(teach) The power of podcasts

[dk-5]

Our students are using technology more and more. As teachers, we want to know if and how we should use it. This article talks about podcasts. Although there are some advantages and disadvantages to podcasts, I think we will see them become more useful in the classroom as time goes on.
- Dave Kees

~~~

Podcast trumps lecture in one college study

The ability to pause and rewind podcast lectures gave the upper hand to college students in a recent study that compared the performance of students who attended a lecture in person and those who viewed it from iTunes University.

The study, "iTunes University and the Classroom: Can Podcasts Replace
Professors?," was conducted at the State University of New York Fredonia. It called for some introductory psychology students to watch a recorded lecture available online and others to attend a traditional classroom lecture.

Students who watched the lecture podcast--available from the iTunes U online video library--scored an average of 71 percent. Students who sat through the 30-minute classroom lecture scored an average of 62 percent, according to the study.

More:

http://www.eschoolnews.com/news/top-news/index.cfm?i=57612

[karenstanleyma-3]

--- Dave wrote:
>
> This article talks about podcasts. Although there are some advantages and disadvantages to podcasts, I think we will see them become more useful in the classroom as time goes on.
>

The study in the article was done with a straight lecture with few interruptions.  The advantage of podcasts was the ability to pause and rewind.  I noticed one semester when I recorded an advanced class in syntax (generative grammar), when I spent *hours* transcribing the lectures, there were often things I had missed completely.

However, it was the only class I was taking, and I spent all weekend studying.  How long would the dedication to pausing and rewinding last if the student had (say) three or four classes, all of which lasted an hour, three times a week, and continued for 15-16 weeks?  I suspect that the novelty of what happens in a one-time-only lecture may need to be considered.

In addition, if you look at a different type of class, for example a language class in which the class size is (say) 25 students, the teacher has students work with the material in exercises/small group tasks during the course of the class, and students are actively encouraged to ask questions, and then compare that to a straight lecture on the same material in the form of a podcast, you would most probably see differences of various types.  (And yes, that paragraph was all one sentence.)

What I am trying to do now with my grammar classes, which include more presentation of information than (say) listening-speaking classes, is to create slides with the information *from* the class to *supplement* the access to information/interaction possible within the class.

I think (and I feel sure Dave would agree) that it is not an either-or situation but rather making the same material available in various modalities.  

If I were to use audio, it would need to be audio combined with visuals.  (I learned to synch the two with fairly simple software this past summer.)  Slides might be better than video because they would present clearer information than simply video of the instructor writing on a (white) board.  I've also noticed that any kind of visual can help maintain attention.

However, video can be more dynamic, and sometimes help to demonstrate links between different pieces of information.  (I am currently taking digital photos of everything I write on the board as I work towards an online preview/review of grammar class information.)

I'm sure many people would agree that in language learning it is important to have audio, visual *and* human interaction whenever possible - and other channels when possible (kinesthetic, for example).

Karen
http://karen.stanley.people.cpcc.edu
Charlotte, North Carolina, USA