Podcasts can be used to support direct instruction, a learning model rooted in behaviorism where a learner is presented with “oral or written discourse that explicitly expresses the target knowledge that he or she is supposed to acquire” (Nokes & Ohlsson, 2005, p. 770). Students and teachers can access third-party content in the form of podcasts from online podcast directories where users search for and download information on a variety of topics (Rosell-Augilar, 2007, p. 472). Baird and Fisher (2005) believe podcasts retrieved “from reputable sources could easily augment the content in a traditional classroom setting, providing students with new and exciting ways to receive content and structure their learning on their own time and schedule” (p. 20).
Lee, McLoughlin and Chan (2008) believe podcasts should do more than deliver content. They advocate “greater student control and ownership of the technology, and its use as a means for encouraging collaboration” (Lee, McLoughlin & Chan, 2008, p. 518). Collaboration is an essential component of communities of practice. Wenger (2003) explains community of practice as a group of individuals who combine their shared knowledge to learn from each other as they work together towards a common goal. When students work together to create a podcast, they share their collective knowledge of both content and technology to produce the podcast.
Instructors using a constructivist approach to learning “look not for what students can repeat, but for what they can generate, demonstrate, and exhibit” (Brooks & Brooks, 1999, p. 16). In their study on learner-generated podcasts, Lee, McLoughlin and Chan (2008) began with the premise that “the true potential of podcasting technology lies in its knowledge-creation value, and its use as a vehicle for disseminating learner-generated content” (p. 504). Their research confirmed this assumption.
The activities of creating and recording the podcasts combined elements of collaboration and cooperation among participants, and therefore brought together a number of elements common to both constructs, i.e., active learning, student self-direction, participation in group activities and team skills developed through group processes and reciprocity. (Lee, McLoughlin & Chan, 2008, p. 50
Vess (2006) also found student-generated podcasts resulted in “more reflection and a more sustained attempt to improve oral skills than is usually the case in a traditional classroom setting” (p. 486). Through reflective activities, students engage in knowledge construction by being actively involved in organizing their thoughts and building meaning (Du & Wagner, 2007, p. 4).
References
Baird, D., & Fisher, M. (2006). Neomillennial user experience design strategies: Utilizing social networking media to support always on learning styles. Journal of Educational Technology Systems, 34(1), pp. 5-32.
Brooks, J., & Brooks, M., (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Lee, M., McLoughlin, C., & Chan, A. (2008). Talk the talk: Learner-generated podcasts as catalysts for knowledge creation. British Journal of Educational Technology, 39(3), pp. 501-521.
Nokes, T., & Ohlsson, S. (2005). Comparing multiple paths to mastery: What is learned?. Cognitive Science, 29(5), pp. 769-796.
Rosell-Aguilar, F. (2007). Top of the pods-In search of a podcasting podagogy for language learning. Computer Assisted Language Learning, 20(5), pp. 471-492.
Vess, D. (2006). History to go: Why iTeach with iPods. History Teacher, 39(4), pp. 479-492.
Wenger, E. (2003). Communities of practice and social learning systems. In Nicolini, D., Gherardi, S., & Yanow, D., Knowing in Organizations: A Practice-based Approach. New York: M.E. Sharpe.
Additional Readings on Podcasting
Adam, A., & Mowers, H. (2007). Listen up! The best in educational audio. School Library Journal, 53(12), pp. 44-46.
Brown, A., & Green, T. (2008). Video podcasting in perspective: The history, technology, aesthetics, and instructional uses of a new medium. Journal of Educational Technology Systems, 36(1), pp. 3-17.
Campbell, G. (2005). There's something in the air: Podcasting in education. EDUCAUSE Review, 40(6), pp. 33-46. Retrieved February 12, 2009, from http://connect.educause.edu/Library/EDUCAUSE+Review/TheresSomethingintheAirPo/40587.
McLoughlin, C., Lee, M., & Chan, A. (2006). Using student generated podcasts to foster reflection and metacognition. Journal of the Australian Council for Computers in Education, 21(2), pp. 34-40.
Windham, C. (2007). Confessions of a podcast junkie. EDUCAUSE Review, 42(3), pp. 51-65. Retrieved February 12, 2009, from http://connect.educause.edu/Library/ELI/ConfessionsofaPodcastJunk/39405.
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