Dr PALITHA EDIRISINGHA Podcasts and E-tivities: Enriching E-learning Experience: Pedagogical design and technical implementation A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Students tuning in … 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha WWW.IMPALA.AC.UK 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha TV CLIP 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA Introductions A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA B Over to Pal A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha The rationale and aims of IMPALA - A growing interest in digital personal audio broadcasting - Increasing availability of MP3 players among students - Freely available and easy to use software and tools - A strong interest among the academic community - Lack of pedagogical models Podcasting is a new form of learning technology that is filtering into education from its original uses in entertainment, journalism and personal broadcasting. As we know, it is increasingly catching the attention of the academic community. Research into students’ experience of Podcasting is understandably in its very early stages. Lot of the literature on Podcasting is limited to descriptions of small projects. Also positive but informal accounts of user satisfaction in small trials. 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Research questions How does students’ learning supported by podcasting differ from their learning through structured campus or e-learning processes? Does podcasting assist with student motivation? Is their learning more flexible, easier or successful? What kinds of quality pedagogical applications can be developed for podcasting through MP3 players for students’ informal use within formal HE modules to enhance their learning? Can students switch from using MP3 players for entertainment to learning? What are the psychological, social and institutional barriers to and advantages of more informal learning using podcasting? 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Outcomes A first transferable and testable model of the potential for student learning that can be supported by personal audio broadcasting, and a 'proof of concept' that can be reused and retried in different contexts, levels and disciplines. Resources for practitioners for designing learning activities based on digitised audio for delivery on personal devices. Subject-specific exemplars and user cases developed from the evidence of students' learning experience. 1. A first transferable and testable model of the potential for student learning that can be supported by personal audio broadcasting, and a 'proof of concept' that can be reused and retried in different contexts, levels and disciplines. The model will be presented in highly accessible diagrammatic form with examples and user cases which will be available to practitioners to use with feedback. It will be distributed from an open website and through supported workshops. 2. Resources for practitioners for designing learning activities based on digitised audio for delivery on personal devices. The IMPALA Website will offer researched and tested guidelines and downloadable examples of Podcasts. An e mail address will be offered for technical advice. 3. Subject-specific exemplars and user cases developed from the evidence of students' learning experience. These will be produced in draft from the commencement of the study, through the Web site, which will request comments and feedback through the project blog and be provided in book format on completion of the project. Guidelines for integrating Podcasting into disciplinary and institutional specific contexts and as part of institutional e-learning strategies. HEA Subject Centres and CETLs will be invited to engage in appropriate means of distribution of our findings and guidelines, in addition to our published means of distribution (see dissemination). # Guidelines for integrating podcasting into disciplinary and institutional specific contexts and as part of institutional e-learning strategies. 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha The implementation and the research design Pilot stage, pedagogical design, and developing discipline-specific podcasts, two staff workshops Implementation (two semesters) Researching student experience of podcasts (two semesters) Focus groups, personal interviews, questionnaire surveys Researching staff experience of developing podcasts and e-tivities Data analysis, developing a final model via two iterations 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Pilot Study A 2nd + 3rd year undergrad engineering module: Optical Fibre Communication Systems 30 campus-based students Content: online; 4 sections; 10 topics per section Weekly podcasts (10 minutes) 4 e-tivities on Blackboard End of section - online assignments Tutor support: weekly 1hr f2f meetings, Blackboard Final assessment 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha From the literature … Cognition through clarity of instructions Emotional aspects … immediacy and connection Sense of online community, satisfaction (Durbridge, 1984; Bates, 1981; Laaser, 1986; Power, 1990) New tools to support learning Specific needs and cognitive abilities of diverse learners Situated and authentic learning experiences Personalised learning The core content medium in Podcasting is audio, which is not new to education. Nicola Durbridge at the OU identified audio’s educational advantages as its ability to influence cognition through clarity of instructions. Audio also can support emotional aspects of learning by conveying immediacy and a connection with the teacher. Tutor-initiated audio messages embedded into email messages yielded increased student participation in group activities, and added a sense of online community and satisfaction with the overall learning experience. We need to investigate such potential benefits in 21st Century distance and campus-based learning, mediated by VLEs. We can also build on the work done on other mobile technologies such as PDAs, Smartphones and Tablet PCs. These studies point to their pedagogical potential: such as supporting variety of learning activities (Sharples, 2001) and specific needs and cognitive abilities of diverse learners (Kukulska-Hulme and Traxler, 2005; JISC, 2005). These research also point to the potential of creating situated and authentic learning experiences (Sariola and Rionka, 2003). Another finding common to most of the research on mobile learning is the potential to create a personalised learning experience (Plant, 2001). Based on large scale EU funded mobile learning research projects, People such as Josie Taylor, Eileen Scanlon and Patrick McAndrew at the OU point to the combined effect of mobility of the user and the mobility of the device: creating opportunities for learning activities that are impossible in conventional leaning environments or through other learning technologies. A relevant theoretical framework is Activity Theory. (Sharples, 2001; Kukulska-Hulme & Traxler, 2005;JISC, 2005; Taylor et al, forthcoming; Sariola & Rionka, 2003; Plant, 2001) 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Do you have the use of an MP3 player? (Nos. responding) No = 2 An i-Pod = 6 A feature of the mobile phone = 6 An MP3 player = 6 A feature of the laptop = 11 Most students said that they had access to one or more kinds of MP3 players. The varying degree of size, portability and ease with which MP3 files can be accessed can have a bearing on the potential use of learning material as MP3 files by students. It is important to know their access to an MP3 player, and whether it is as a feature of an institutional machine or personal machine, and how mobile that is (that is whether it is a dedicated MP3 player or a feature of the lap top) will determine their usage. 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Pattern and location of listening Pilot study 59% listened to 6 or more 55% listened off the campus 32% listened within two days 62% listend doing nothing, just listening Listening later: 20% saved to an MP3 player, 28% to laptop There were 9 podcasts by the end of the semester; and the majority of them listened to more than 6 or more. The majority of them listened to podcasts off campus, that shows the potential for using this sort of things outside the boundary of the formal institution. About 32% listened to the podcasts, either on the same day or within two days. These podcasts are more relevant if they listen to them early in the week. Majority of students reported that they were able to listen while not engaging with any activities. 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha How podcasts helped learning (rank order) Good introduction to online learning material Organise my weekly learning activities To stay focused on the course Bringing in a sense of informality to academic learning Helped to time effectively Helped to understand more about e-tivities Provided summary of e-tivities Helped to stimulate my interest in the subject Helped with assessed work 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Statements on e-tivities helped me to get to know about the others in the group and the course Strongly agree = 37% Agree = 38% Helped me to put forward ideas better than I would have been able to f2f Strongly agree = 29% Agree = 42% Helped me to focus on the task better than in a f2f group work Strongly agree = 42% Agree = 54% Looking at other postings helped me to broaden my perspective on the subject Strongly agree = 33% Agree = 67% 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Impact of the blend – a summary Good use of time E-skills development Helped orgnaise learning activities Supports & complements other aspects of the module Stimulates interest / topical Flexibility: Choice, preferred setting, context for learning Motivational & positive attitude Focus Enjoyment! Tuning in weekly Take ‘seriously’; distinguish between learning and music! 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA C Over to Gilly A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Integrating podcasts into online learning: THE IMPALA model The model: integrated into online courses strong links to other activities and resources recorded fresh each week include up to date news and feedback reusable and recyclable downloadable onto any mobile device OR tethered computers ‘radio magazine’ style (rather than a lecture) 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Example 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha 1 2 3 4 5 Introduction News Feedback Feedforward Fun finish 1 minute 2-3 minutes Welcome, introduction to speaker(s) Brief encouragement to listen by looking ahead, link to work this week, assessment Mention of course-related or applied issues ‘in the news this week’ Brief feedback from the work last week, congratulations on achievements, comments on assignments, pointers to help Reminder of work this week, linking to other aspects of the online work Related joke, rap, song, story or other humour 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha A framework to think about podcasts in teaching and learning Creator/author/contributor? Learner? Purpose? 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

- using podcasting in our work Dr PALITHA EDIRISINGHA Discussion - using podcasting in our work A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA REFRESHMENT BREAK RESTART 16.25 A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA Over to Gilly intro e-tivities A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Introducing e-tivities Structured participative group work online Motivating,engaging & purposeful Based on interaction between learners/students & active contribution Designed & led by an e-moderator Usually asynchronous (i.e over time) Based on simple text based bulletin boards On or offsite, blended or online only One-off or built into a programme 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Key features of e-tivities Everything needed to take part in one message! Key features of e-tivities Illustrative title Small piece of information, stimulus or challenge (the ‘spark) Online action which includes individual participants posting a response (the ‘invitation’) Interactive or participative element- such as responding to the postings of others (the Action & Interaction) Elapsed time allowed, posting times required Summary, feedback or critique from e-moderator 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Involving Motivating relevant task Participants remember what they said Feedback (specific) Response (quick) Easy collaboration with peers Being there but not dominating 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Response to response Response to response E-moderator weave spark invitation Response to response Response to response Individual response message h Response to response Response to response E-moderator summary time line days 1 2 3 4 5 6 7 8 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Designing E-tivities TIME spark ELAPSED invitation ONLINE PARTICIPATION & ACTION OFFLINE Summary/feedback CLOSE & SUMMARY 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha spark invitation participation 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Course aims Lecturer needs and skills Student needs and skills Learning outcome Development process Which medium? Available technology Forums Blogs Podcasts WIKIs Which e-tivity type? 5 Step level? E-tivity design Title Spark (need to know) Task: Purpose,Task, response Next Step Resources (Nice to know) E-moderator actions Respond, encourage, weave, chase, keep quiet. Blogs Announcements Podcasts Collaboration Summary Student reflection Outcome for student Evaluation home 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA F Discussion- using e-tivities A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA Over to Pal recording podcasts handout & demo A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Key Advice on recording podcasts Recording devices Software…. Length- keep it short! File size…10Mbs Make available: attach to right area of VLE Let students know it’s there; PUSH I.E. E MAIL AND/OR ANNOUNCEMENTS, ADVERTISE Cd with software on! 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA Over to Pal research framework A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

IMPALA – research methodology Staff interviews Initial question’e Final question’e Student focus groups Student personal interviews 12 Weeks phone conversations, emails, 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Initial question’e items A. Demographic data B. Access to technology use of a computer at your term-time address nature of the personal computer (how mobile?) wireless enable Type of MP3 player C. Your previous experience of using technologies web 2.0 technologies, social software) Internet for studies Use of the MP3 player Technical problems, solving Frequency of internet access D. suggestions for podcasts –open ended 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Final question’e items A. Demographic data B. Access to technology (any changes?) C. Listening to podcasts How many Reasons for not listening Location of listening If on campus, location details (laptop, wireless) How listened to (downloaded, direct from VLE) Reasons for not downloading When (after release) Activities while listening (list and an open ended) How contribute to learning (list and an open ended) D. suggestions for podcasts –open ended 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Interviews Contribution to learning motivating? flexibility? organisational tasks? informality? approach to learning? [student interviews] 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Interviews Pedagogical applications Integrating core learning resources, e-tivities, assessment tasks Supporting field-work Supporting face-to-face session (pre and post) Assessments Provide feedback, feed forward Conceptual development Current issues, motivational Accessibility Listen again Logistical [staff and student interviews] 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Interviews Switching from entertainment to learning The biography of the MP3 player Differences between listening to music and academic material Differences in the technology used for listening to music and academic material Is the MP3 player likely to have a ‘double life’? [student & some staff interviews] 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Interviews Enablers and disablers & institutional scaling up Technological Social Psychological (deeply held attitudes towards formal learning, teaching, technology) Institutional e-learning strategies [staff and student interviews] 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA Discussion- methods and research questions A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Dr PALITHA EDIRISINGHA Nearly finished... BACK TO GILLY A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. Dr PALITHA EDIRISINGHA PROF GILLY SALMON 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Partners and the IMPALA Community University of Leicester Engineering, Physical Geography, Genetics, Chemistry, Sociology, Physics, Berlin & Austria museum study Kingston University English Language and Communication, Sociology, Human Geography University of Gloucestershire Human Geography and Environmental Studies University of London Royal Veterinary College Veterinary Sciences University of Nottingham Physical Geography University of Bath Roehampton University please leave us your business card to join the community Initial core partners were: UoL, KU, UoG, and Royal Veterinary College London. We are also developing an IMPALA community around the concept of using podcasts with clear pedagogical rationale. This is part of our dissemination and sustainability strategy. The Impala community now consists of the core group plus University of Nottingham, University of Bath and Roehampton University. We hope that you’ll join the community as well! 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Prof. Gilly Salmon & Dr. Palitha Edirisingha Resources www.impala.ac.uk www.e-tivities.com www.le.ac.uk/beyonddistance Gilly.salmon@le.ac.uk pe27@le.ac.uk 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha

Many thanks for taking part Have a great conference Learning Futures Conference At Leicester UK (near East Midlands and Luton Airports) 9th/ 10th January 2007 A short overview of the IMPALA UK study Rationale Research questions Participating universities and courses / modules Findings from the UoL pilot study (Engineering) Initial perspectives from four case studies: English language and communications, Human Geography (2 universities) and Chemistry. 20/09/2018 Prof. Gilly Salmon & Dr. Palitha Edirisingha