The pros and cons that integration of audio/video podcast into lesson plans may bring to adult students
Before I dive into this discussion, reflecting on the difficulty I had taping myself narrating my interview and then getting it into podcast form, I can say that it was worth it. Though it was very unprofessionally made, it showed me that it is possible to test your own personal limits and achieve things that you may never have thought of before. That being said...
Pros
At the beginning of chapter 3, King & Cox (2011) highlight the efficiency of the podcast by explaining the different ways to listen to one; computer, downloaded files, secure digital card, or a CD (p. 35). When incorporating a podcast into a lesson plan, the array of listening options can enhance the adult learner's comprehension, and allow them to listen how they find most desirable.
King & Cox's (2011) study pointed out how the students appreciated the teacher's "nuances" in the audio messages (p. 59). I think when an adult learner is trying to stay motivated, being able to hear the subtle sounds/expressions can encourage them to continue to pay attention in order to pick up pertinent information.
In the article, Podcasting in Education: What are the benefits?, it underlines the fact that reading and watching a lecture (video) require the student to be fully immersed/full attention. However, with a podcast, the student is now able to listen "on the go" and while doing other tasks. I think this is important for the adult learner as they are already busy. Allowing them to listen at their leisure can actually enhance their listening skills why learning.
Cons
On the contrary, using a podcast in lesson plans can actually be harmful to the student. "Short podcasts can fail to encourage students to engage in the higher order thinking necessary in tertiary education contexts," (Drew, 2017). With minimum engagement, the adult learner may not comprehensively take away any information of value from a shortened podcast.
When reviewing some of the example podcasts, I found "Little College, Big World: Big Tech Wins for Small Schools," to be rather boring to listen to. I was able to fast forward to different sections, but still could not become engaged. I think that when the content is boring, listening to an audio lecture can create a sense of monotony and disengage the adult learner.
An obvious downfall to an audio podcast is the inability to reach the deaf students, unless there is a script. The diverse nature of classrooms can mean language barriers, to which listening without translation is meaningless.
In conclusion, I think there are real benefits to integrating an audio/video podcast into the lesson plans for adult learners. Breaking up the routine can be exciting, motivating, and even challenging, which is good for the learner.
The following link is to one of my favorite podcasts for kids. It is called Aaron's World and it is all about dinosaurs. Having three boys, they enjoy listening to these episodes.
Drew, C. (2017). Edutaining audio: an exploration of education podcast design possibilities. Educational Media International, 54(1), 48–62. https://doi-org.er.lib.k-state.edu/10.1080/09523987.2017.1324360
King, K. & Cox, T. (2011). The professor's guide to taming technology. Charlotte, NC: Information Age Publishing.
http://www.thepodcasthost.com/niche-case-study/podcasting-in-education/
Hi Tricia,
ReplyDeleteThank you for posting this article. I found it to be really insightful. What really resonated with me is that an educator has to consider, what I call, the why and what of integrating a podcast to the classroom. What do I hope for the students to get out of this podcast? Why do I want to use this podcast? This reminds me of a quote from King and Cox (2011) “creative and engaging education utilizes not only the expertise of the facilitator, but also the vast resources available to supplement evolving methods of educational delivery.” (p105) Most important I think that educators need to take time to prepare and actively search for other’s best practices. For example speak to fellow educators and check out blogs so you can find out what works best
I was also surprised that Ice et al.’s (2007) research found that “audio communication also improved students’ ability to apply course content to their written assignments as well as within the discussion area of the class.” I found an article that address 21st Century Literacies for Special Needs Learners. It is listed as my reference. One point that was made in this article is the challenges for flexible technology.
Blue, E. V. (2010). UDL: Paving the Way toward 21st Century Literacies for Special Needs Learners. School Talk, 15(3), 1. Retrieved from https://search-proquest-com.er.lib.k-state.edu/docview/213711238/fulltextPDF/8897D4F7C8F94F80PQ/1?accountid=11789.
King, K. & Cox, T. (2011). The professor’s guide to taming technology. Charlotte, NC: Information Age Publishing.
Ice, P., Curtis, R., Wells, J., & Phipps, P. (2007) Using asynchronous audio feedback to enhance teaching presence and student sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25
Hello,
DeleteI am surprised too that audio communication and practically applying written course content are directly linked. To be honest, I never liked to listen to anything in the classroom as I like to visually learn.
I read an interesting article on podcasting and there is some debate whether it should be integrated into the curriculum. "‘Pedagogy before technology.’ Thus podcasting, as with any technologically enabled and mediated learning opportunity (and with any learning at all), needs to place the learners and the learning outcome at the centre of planning, rather than the specific medium of communication or tool itself," (Kidd, W., 2012, p.57). Obviously, it is not necessary to state that the main focus should be the student's learning before deciding the particular teaching device.
Kidd, W. (2012). Utilising podcasts for learning and teaching: a review and ways forward for e-Learning cultures. Management in Education, 26(2), 52–57. https://doi.org/10.1177/0892020612438031
My uncle blurs the line between podcasts and lectures. He videorecords PowerPoint presentations, writes out a full script, and reads it out loud, attaching the audio to the lecture. It seems to me that this encourages, well, really all sighted learners, but especially the ones who prefer the taste of visuals.
ReplyDeleteI also need to say that your opening statement, Tricia, called me to attention. I forgot that one of the reasons I came back to school was to try to find my limits. Let me say, balancing 2 courses at once while working a full time job and several part-time jobs has really pushed those limits! I know you know how I feel!
~Michael
I really liked your overall blog about podcasts. It was very well written and easy to follow! What especially struck me was when you mentioned that having a podcast is actually preventing deaf students from participating. I had assumed that podcasts were high tech and more accessible to students but I didn't consider that it could also be excluding students. I also think that people who are visual learners and need to see the professor to be engaged will also suffer. As you stated, one of the podcasts was very monotonous and difficult to remain engaged. Although the material may still be boring, having a video of the professor with the content would actually be a good thing in that scenario. Overall, great job and thanks for sharing!
ReplyDelete