered how to use
Chinese in real life rather than focus on grammar/conjugation. The supplemented the learning that occurred in
class and gave the students additional opportunities to practice the
language. The deliberate use of podcasts
are pertinent to whether their introduction into the classroom will be
successful.
One thing I noticed about the King & Cross (2011) text
was that the primary uses for podcasts in chapter 3 and AACs in chapter 4 were
for individuals to convey information by themselves. Most of the podcasts presented as examples
for the class (and all of the student podcasts) were in a discussion or
interview format. Listening to a single
individual talk for a long time can become less interesting than a podcast with
multiple individuals. Another pro for introducing
podcasts in the classroom would be the ability to bring in expert opinions or other
individuals who would not normally be able to attend a set class time at a
certain location. One way to implement
this could be by recording a phone call, where the instructor (or student)
interviews a leader in their field. This
would be extremely interesting as well as a major additional learning tool for
the class. By recording a phone call,
the institution doesn’t need to pay for transportation/lodging for a guest
lecturer, doesn’t have to deconflict multiple schedules, and can be scheduled on
a shorter notice with less interference for all involved.
Resources:
King,
K. P., & Cross T. D. (2011). The Professor’s Guide to Taming Technology.
[Kindle PC Version]. Retrieved from Amazon.com.
Kelly, Wei Qiang, & Klein, James D. (2016).
The Effect of Type of Podcasts and Learning Styles on Language Proficiency and
Confidence. Journal of Educational Technology Systems, 44(4), 421-429.
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