Collaborative Inquiry Project - Podcast Transcript:

Exploring Podcasts in Interdisciplinary

Project-Based Learning

GROUP 1:

Fariba Adibi

Ebru Bengisu

Ryan Stotesbury

Kevin Tyner

University of British Columbia

Authors Note

Class: ETEC 532 Technology in the Arts and Humanities Classroom

Instructor: Dr. Alex F. de Cosson

Assignment: CIP - Podcast Transcript

Word count [excluding cover page and references]: 5,598 words

Ryan:
Hello! Welcome to our podcast, everyone. This podcast is for ETEC 532: Technology in the
Humanities Classroom. Lets introduce each other: My names Ryan Stotesbury. Im a high school and
middle school teacher from Victoria, BC; I teach English and music, and most recently English in South
Korea. Lets meet the next person!

Fariba:
Hi! Im Fariba Adibi. Im from Ontario. Im an Instructional Designer with TVOntario and Ive
been teaching Mathematics, French and Microsoft Access in the past 18 years.

Ebru:
Hello. I am Ebru Bengisu from Izmir, Turkey. I am an interior architect, which corresponds with
interior design, I guess in the Western hemisphere of the world. I have been a research assistant for four
years. I have experience with design studio and other drafting courses. Now I am living in Thessaloniki
Greece.

Kevin:
Hi, my name is Kevin Tyner. I teach the eighth grade in the subjects of Social Studies and
Multimedia at the American International School of Guangzhou, in Guangdong China. Ive been teaching
for 11 years all overseas.

Ryan:
Alright thanks everyone. It was really nice to hear about your backgrounds and get to know you a
little. Before we get started we need to throw out a big thank you to all of our ETEC 532 colleagues, as
well as to our professor, Dr. de Cosson. So, thanks for listening, everyone!
Before we get started, lets have a brief overview of what were going to talk about today: Our
podcasts topic is Exploring Interdisciplinary Curricula and Project Based Learning with Podcasts. So
today were going to talk about Why Podcasting? What is Project Based Learning? What is
Interdisciplinary Learning? And what can we do to integrate technology in the classroom and for learning
using these things. Were going to talk about some of the benefits we learned for podcasting for Project
Based Learning, and then dive into some of our experiences and some of the things weve learned in the
research.
So now that we have an idea of what were going to talk about, lets dive into the rationale of our
objectives and the main topics were going to cover in this podcast.
So . . . Why podcasting? Well, we found some research, a lot of research showing that the benefits
of podcasting outweigh some of the challenges: things like easy access to technology and software; lots of
engagement and fun; and giving students ownership of their ideas; and helping them to construct
knowledge through social settings as well as individual reflection.
So how about Project Based Learning? Can you tell us a little about that, Fariba?

Fariba:
Well, Project Based Learning has many benefits for students. Its student-centered, so students get
to apply what theyre learning and apply projects that they would be doing in real life. It would help them
to develop conceptual thinking, and its also suitable for interacting with different technologies such as
virtual reality.
Ryan:
Great! And how about interdisciplinary learning. Can you tell us more, Ebru?

Ebru:
Yes. Well, basically an interdisciplinary approach connects the learning objectives of two fields
which can be close or completely different from each other. It basically combines the knowledge and
skills from these areas. It gives students a learning experience that encourages students to be aware of
multiple perspectives and through the collaboration with different fields, students increase their
understandings of different backgrounds. We also think that integrating technology into the classroom has
many benefits, and what can you tell more about that Kevin?

Kevin:
Sure. Allowing students to integrate technology, if we use critical pedagogy, will allow us to
connect with students who are younger, digital natives, net generation that we read about in week four.
And, it allows us to keep the interest and do less of a didactic approach to learning and more of a
constructivist pedagogical approach in the classroom.

Ryan:
Yeah! Great point there, Kevin, about constructivism in the classroom. I think in modern
education were really going for that student-centered approach, and teachers moving away from the
didactic teaching and giving students ownership of learning and exploring for their own knowledge.
Now that weve talked about the main ideas, lets talk about some of the benefits and challenges
of podcasting, as theyve related to the research that we found, as well as our own personal experiences.
Fariba, why dont you share with us about Project Based Learning, and some of the benefits youve
found?

Fariba:
Thank you, Ryan. The readings I did on Project-Based Learning, they all showed me that the
Project-based learning approach increases students motivation and engagement, and it can also help them
develop their language and communication skills. In fact, I read a study on grade six Greek students who
were learning English through project work (Fragoulis & Tsiplakides, 2009), and the project-based
approach that they had helped them improve their language and communication skills. They also gained
better confidence and autonomy in using the new language.
I also read another article about the benefits of students creating podcasts as they were exploring
chemistry concepts. And it their case, the students showed improved retention and better understanding of
the concepts. They also had higher level of engagement and motivation (Pegrum, Bartle & Longnecker,
2015). So, Project-Based Learning helps students improve their language skills, communication skills,
increase motivation and engagement, it has many benefits for students increasing their confidence and
autonomy in using the new language.

Ebru:
These are great points Fariba. If we have to speak about interior design perspective, to be honest
while I was doing the research, I can not find many literature about using podcasts in interior design or in
general in design and architecture but for project-based learning, I can say that as an interior design
instructor, project-based learning is the core of design learning. Design students are able to engage with
their users and with the object at hand closely.
 In one of the articles that I have researched, students created posters and they are required to make
a design for elderly. They are able to work with their end users and create works that actually touch their
lives. Also in another study, I have seen that project-based learning is beneficial to apply knowledge that
goes beyond the classroom environment. Also for some reasons, if students can not go beyond the
classroom environment, the environment can come to classroom via using other technologies like virtual
reality. So, if a student can not build a bridge, in 1/1 scale, virtual reality technologies can provide these
things. In order to do that there are some important aspects including using pedagogy and technology in a
meaningful manner as it was covered in our weekly readings as well (Koehler, Mishra, & Cain, 2013).
What about you?

Ryan:
Those are some really good points about Project Based Learning, Ebru. I really liked the research
you had about the bridge building project using Virtual Reality, that gives students that first-hand ability
to make something and apply their knowledge. Maybe not in a real-world context, but it gives them a
chance to explore their knowledge independently.
I have some experiences teaching Project Based Learning: Ive taught a class of gifted students in
an English as a Foreign Language (EFL) class for 2 years, in a project-based year long course. Through
this course, Ive discovered some of the side benefits to the project based approach:
One of the biggest ones is increasing student autonomy. Giving students the ability to work
independently or work in groups, really benefits the students as theyre able to achieve big challenges on
their own, without or with little teacher intervention. For them to be able to do this, theyre always
learning problem-solving and teamwork skills, especially for those group projects.
One of the other side benefits of these social Project Based Learning experiences is that it helps
students develop confidence. Especially with the shy students! If youre a clever teacher and you mix
those shy students in with the outgoing students, you find they start building their own confidence and
become less shy. Its a really nice side benefit: aside from all the content, students can learn a lot of
these transferrable skills that can benefit them in all of their classes, and even outside the class.
How about you, Kevin?

Kevin:
Yeah. Those are some good points. I was thinking of an example that I saw with High Tech High
and it showed the growth with a particular student- which you mentioned - with developing confidence
over time; I should have put the example in there. But in my experience, I think it is really good that kids
can investigate real world problems and things they are interested in and express those beliefs- and in this
case, podcasts. And allowing, just as Fariba mentioned earlier, skills, multiple skills whether theyd be
editing, research skills, writing, speaking, ways of delivering through their choice of medium. And one
thing I have also known from personal experience watching kids doing project-based learning is that they
will might change their perspective from their original focus. That they will change their concept of a
particular problem over time having done the research so they will go through the thinking process and
the critical thinking process, which is always an interesting sight to see when a child comes to their own
conclusions rather than just being told what to believe in.
So, going back to what we talked about its very constructivist in its make up, allowing kids to
develop their own opinions. And we have to be there to facilitate that, rather than to be their telling them
what to believe. So yeah . . . Ryan.

Ryan:
 Yeah, I think Kevin thats one of the biggest benefits of PBL, is that critical thinking that the
students begin to develop, where the teacher can go off in the sidelines and let the students come to their
own conclusions. Its very exciting!
So, that is the big area that we researched: Project Based Learning. Of course, the process of
making this CIP (Collaborative Inquiry Project) for this class. We experienced all the stuff that were
studying, but one the unique aspects of this course is our group: were all from completely different
backgrounds, so we became interested in how we can relate our different experiences and different
backgrounds together for one common goal. And this led us to interdisciplinary learning, or
interdisciplinarity. Lets talk about this: how we can combine different fields and different disciplines to
shared goals and enriched learning experiences.
Fariba, can you tell us what youve learned about interdisciplinary learning?

Fariba:
Sure Ryan. As Ebru pointed, interdisciplinary learning can help students integrate different ideas
from different disciplines and as you just mentioned it, it can enrich students perspectives and their
learning experience. In fact, I read a very interesting study that was done on a group of Mexican
American Youth who were involved in an interdisciplinary project (Bruce& Lin, 2009). In this study, the
students reflected on Hispanic artwork and they created video podcasts of their opinions about their
community. The exercise helped them connect with their heritage and become engaged in their
community.
And this reminded me of the projects that we read about in the course content, sharing and
publishing street art that JR had worked on (TED, 2011). And these types of interdisciplinary projects can
advocate and empower students. For learning a new language, lets say, students can work on projects
that can integrate other disciplines like history or science, and these projects will increase their use of
authentic language within the new contexts. I find that such interdisciplinary projects can empower
students and help them connect holistically with the world.

Ebru:
Very good!

Ryan:
I like how you said it helps students connect to the world holistically. I think that is one of the big
goals of the humanities is to see how connected everything is!

Ebru:
Exactly!

Ryan:
Even language studies might seem completely separated from science or history, but when we get
down to it we can see how connected those things are. Its a really interesting perspective!
How about you, Ebru. You work in design, which is quite an interdisciplinary field.

Ebru:
Yes. When Fariba was talking, I can not help but wonder even though design is actually building
something that people can live in. and It has to adapt itself according to this places conditions. Overall,
there is a term called universal design so all these interdisciplinary perspectives of each background of
each culture come to a point to support the needs of people which can be universal. So, for design and
interdisciplinary projects, I saw in the research that interdisciplinary can help both teachers and students
in various ways. For instance, in one article, I saw that in order to enhance teaching strategies, in a case
which aims to increase students learning after they visit a museum, they invite people from the museum
and they invite architects, because this exhibition about the sense of the city. Students at the end showed
that they are more motivated for these kinds of activities and they performed better. That was one of the
faces of interdisciplinary projects. It can help both students and teachers.
In another study, I saw that students from different cultural backgrounds can come together. [It
reminded me of another project] In our studio where Turkish and Greek students come together to
renovate an abandoned facility in Athens and built together and give it to the public there. At first there
are some communications issues but the end everyone has an understanding of different backgrounds,
since they are working as architects and interior architects. Students had a sense of understanding of how
other people thinks, they [reflect on their own thinking and what can they learn from each other]. I really
value this aspect of interdisciplinary learning in design, and I believe that it helps both students and the
teachers. You are also in a different country, in a cultural background, how about you Ryan?

Ryan:
Yeah! For 2 years in South Korea I was teaching this project class. The curriculum was an
interdisciplinary curriculum with Social Studies, English, Multimedia, and Media Studies. Having these
multiple perspectives, it really helped students learn how to perfect their research skills, make and
conduct their own primary research, as well as learning how to critically examine secondary sources.
So, they learned all of these skills and applied them on projects like reporting on people of merit
or conducting primary research: going to subway stations and asking the public about social issues in the
community. Once they get all their research and ideas together from all these different perspectives,
theyd share their findings with research essays, multimedia presentations, or even video projects.
This interdisciplinary curriculum gives them transferrable skills they can apply to other classes, as
well as the other classes in this gifted program, which was a Literature course studying poetry, novels,
short stories and plays. They get all of these abilities to critically examine sources, looking at multiple
perspectives, and producing multimedia projects - all of these give them this richer, and deeper
conversations to engage in the material much more deeply. I think that the interdisciplinary curriculum
can work internationally, or from many different disciplines.
You were talking about the intercultural benefits, I think one of the sources you read Ebru, was
about the design students from 2 different countries. They were challenged to design public housing, but
they also learned about each others cultures.

Ebru:
Exactly . . . yes. At the end of the project and through discussions, they have learned to express
themselves by words and by their design in this novel place. In that sense, they have really learnt from
each other.

Ryan:
And how about you, Kevin? Youve had a pretty rich experience with interdisciplinary teaching!

Kevin:
Yeah, I have had a bit. I was thinking personally, the last couple of years most of the
interdisciplinary work I have done was with English teachers and subjects within the Humanities - Social
Studies, History and English- work well together, so I have done some work with some English teachers
and we have done- I have provided kids with help providing the historical context on a particular subject
matter; so, that was interesting. However, which we talked about before, I would really like to start
working with more Math and Science teachers because I dont think that we cant do that, I think that we
often take the path of least resistance. So, trying to work with the Science department a bit more will
maybe take a bit more thinking.
But when I was in New Zealand, we did an interdisciplinary week. So, we shut down all of the
schools classrooms after the seniors had left after their exams and we took a concept or idea and within
that idea, kids would express themselves through multiple disciplines so they had to express their research
or their concepts. And in the case of our school it was just Apples; that was the only thing. They could
choose a combination of drama with English and Mathematics and they would and they would meet with
kids from other groups. If I was into dancing, and I wanted to dance, and then I would have to meet with
other kids from Maths and Science and then after the week they would have to present their work. There
was some amazing stuff. At first the teachers were actually resistant. I think just due to change. Again,
myself and some others are trying to convince my current administration to try something similar. I think
there are a lot of teachers on board. Of course, there are the logistics of it all, which. . . youll probably
fail a couple of times, but you know. . .

Ryan:
Thats what teaching is all about, though right?

Kev:
Exactly, I do it all the time . . . Trying something new. I think there is a lot of opportunity. It is
like we said. For one, I was always interested in History. When I got older, I became interested in biology
but I figured at that point and time, academically, it was too late. But there was probably something in
science I could have found interest in and apply it to my love of History or English. So, I think we
sometimes limit kids opportunities if we do not try these things.

Ryan:
I think you made a good point there, Kev, that interdisciplinary learning may seem new and a little
bit challenging to get implemented, but we shouldnt let those resistances and those challenges stop us
from trying and making mistakes; because in the end it really benefits teachers as well as students having
those kinds of experiences.
For our interdisciplinary project from our diverse backgrounds, and talking about Project Based
Learning, we settled on the format of podcasting. And we had a bunch of reasons why we chose to
investigate podcasting as a medium for sharing projects: We each have a little bit of experience, and we
learned some interesting research. So Fariba, why dont you start us off and tell us about your research
and experience for podcasting.

Fariba:
Sure, Ryan. Having talked about interdisciplinary and project-based learning, Im putting it all
together, I think integrating podcasting would be a great tool. Especially, I was looking at it from the
perspective of learning a new language, and I think that creative podcasting can help students with their
speaking and their pronunciation. It can also promote their active learning and keeping them engaged. Its
fun, its not boring.
In my experience of teaching language, I found that projects where students were involved in role
playing or expressing an opinion was very effective. Doing interviews or telling stories are other good
ideas too. With podcasting, they can write their own scripts and create podcasts. The whole activity helps
them with both their writing and their speaking skills.
Kevin was talking about interdisciplinary projects hes done and I found those projects very
interesting. And I think that podcasting in an interdisciplinary project can promote students language
skills. Kevin was talking about English teachers working with Science or Math teachers. For example,
students can document a science field trip and create podcasts of their findings. I read an article on MIS
students who created podcasts of interviews with Experts in their fields (Armstrong, Tucker & Massad,
2009), and I found this very interesting too. They invited experts, asked them questions and created
podcasts of these interviews. By doing this, they gained many skills like self-reliance, technological
skills, confidence in their communication. Plus, they put together a library of podcasts. I mean, through
all these interdisciplinary projects, libraries of learner-created podcasts can be created. And these would
benefit both the students working on these projects and future students who have access to all this
information through the podcasts that have been created.

Ryan:
Thats some great points there, Fariba. When you talk about the online communities, that takes us
into some of the reading that we covered in Week 3, with Wilhelm Teacher as Trickster (2014) he talks
about making Third Spaces. As well, Palloff & Pratt (Kaiden, 2002) talk about good ways to make online
communities; I think that having students taking their reports and putting their ideas out there in podcast
form helps to start a conversation that they might not ordinarily have in the classroom.
Podcasts are really fun. Theyre fun to listen to, and I love listening to podcasts, and honestly this
is my first experience producing one! Weve learned a lot just from doing this!
My favourite podcast is called Hardcore History, its by a journalist who is also an amateur
historian. He tells interesting stories about history, and starts conversations about things that we might
not normally hear about or talk about.
Making podcasts is really exciting because of its simple entry to access. All you need to get
started is an idea, some research and a microphone. But once you get started, the learning process
involved actually goes pretty deep. Our experiences so far are a pretty good illustration of what weve
learned about this:
The technical challenges of producing good quality audio; finding good research for ideas to
discuss; creating a cohesive and interesting structure for your script; editing together the different sections
of the show; and finally publishing and sharing your podcast with a greater audience. For the process of
our project weve gone through all of these things, and I think weve been learning a lot of interesting
stuff about podcasting.
What are your thoughts on that, Ebru, about researching podcasting?

Ebru:
Well, yes as I have told earlier, I could not find many articles about podcasting in design
education. However, when I am researching the tools, for our website, I saw that there are an abundance
of podcast tools and there are many ways to encourage you to make your podcast. My experiences with
podcast can be divided into two, as a podcast listener and as an instructor who sees that students are in
need to apply to other sources than the teacher. What I mean by that is, as an interior design [instructor]
we have sometimes over one hundred students in our studio, I feel that sometimes an instructor's efforts
might fell short. At these times, students go to YouTube, and search for I don't know, How to draw a
three-point perspective? or How to render a drawing? There are lots of tutorials that show how to do
these things. As Fariba said earlier, students share these videos and making playlists, working on them
together.
 Even though I can not find any study on this issue, design students effectively are using especially
video podcasts. But the thing is, in order to.. Umm.. It is more kind of a behaviorist principle relationship
[students are having with a podcast] So for instance, as a listener myself, I am much into listening to
comedy shows or just as you have said about your favorite shows. I guess in order to create a more
constructivist learning, students and podcasters and teachers might be in a more collaborative and
interactive way.
As I was exploring the podcast tools, I can not help but wonder the abundance of these podcast
tools and how they allow students to interact with their teachers or the podcasters live. For instance,
while we are making these podcasts, an audience can come in and ask some questions and we can answer
them and there will be a collaboration with this. I am excited for the opportunities that podcasts can offer
us., to be honest. What about you Kevin, do you share my enthusiasm with podcasts?

Kevin:
I think like Ryan, I have been listening to more and more podcasts over the years. When I was a
kid, I listened to a lot of radio in my room, a lot of AM radio, hockey games before they were televised; I
used to make fake radio shows on a cassette recorder. So I always wanted to have my students create fake
radio shows and news shows and now with the technology available such as Garage Band or Audacity
students are able to do that in my classroom. However, through the research, if I want them to do it
correctly, continuing on the list Ryan added, I need to teach them properly and how to do that instead of
just throwing something together.
And I think, what I found in my research, was that podcasts act as constant learning and whatever
is easiest for the listener. We are not necessarily confined to a space. We can put it on our phone or our
mp3 players and we can move and learn and pause and go back and reflect and so it is not just one place.
So now, I listen to podcasts on the bus. I now have a 45-minute-long commute. The bus driver has a
heavy foot so I get sick when I read. So, it is all podcasts now. . . they are better for motion sickness.
Thats my thoughts on podcasts.

Ryan:
So, the process that we went through to prepare our podcast: we researched and experimented
with different recording methods and software, and we really learned a great deal about what it takes to
make a podcast. The project based learning side of our research really informed our process, and I think
we gained a lot of benefits working together, learning from our different experiences and perspectives to
create something interesting for everyone to enjoy.
Before we wrap things up, lets plug our website, as weve been working hard on our website!
The web address well put below in the description, its http://etec532podcasts.weebly.com . On this
website, you can find our blog, that has described our process of putting this project together, as well as
our complete literature review, with our completed annotated bibliography and all academic sources and
media sources we took a look at.
What we really want you, our colleagues, to take a look at, is our tools section: where were going
to talk about all the things we went through to get this podcast going. Well make a Getting Started
guide for you, pages on the tools including some of the recording software, some of the editing software,
and some of the ways you and your students can share their podcasts, as well as some helpful websites for
educators to go to.
We hope you found this podcast useful, and thank you for sticking through to the end. And well
wrap it up with a short conclusion. Before we wrap it up, do you guys have any final thoughts or final
comments about the project or what weve learned?
Ebru:
What Kevin?

Kevin:
Jingle?

Ryan:
We can do that in post-production!

Ebru:
It was my first podcast making experience. I found that disturbingly easy. It pushes me to
reconsider my questions about exploring more in this new area. So, I guess I will explore podcasting
more, both in my personal and professional life.

Fariba:
Me too. I was really amazed by the abundance of the tools available and how easy it is to make
podcasts. And besides creating an active learning environment and an online community for our students,
I think the best part of if is that it gives students a voice. They can express themselves easier. For some of
our students, its easier to create a podcast and express themselves rather than doing it in the classroom or
face to face. So, its an amazing tool and why not using it more in our classrooms?

Kevin:
I really appreciated this whole experience. I had never even thought about the idea of creating a
podcast with someone I know from back home in British Columbia or overseas, just via a Skype
conversation and then putting it out there. And I am going to have my students, when we have some down
time in Media Club, trying to have them create a podcast where student issues create a student voice and
see if we can get that going over the years. So, there are a lot of opportunities with podcasts. Ryan. . .

Ryan:
Lets dive into the conclusion!
Podcasting - its a useful and easy technology for project based learning, and there is a wide
variety of research and applications available for a wide range of disciplines! Podcasting facilitates
collaboration to create projects that showcase student growth in both content knowledge and skills, and it
offers those authentic constructivist learning experiences. Through these experiences, podcasting is
empowering to both its creators and its consumers. Student participation helps to form these online
communities of inquiry that we talked about, and practice based inquiry based on similar interests offers a
medium to share conversations and interesting ideas on important issues or problems.
Podcasting offers a comparably low barrier of access in terms of technology and cost, it requires
less investment in learning the technology as far as time is concerned, as well as less cost for equipment
and software.
Definitely we have to make considerations for cases of students where they might not have
computer access, internet, or WiFi. We suggest to repurpose old school equipment: get an old PC with a
sound card, a basic microphone - hijack your schools internet access! You can use open-source
software, free software like Audacity. Use these things and make a podcast lab to set up a space for
your students.
Finally, the act of combining subjects and disciplines in the creative aspect of creating podcasts
gives students that benefit of sharing multiple perspectives. Collaboration between departments and
disciplines (like we did with this project) can really offer enriching experiences that encourage critical
thinking and the development of common sense skills that are useful for lifelong learning outside the
class. Project based learning gives students the chance to practice those vital life skills that serve them
beyond the classroom, helping them to form as productive and reflective members of society. The act of
creating podcasts helps to encourage these open-minded and beneficial discussions about important
issues, helping to reinforce student knowledge and creating positive communities of practice in the
classroom, online, and in real-world contexts.
On behalf of the group and all of our MET ETEC 532 colleagues, Id like to thank you all for
joining us here. My name is Ryan, lets introduce and say goodbye everyone.

Fariba:
My name is Fariba, thank you for listening.

Ebru:
Thank you!

Kevin:
Thank you

Ryan:
Thanks a lot everyone for joining our podcast. Dont forget to check out our website,
http://etec532podcasts.weebly.com Please feel free to drop us some comments and feedback on our blog.
Were going to keep this website up for as long as we can, to give all of our colleagues the chance to
experience the joys of podcasting. Thanks again, everyone. Farewell!
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