Wednesday+-+Podcasting+&+Vodcasting

=Podcasting and Vodcasting =

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 =__What is a Podcast and Vodcast __=

==== A podcast is when audio material is converted into an MP3 format and is then able to be played back into a listening device such as an IPod (where the name podcast originated). This broadcast is then delivered through an RSS feed which are available to the people who have subscribed to particular feeds. In order for these feeds to be converted into mp3 format they must first be converted with a ‘pod catcher’. Vodcasts are very similar to podcasts as they are transmitted the same way. However, instead of just audio being sent, a video is sent instead (The Computer Language Company Inc. 2008). ====


 * Charles Sturt University (CSU) Context:**

The learning context in this case study, "[|Microbial vodcasting – supplementing laboratory time with vodcasts of key microbial skills]", focuses on first year students at Charles Sturt University (CSU) using vodcasts in a practical microbiology class. Charles Sturt University is eager to give first year students practical experience however, it is difficult to address the individual learning needs of each students so video podcasting was used as a short video demonstrating the key microbiological skills.The students watched the vodcasts using a network other than the universities meaning that a majority of the students were able and willing to access video podcasts to assist their learning experiences. Strongly justified by quantitative data, distance learners represented 29 of the 277 who had undertaken the practical component.


 * MIT Context:**

The majority of learners in this context are students, academics, MIT staff as well as people interested in various topic areas. Vodcasts and podcasts are used as supplementary material for lectures and tutorials as the main delivery method of lectures. For example a demonstration of a maths problem for a tutorial is available via vodcast for a student to continually watch to to understand it (MIT 2009). It is also a good means of making a guest lecturer's lecture available to a broader audience (MIT 2009b). The majority of learning is found at home on the learner’s computer, or on their portable media device. There are no limits to where learning can be done with a portable media device.

**RMIT Context:**

The majority of the learners in the contexts are students and teachers from RMIT. The teacher and trainers in RMIT found that the learning process was convenient as the needed technical and mentoring support was available to them from mentoring supports. The good thing about podcasting in RMIT is teachers and trainers can pass ideas to learners about different spaces and places. In the future teachers believed the 5-10 minutes podcast could effectively to achieve an improved result in assignments
 * Podcasting helps learners from non-English speaking backgrounds especially those who found lecture content difficult to understand.
 * Learners regarded podcasting as a useful revision and preparation tools for exams.
 * They found that podcasting helps for language and comprehension.
 * The learners are also welcome to listen to the discussion and lectures posted in the University.
 * The RMIT also use podcast and vodcast inform their students the cool things they university is doing in the campus.

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=__What are the benefits of these technologies? __=

P odcast's and Vodcasts are successful within organizations, educational contexts (Peak Educational Consulting LLC 2009) and personal use because they effectively present and discuss ideas, concepts and facts (MobileCast Media 2009). They are useful for lectures and speeches when there is no visual references required.

Podcasts costs less to produce in comparison to videos (Onlypodcasting.com 2009). Another advantage is that it builds an audience via subscription. This benefits the publisher as they don't need to distribute their content to an audience and it allows the consumer to be in control of whether they want to receive the content anonymously.

 Vodcasts drives traffic to your website from aggregators (e.g. iTunes ) and can be used as a form of advertising. It communicates more effectively to the audience with its use of imagery. They are found useful in teaching projections on distinguishes and benefits in a given context (MobileCast Media 2009). Vodcast is particularly beneficial for distance learners allowing better access to educational resources. It is very accessible as it allows consumers on the go to get hold of content through mobile devices.

It also supports consumers with slow connections. In a similar nature to a podcast this technology also builds an audience through subscription and has automatic distribution of new content.


 * Benefits for RMIT:**

RMIT demonstrates how a large-scale, dual-sector organisation could accommodate change to embed podcasting into teaching and learning at the institute. RMIT podcasting and vodcasting assisted teachers and lecturers with necessary integration of media-rich interaction and content. Podcast and vodcast's provide the information required to implement the most popular and useful technologies that assists RMIT in collaboration, education and communication. The RMIT University has found that podcasting assists language and comprehension. It helps learners from non-English speaking backgrounds and those who found lecture content difficult to understand.


 * Podcast and vodcasts provides the information required to implement the most popular and useful technologies that helps RMIT in helping in collaboration, education and interaction between their lecturer and learners.
 * Podcasting and vodcasting assists teacher and lecturers with necessary foundational element in learning by integrating media-rich interaction and content.
 * Increasing amount of time the learner spends on the university website. This was because university such as RMIT is working to intensify the innovation of teaching in everyday practice.


 * Benefits for CSU:**

In the learning context at Charles Sturt University (CSU) the institution provided first year students practical experience so video podcasting was used to demonstrate the key microbiological skills. The following are benefits specific to this context;

At CSU the majority of viewers thought the vodcasts did enhance their "skill development and assisted their understanding of key concepts" (Crampton, Ragusa,Vanniasinkam 2008). Overall the majority of students believed that the video content helped them in their learning process developing both their skills and understanding.
 * Sharing Best Practice: "the vodcasts were designed to give each student access to demonstration of key microbiological skills as performed by a highly-skilled individual" (Crampton, Ragusa, Vanniasinkam 2008) which a llows best practice to be shared more effectively.
 * Revision: content can be replayed to assist learners to gain a better understanding.
 * Communicates more effectively with its use of imagery: various delivery methods such as audio and visual results in higher learner engagement with content.
 * Found useful in teaching projection (Mobile Cast Media 2009)
 * Very accessible: it supports consumers with slow connects and it is accessible on and off campus.
 * Automatic distribution of new content: students are kept up to date without searching for the new content saving time and also they can have the new content sent to portable media players such as iPods.

•   •    •    •    •    •    •     
 * Benefits for MIT**

Podcasts and vodcasts are commonly used in university contexts because it allows students to access specialised information at a time that suits the learner.

• **Easy access to specialized information** – Most of the vodcasts and podcasts presented on the MIT website are open to the general public. This makes education freely available to anyone who wants to learn.

• **Supplementary Material** – It has been found that the use of complementary lecture material in the form of podcasts and vodcasts aids student’s private learning. This aids struggling students in specific areas they need help with. This also allows the students to learn at their own pace and go over material more than once (which is commonly found in face-to-face classes (Clark, Taylor & Westcott 2007).

• **Convenience** – The listener or viewer can access the podcasts and vodcasts whenever they want; at the time that best suits them. The learner is not constrained by a classroom or a computer. They can multi-task.

• **Distance education** – Students are able to experience lecturers and tutorials through podcasts and vodcasts. This form of educations is especially good for mature aged students who work full-time and are unable to attend classes during the day. An example of this teaching strategy is used is in the physics department at MIT (MIT 2009a).

=__What are the challenges, disadvantages and issues of Podcasts and Vodcasts in an educational context? __=   The most significant disadvantages of the use of podcasts and vodcasts in educational settings include: 
 * **Time delay for feedback** - Educators are not able to receive questions and comments from the learners until the conclusion of the course.
 * **High amount of data transmission** - Downloads and uploads can take an extended amount of time if the learner does not have access to high-speed internet. File sizes for especially vodcasts are usually being quite heavy.
 * <span style="font-size: 10.8pt; line-height: 115%; font-family: Verdana,Geneva,sans-serif;">**Downloading unclaimed multimedia** - Some learners mistakenly downloaded wrong files, this can mislead the learner. Some students expect podcasts and vodcasts to be delivered on the same day they are created. If their expectations of the course are not met it may reduce the learner's interest in the subject.
 * <span style="font-size: 10.8pt; line-height: 115%; font-family: Verdana,Geneva,sans-serif;">**Cost -** It is quite costly to implement podcasts and vodcasts into courses because of the large amount of audio-visual equipment necessary to produce a vodcast or podcast, especially for educational contexts.
 * <span style="font-size: 10.8pt; line-height: 115%; font-family: Verdana,Geneva,sans-serif;">**Learning styles -** Learners have various learning styles (Flemming 2009) and podcasts and vodcasts only encompass two of these learning styles; visual and auditory. <span style="font-size: 90%; font-family: Verdana,Geneva,sans-serif;">
 * Disadvantages at CSU:**


 * It is difficult to address the individual learning needs of each student
 * There was a low response rate from distance students so it was hard to conclude whether or not these students were able to access the video podcasts. Reasons may involve; they may not own a computer or no avaliable internet connection.
 * Costly to produce, but more of a concern to CSU (Charles Sturt University) is the number of students who were willing to access supplemental learning resources which creates a potential cost issue.


 * Disadvantages at MIT:**

<span style="font-family: Verdana,Geneva,sans-serif;">• **Motivation -** Motivation is required for a learner to listen and learn from a podcast. Since only one learning type is being used (auditory) it is easy for a learner to get distracted from the learning material. Also, motivation is required to actually download the podcast or vodcast. Students are motivated to go to a face-to-face class because it is a one-off. If they don't go they will not learn. If they are given the opportunity to listen or watch the learning material at anytime they want; other activities will take priority. The learner will cram in all their learning just before the exam.

• **Attention Span and time** – Price et al. (2006) discovered that students are not able to focus for longer than 20 minutes. This is a challenge because it makes the lecturer use up more time outside of class creating the podcast or vodcast, especially if more of them need to be created. However, vodcasts and podcasts do save a lot of time for the student. <span style="font-family: Verdana,Geneva,sans-serif;"> • **IPods and media playing devices** - it is necessary to have a media device to actually play the vodcasts and podcasts as well as ‘pod-catchers’ in order to play it on a portable media device. These are quite expensive for students who do not have a lot of money.
 * Disadvantages at RMIT:**
 * Student can easily become distracted by their iPod or by other internet websites.
 * In the range of social software extensive and innovative use of e-Learning is a vital to become innovative in the field of learning and teaching.
 * One of the disadvantages of podcasting in RMIT is it act as a go-between locative and geographically activity that is also a likely area for growth.
 * Mostly the discussion recorded is made by the RMIT teachers instead of the almost none from the learners.
 * One of the RMIT teacher noted “I was interested in allowing learners to move from being knowledge consumers, or information consumers, to knowledge producers. So I encouraged and taught learners to produce their own podcast.”
 * And as a challenges for RMIT, some of their students said they wanted podcasting included in the delivery of all their courses. In the future RMIT hopes to ember a bigger podcasting system access the organisation to introduce other systems to cater for different learning styles and purposes.

=<span style="color: rgb(143,17,187); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(213,172,246);"> = =<span style="color: rgb(143,17,187); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(213,172,246);"> = =__<span style="color: rgb(50,145,164); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(207,247,252);">**Solutions and Recommendations** __=


 * MIT:**

<span style="font-family: Verdana,Geneva,sans-serif;">• **Internet access** – This has already been addressed in universities with the open use of internet access by students as well as staff. However, the issue of internet access at home cannot be as easily addressed. University computers do not usually have pod-catcher software, so the download onto a media device must then be at home.

<span style="font-family: Verdana,Geneva,sans-serif;">• **Attention span** - Since students usually have an attention span of 20 minutes for audio-only material ( Price et al. 2006); vodcasts are recommended for learning material for extensive periods of time, rather than podcasts. A vodcast will act more like a lecture. If podcasts are necessary, breaking the podcasts up into 10 minute blocks will allow the student to learn in bite size pieces.


 * RMIT:**

• Provide necessary tools- microphones, digital cameras, voice recorder • Teachers should ask questions online. • High speed internet access • Encourage students to make their own podcast and vodcast. • Include podcast and vodcast in the delivery of the courses. • Covert the flash media learning object into format which is compatible with the media player. • Adjustable screen sizes • Teachers should help student to develop habit using podcast and vodcast- crate engagement and habitual audience <span style="font-family: Verdana,Geneva,sans-serif;"><span style="font-family: Verdana,Geneva,sans-serif;"> In relation to the CSU Case Study it is felt necessary that the follwoing recomendations are considered;
 * CSU:**

=<span style="color: rgb(214,56,179); font-family: 'Arial Black',Gadget,sans-serif; background-color: rgb(249,185,249);">**References**: = <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;"> <span style="font-family: 'Times New Roman',Times,serif;">Clark, S., Taylor, L. & Westcott, M. 2007, 'Using short podcasts to reinforce lectures', UniServe Science Teaching and Learning Research Proceedings, Sydney, Australia, pp. 22-27. Crampton, A. Ragusa, A.T, Vanniasinkam//.// T//,// 2008 //Microbial vodcasting – supplementing laboratory time with vodcasts of key microbial skills//,, School of Biomedical Sciences and School of Humanities and Social Sciences Charles Sturt University, viewed 26th March 2009 <[]__>__ Flemming, N. 2009, VARK - //a guide to learning styles//, viewed 22nd April 2009 <[]>. <span style="font-family: Verdana,Geneva,sans-serif;"><span style="font-family: 'Times New Roman',Times,serif;"> MIT 2009, Academic Media Production Services. Podcasting, Massachusetts Institute of Technology, viewed 26th March 2009 __<__[]__>.__
 * Student should be better provided with high speed internet.
 * Vodcasts should be recorded on a CD instead of accessing the web video podcasts so that no/ slow internet connections do not develop accessibility issues.
 * The option to adjust screen size of vodcast will also assist with faster speed of content that is downloaded.
 * Teacher should help student develop habits and ensure that the use of vodcasts are used to the best of its potential. Encouraging viewing of vodcasts at home is also recommended.
 * Finally more research should be done on distance learners at CSU as there was a research gap as to whether they use vodcasts and the reasons the why they may or may not use this particular technology.

MIT 2009a, //Free Online MIT Course Material, Physics, MIT OpenCourseWare//, Massachusetts Institute of Technology, viewed 25th March 2009 __<__[]__>.__

MIT 2009b, //Podcasts and Video Tutorials on Scholarly Publishing & Copyright//, Massachusetts Institute of Technology viewed 24th March 2009 __<__[] <span style="font-family: Verdana,Geneva,sans-serif;"> __<span style="font-family: 'Times New Roman',Times,serif;">>. __

MobileCast Media, 2009, //Benefits of Podcasting and Web Video//, MobileCast Media, viewed 26th March 2009 __<__[]__> <span style="font-size: 12pt; line-height: 115%; font-family: Verdana,Geneva,sans-serif;"> __ <span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">Onlypodcasting.com, 2009, //Benefits of Podcasting,// Onlypodcasting.com, viewed 26th March 2009 __[].__

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<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">Peak Educational Consulting LLC, 2009 //Educational Vodcasting – Vodcasting Live//, Peak Educational Consulting LLC, viewed 26th March 2009 __<__[]>. ===== <span style="font-size: 110%; font-family: Verdana,Geneva,sans-serif;"> <span style="font-family: 'Times New Roman',Times,serif;">Price, A., Gay, P.L., Searle, T. & Brissenden, G. 2007, ‘A History and Informal Assessment of the Slacker Astronomy Podcast’, //Astronomy Education Review//, vol. 5, no. 1, pp. 53-69 in Clark, S., Taylor, L. & Westcott, M. 2007, 'Using short podcasts to reinforce lectures', UniServe Science Teaching and Learning Research Proceedings, Sydney, Australia, pp. 22-27.

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<span style="font-size: 110%; font-family: 'Times New Roman',Times,serif;">The Computer Language Company Inc. 2008, //Podcast: Definition and additional resources from ZDNet//, The Computer Language Company Inc., viewed 19th March 2009 <[]>. =====

= = <span style="font-family: Verdana,Geneva,sans-serif;">Sarah Saad - 10726457


 * Nancy Genzola- 10739872**

Rachel Gibbs - 10726596