Bibliography
From Wiki Podcasting
Copley, Jonathan (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education & Teaching International; Nov2007, Vol. 44 Issue 4, p387-399, 13p. For UWOsh users, EBSCO link to Copley 2007.
"The results from a pilot scheme delivering supplementary lecture materials as audio and video podcasts are also presented, including data on download patterns and responses to a survey of students on podcast use. These results reveal students' enthusiasm for podcast recordings of lecture materials and their primary use by students in revision and preparation for assessments. Survey responses also suggest little likely impact on lecture attendance as a consequence of podcasting, but indicate that podcast recordings of lectures may not be effective in facilitating mobile learning."
Huntsberger, Michael1 & Stavitsky, Alan (2007) The New "Podagogy": Incorporating Podcasting into Journalism Education. Journalism & Mass Communication Educator; Winter2007, Vol. 61 Issue 4, p397-410, 14p. For UWOsh users, EBSCO link to Huntsberger 2007.
"This report documents the results of a pilot study of the use of podcasting technology in a lower division course at the University of Oregon School of Journalism and Communication. Based on a survey of 209 undergraduate students, the study reports high levels of usage and satisfaction with content and delivery, and suggests the technology added value to class content for students." Includes extensive quotes from students about how they used and appreciated the podcasts.
Grady, Mary & Yates, Vivian M. (2007). Portable Media Players in the Skills Laboratory. Nursing Education Perspectives; Mar/Apr2007, Vol. 28 Issue 2, p62-63, 2p. For UWOsh users, EBSCO link to Grady 2007.
"The article reports on the new educational technology employed by the nursing skills laboratory coordinator at Lorain County Community College in Ohio. The coordinator has been working on an innovative teaching-learning strategy that makes use of portable media players. Relative to this, a grant of the technology committee for the college allowed for the purchase of 10 video iPods for nursing education and provided a opportunity to try something new. Details and impact of this educational technology to nursing students are provided."
UW Madison (2006). "2006 Engage Podcasting Adaptation Award 'The Voices of Faculty and Students' Evaluation Report." Retrieved Nov 27, 2007 at http://engage.doit.wisc.edu/podcasting/resources/2006%20Podcasting%20Evaluation%20Report_2.pdf
The 2006 Engage Podcasting Adaptation Award provided 76 UW-Madison instructors with technical and financial support to produce innovative audio teaching materials and deliver them to students as an RSS-based podcast feed. Based on survey information collected from 39 instructors and 548 students, it is readily apparent that the program helped instructors create exemplary new audio materials with relative ease. These materials were widely used and valued by students. Students found that a course podcast was a convenient way to access and download these materials. In addition, there is clearly an interest on the part of both instructors and students in the continued use of podcasting for instructional purposes at the UWMadison campus. Includes detailed data on each survey question.
Duke University (2005). "iPod first year experience final evaluation report." Retrieved Nov 27, 2007, at http://cit.duke.edu/pdf/ipod_initiative_04_05.pdf.
As part of a university initiative to encourage creative uses of technology in education and campus life, Duke distributed iPods to over 1600 first year students in August 2004. The devices were by students to create materials as well as to use instructor-created materials. This report summarizes the main findings from course-level feedback, focus groups, surveys of students and faculty, and discussions among stakeholders. Includes a summary of how iPods were used in a wide variety of classes.
Vess, Deborah L. (2007) "History to go: Why iTeach with iPods." History Teacher; Aug2006, Vol. 39 Issue 4, p479-492, 14p. For UWOsh users, EBSCO link to Vess 2007.
Vess distributed iPods to students for recording their own presentations as well as creating her own enhanced podcasts of highly interactive exercises. Students also used them for an oral history project and ended up using them for recording their own audio research notes. Students indicated that they spent more time working on their presentations and had greater discipline in the project. One student noted "[I] loved being able to process information in more ways than one."
Bonk, Curtis J., and Zhang, Ke (2006). "Introducing the R2D2 Model: Online learning for the diverse learners of this world." Distance Education; Aug2006, Vol. 27 Issue 2, p249-264, 15p. For UWOsh users, EBSCOHost link to Bonk 2006.
The R2D2 method—read, reflect, display, and do—is a new model for designing and delivering distance education, and in particular, online learning. Such a model is especially important to address the diverse preferences of online learners of varied generations and varied Internet familiarity. Four quadrants can be utilized separately or as part of a problem‐solving process: the first component primarily relates to methods to help learners acquire knowledge through online readings, virtual explorations, and listening to online lectures and podcasts. As such, it addresses verbal and auditory learners. The second component of the model focuses on reflective activities such as online blogs, reflective writing tasks, self‐check examinations, and electronic portfolios. In the third quadrant, visual representations of the content are highlighted with techniques such as virtual tours, timelines, animations, and concept maps. Fourth, the model emphasizes what learners can do with the content in hands‐on activities including simulations, scenarios, and real‐time cases. In effect, the R2D2 model is one means to organize and make sense of the diverse array of instructional possibilities currently available in distance education. It provides new ways of learning for diverse online students, and demonstrates easy‐to‐apply learning activities for instructors to integrate various technologies in online learning. When thoughtfully designed, content delivered from this perspective should be more enriching for learners. The R2D2 model provides a framework for more engaging, dynamic, and responsive teaching and learning in online environments.
