CHAPTER 9 a learning technology Podcasting: sy PALITHA EDIRISINGHA AND ANGUELINA POPOVA odcasting, originally developed and ‘used for creating and distributing personal radio shows on the Internet is gaining popularity amongst academics ‘asa technology to support teaching and learning. In this chapter, we provide definitions of podcasts and podcasting, their potential uses in education, and ‘guidance on using podcasts and finding podcasts suitable for education. What are podcasts and podcasting? Salmon and her colleagues define podcasts as digital media files that play audio and/or audio and vision (also known as vodcasts) that are made available froma ‘website, can be opened and/or downloaded and played on a computer, or downloaded from a website tobe played on small portable player designed to play the sound and/or vision. Podcasting isthe action of both creating podcasts and distributing them (Salmon etal, 2008) “Technically speaking, podeasts are MP3 or MPA files delivered automatically ‘to auserthrough subscription toa syndication feed ‘We can view educational podcasts as digital audio or video files containing ‘meaningful content forlearning, Podcasting is the process of creating and distributing such learning material. Educational podcasts can be considered different from other general types of podcasts; educational podcasts are integrated with the teaching/learning process, addressing learner needs, and targeted for a defined group (eg. students studying a particular module, a cohort of students, or students from one university) Alongside with audio and video podcasts, enhanced podcasts are in use, offering built-in functions such as inserted slides or chapter titles to aid navigation. Why should podcasting be used in education? (Certain forms oflearning, such as distance, online or blended learning, can particularly benefit from using podcasts for delivering content (both teacher and student created), for feedback or other relevant information {for examples, see Salomon and Edirisingha, 2008). Certain groups of learmers can also benefit from Jearning from audio, such as those with dyslexia and those who prefer listening to reading, or students who spend much time travelling, Moreover, theres a growingbody of empirical evidence suggesting that podcasts can support earning in traditional classrooms and for on-campus students with no specific learning needs. ‘The key factors for success are the thoughtful choice for the type of content to be delivered through podcasts to address earner needs, pedagogical design and how podcasts are integrated with the teaching and learning process, Edirisingha, Salmon and Nie (2008) provide a model for developing successful podcasts. Podcasts can support and enhance Gifferent kinds of learning. To give few examples: Conversational and collaborative learning Effective learning takes place when learners can discuss with each other, learning activity the podcast is designed to stimulate or facilitate, This can be shared construction with the aid of peers, or individual construction through reflection (eg, Ng’ambi, 2008) and internal dialogue stimulated by questions or tasks in the podcast. Situated learning Brown et al. (1989) emphasise the idea of cognitive apprenticeship where teachers (Ge, the experts of subject knowledge} ‘work alongside students (ie, the apprentices) to create situations where the students can begin to work on problems even before they are capable of fully understanding them. Listening to pre- prepared instructions, recording one’s own reflections or listening to peers reflecting ‘ona subject are examples of situated interrogating and sharing learning, where podcasts can be their knowledge and Reflection is _ successfully used. understandings. Hearinga probably the most conversation such as an important and final Reflective learning interview with an expert or aim of education, _—Reflection is probably the teacher talkingabouthis/her tis about having a __mostimportant and final aim of background, orapeer group critical thought of education. It is about having a discussing on a topic may what one knows, _eritial thought of what one helpestablish an empathetic what hasbeen _knows, what has been learned, relationship forthe learner, leaned, the way tthe wayit was learned or Podcast technology provides was learned or —_performed, what could have forashared conversational performed, what been done or could be done space. Approaches to could have been done further. Podcasts can support developing podeasts with or could bedone reflection in many ways, for peer discussions, such as the further ‘example, by simply providing ‘one developed by Rothwell (2008) prove that podeasts can successfully be used to support conversational and. collaborative learning among students, Constructivist learning Constructivist learning is the active process in which learners construct new ideas or concepts based on their current and past knowledge (Bruner, 1966). What determines the construction of knowledge is the design of the podcast and the easily accessible information to reflect upon, or by providing with reflection-stimutating tasks Flexible and mobile learning Flexible learnings about giving learners more choices ofthe places, times and pace oflearning (Collis and Moonen, 2001) Mobile learning is generally about making flexible learning possible through mobile devices (Kukulska-Hulme and Traxler, 2005). Podcasts are ideal support for thesePa elo a} ‘evo types of learning, as they have a time- shifting capability to be listened any time, and a space shifting capability to be listened anywhere. Also, they do not band ‘the learner to listen through only one device, “The usage and effectiveness of podcasts largely depends on the pedagogical purpose and the context in which the ‘teachers intend to use it, and on the way the students are usingit. Finally, from a practical perspective, podcasts are simple to create and distribute ‘and their production is near to costless. How to use podcasting? Edirisingha, Salmon and Nie (2008, pp. 153-154) recommend 10 factors to be taken into consideration when designing podcasts. Although these factors have been discussed in context of higher education, they can be applied for educational podcasts in general. These factors are: © the purpose of the pedagogical rationale; ‘© the medium used (audio only or audio and video); © the convergence (how much the podcasts are integrated with other e-learning); ‘© the authors and contributors of content; © the structure of podcasting (frequency and timing); © the reusability of content; © the length; © the style (presentation, interview, dialogue); ‘© the framework of content organisation; © the access system (via VLE or Internet- based feeder service such as RSS) Depending on the pedagogical rationale and the type of content, podcasts can TABLE 9.1. A framework relating types of podcasts and possible leaming outcomes (Source: Popova and Kirschner, 2008) tecture ectures, guest lectures (video and | Learning through repetition, revision; elvery audio) Supports recall, better understanding, independent learning ‘Adaitionat material Preparatory material Discussions, inlerviews, Key concept explanations, remingers, summaries of | emotional engagement ofthe learner, previous lectures or upcoming Fectures, advice for reading and work Instructions, all types listed in Supplementary materials, Dut used for Conversational approach to Tearing, Support understanding, priming, preparation for new knawiedge, help brganisation Peming Supports reflection rapanng students for face-to-face or bnline sessions and thus eifering by ‘esign and format “Assignments | Student crested content az 8 response toa given task (tours/eld works, Interviews, oral reports or eter audio sata “Acive learning, matvation, se reflection, deep learning (Can support calaboratve learning‘support a range of learning outcomes. The practice shows that podeasts can be grouped by ‘types; each type is related to certain content and learning outcomes. Popova and Kirschner (2008) propose a framework to help educators decide on the most appropriate type of, podcast to support learning. Where to find examples and resources? Many universities and schools are now experimenting with or using podcasts as part of their teaching and leaming provision, The IMPALA project (htp://wwwleac.uk/ impala/) started in 2006 and conducted by the University of Leicester has been creating a rich resource on how to successfully use podeasts in education, The project website offers valuable information for teachers who are willing to introduce this technology into their practice. A book published in 2008 entitled Podcasting for Learning in Universities edited by Gilly Salmon and Paitha Edirisingha, summarises success stories in using podcasts in diferent settings and for a range on learning experiences. The book’s website at ‘htp:/ www podcastingforlearning.com offers examples of podcasts and resources for practitioners Other examples of podcasts can be found on universities websites - such as Duke University and Stanford, and on specialised platforms for podcast searching such as ‘Tunes, Podcast Alley or Odeo, just to mention a few. References Brown, J.S..Colins, A. and Duguid, P (1988). Siwated cognition and she culture of learning, Educational Researcher, 18, 32-42. Bruner, J. (1966). Toward a Theory of Instruction, Cambridge, MA: Harvard University Press. lis, B, & Moonen, J 2001) Fecble earning in a digital world: experiences and expectations London: Kogan Page. .irsingha,P, Salmon, G., & Nie, M. (2008) Developing pedagogical podeass, In G. Salmon and P ¥dieisinga (Eds) Padcastng for Learning in Universite, Maidenhead: Open University Press and SRHE, ‘Kukulska-Tuime, A. Teaser, J. (ds) (2005) Mobile Learning A Handbook for Educators and Trainers Tondon: Routledge [Nglambi,D. (2008) Podcasts for reflective learning, In, Salmon and Palrisingha (Eas) Podcasting for Learning in Universities, Maidenhead: Open University Press and SRHE. Popova, A. &Kirschnet PA (2008) Innovative pedagogical and psychological perspectives of podcast. la ‘Proceedings of World Conference on Educational Multimedia, Hypermedia and ‘Telecommiunicatons 2008 (pp. 3898-3803). Chesapeake, Vic AACE. Rothwell L (2008) Podcasts and collaborative learning, In G. Salmon and P Edirisingha (eds) Podcasting "for Learning in Universities, Maidenhead: Open University Press and SRUE. Salmon G, ac dirisingha P (Eds) (2008) Podcasting for Learning in Universities, Maidenhead: Open ‘University ress and SRHE Salmon G., Mobbs. , Fairisingha P,& Dennett C (2008) Podcasting technology; In G. Salmon and P "dirisingha (Eds) Padcastng for Learning in Universities, Maidenhead: Open University Press and SRHE,