Assignment 6, Annotation

Luanne F., Martin M., (May 2007). Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper Podcasting Pedagogy in the New Classroom Domain. Vol.3, No 3.

http://jolt.merlot.org/vol3no3/mehl.htm

The intent of this study, Plugging into Students’ Digital DNA: Five Myths Prohibiting Proper podcasting Pedagogy in the New Classroom Domain is to examine how podcasting has the potential for creating inspirational and practical learning. Many instructors do not believe that podcasting is a reliable learning tool in the classroom. They feel that podcasting will discourage students from attending class, because they will have the option of downloading the class material from their home.

The fist myth associated with poscasting is the use of MP3 devices to promote social isolation and educational apathy. From an instructors perspectives in a student does not remove his earplugs when entering a classroom he is being disrespectful to the instructor and students. Some instructors view the device as tool and may search for ways to apply it in the class environment. From a students perspective the instructor that bans the “toy” creates a narrow-minded and isolated learning environment. A professor can implement the proper use of MP3 players in the classroom by incorporating podcasting in the course curriculum. One student expressed that he “enjoyed the second pod cast, ‘Carpe Diem’ the most…It was also a great example of how Martin [the instructor] would like us to speak. The student seems excited about listening to the podcast and has arrived at the conclusion of how his professor would like him to speak. This is a clear indication that podcasting does not promote educational apathy but enhances an instructors credibility to create an inviting classroom environment.

The second myth associated with podcasting is that it will negatively affect classroom attendance. If a professor delivers a quality lecture it is doubtful that he will experience a decrease in class attendance. They need to take charge so that they are not replaced by online blogging technology but seen as the primary source of knowledge. They must acknowledge that students today are technologically savvy therefore they must incorporate technology in their lesson plans. The instructor is in competition between convenience and competence. Podcasting has the ability to increase classroom attendance and enthusiasm of students, because they walk into the classroom with a better understanding of the lecture. The third myth associated with podcasting is that its only a rehash of the course lecture. Podcasting is to supplement a lecture by sharing information that serves students in a more supportive and supplemental role. This will provide students with opportunities for learning at times and places more convenient to them. With podcast students are better able to understand the assignment before coming to class subsequently allowing more time for discussion.

The fourth myth associated with podcast is the belief that it will increase student anxiety and cause information overload. Professor’s who oppose podcasting feel that it will make students feel overwhelmed by the addition of more material. This was not the case, students felt that podcast aided them to better understand the material that they were after a lecture and appreciated the podcast as an additional instructional method. Instead of being anxious students felt a relief, because they could listen to the podcast to refresh their memory after a 2 hour lecture and jot down things they missed during class. The fifth myth associated with podcasting is the believe that it will foster the continental divide of MAC vs. Windows: Each student must own an iPod. A student does not need to own an iPod to listen to their professors podcast. The majority of students do not listen to their podcast in their iPods, they normally download them to their computers. It was found out that the majority of students do not wish to mix “business with pleasure”. The few students that did download the podcast to their iPods considered it “was quite funny” to listen to their professor in their iPod. This comment reveals that students are not opposed to podcast but prefer to listen to them in their computer.

Podcasting was introduced in California Polytech State University, and one test phase was to establish an exposure to the new forum so student could prepare their computers for podcasting. In Cal Poly University students were provided with text tutorials and video instruction through blackboard to aid in properly downloading iTunes. This reduced the amount of staff required to support the pilot. The students were asked to listen and print the syllabus to prove that they were able to use podcast. Professor’s used podcasting as a trigger mechanism to bring out the best in student learning. In this course students provided midterm speeches on instructor-screened topics, and where video taped when giving their presentations. The instructor will convert the presentations into audio only.

Since the primary educational goals concentrated on enhancing student learning each instructor was asked to develop innovative approach to podcasting. Pilot faculty were trained to create podcast with GarageBand 3 for Macintosh, uploading to a Mac OS X server, and posting links in blackboard. They were also provided with digital recording divides in case they wanted to video tape the lecture live. Instructors were greatly encourage to create podcast that would supplement the class learning environment. They chose GarageBand 3 because of its simplicity. Student preferred podcast with auditory effects. One of the limitations that was encountered in this project was the campus firewall, but this issue was easily resolved. Student appreciated the printable scripts provided with the podcast as an extra tool. Podcasting is both an entertainment and academic appliance.

Relevance

This articles consider five myths that are associated with podcasting. Each myth was studied separately and students feedback revoked the negative association to podcasting.
Students need to experience the power of education through technology, but professors need to be the primary source of education. This article is relevant to the course because the professors uses podcast to deliver instructional material. This is the first time that I take a course online and were podcasting is introduced by the professor. I find if very useful to be able to print the text and listen to the professor simultaneously. I am better able to retain the information. I am not sure if students will download podcast to their iPods in the future, but having the option makes podcasting even more desirable. Podcasting, blogs, instant massaging and chat groups are part of the future that will creep into a students curriculum.

This study was performed both by a qualitative and quantitative approach. So far in this course we have studied both types of research methods. I must admit that I had no idea what a podcast was until a couple of weeks ago when the professor introduced it. I was a little unsure about its ability to deliver information competently, but once I realised the text was attached and I could read along I was relived.

Carla Felix