Now hear this! Podcasting with students in modern languages Kirsten Söntgens e-Learning symposium 2009

2 Overview  Web 2.0 & podcasting  Student-generated podcasts  Case study ‘ enhanced motivation, independence and collaboration ’

3 Web 2.0  Blogs, ‘Youtube’, Podcasts, Wikis …  Active creators of content, participatory web  Publicise and share experiences ‘wisdom of the crowds’ (Surowiecki, 2004), two-way web (McLoughlin & Lee, 2007)  Micro-content: Collaborative remixability  Learning communities: Collaborate in knowledge- building as ‘prosumers’ (McLoughlin & Lee)  ‘Digital natives’ (Prensky, 2001)  ‘Read-write web’ -> Podcasts: ‘Listen-speak web’

4 Teaching & Learning –Coherent learning experiences by connecting various web applications (Bernd Rüschoff, Eurocall 2007) –New personal learning environments (PLEs) –Pedagogy 2.0 (McLoughlin & Lee, 2007): Learner-centred instruction, student-generated content, personalisation of learning content, peer-to-peer learning, blending of formal & informal learning, community building

5 Podcasting Downloadable to a mobile device:  Listen on demand (anywhere & anytime) (Kaplan-Leiserson, 2005)  Learning in ‘dead time’  Ease of publication, subscription & access (Campbell, 2005)  Attractive & motivating (Stanley, 2006)  Audience  Community-building (Chan, Lee, McLoughlin, 2006)  Dissemination of learner-generated content (Chan, 2006)  Integration of activities/independent learning (Salmon, 2008) -> Podcasts don’t foster learning automatically! ‘We design in the pedagogy’ (Salmon, 2008)

6 Student podcasts  Bob Sprankle’s Room 208: dex.html dex.html dex.html * Primary school children in USA produce a weekly podcast (school community, parents, public) * Benefits: Broadcasting to a real audience, enhanced engagement & motivation  University students/tourism * Benefits: Attention to detail, greater care and more interest in work, audience (in podcast directory) * Benefits: Attention to detail, greater care and more interest in work, audience (in podcast directory) (Stanley, 2006)

7 Student podcasts  Duke University, USA, 2004: 1600 ipods for Students’ speaking assignments, presentations and oral exams, group discussions for tutor or peer evaluation, audio journals, interviews (60% used recording facility) * Benefits: Increase in frequency and depth of student interaction (audio course content), greater student engagement & interest in class discussions & independent projects (Duke University evaluation report, 2005) * Benefits: Increase in frequency and depth of student interaction (audio course content), greater student engagement & interest in class discussions & independent projects (Duke University evaluation report, 2005)

8 IMPALA (Informal Mobile Podcasting and Learning Adaptation), (2006-7)  5 universities in UK and 6 disciplines: 500 students and 20 staff  Integrated into VLEs: Providing flexibility & learner control, promoting learner motivation and engagement, improving cognition, offering multiple learning spaces (Salmon, 2008)  English language & communication at Kingston University: Create a learning community, skills development by collaborative learning  Podcasts: Discussions and conversations between students, tutors & mentors  Benefits of ‘peer tutoring’: Arouse interest in the subject, allay concerns, provide additional perspective & advice, motivational, informality in a formal setting (Edirisingha et all, 2007)

9 Student Podcasts  Charles Sturt University, Australia: Students’ talkback radio-style ‘shows’ (3-5 mins) on subject- related issues in an informal style, with ‘guests’  Students in charge of producing podcasts (independence)  Benefits for listeners: Understanding of subject content, assistance & feedback  Benefits for producers: Participating in a community, producing learning materials, ‘learning by teaching’ -> attention to and motivation for the task, meta-cognitive skills (Chan, Lee, McLoughlin, 2006)

10 Podcasting with students of German  German year 2 students (21)  Produce podcasts in groups (3-4)  minutes  Powerpoint for ‘guided listening’  Every 3 weeks  Discussion of current issues  Linked to activities in oral class  Oral assessment  Audacity  Listen via blackboard or mobile device

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12 Students (2007-8)  German, year 2: 21; Questionnaires: 19

13 Know & listen to podcasts? N=19: YES, NO, not answered

14 Listening habits N=19: MP3 (2), computer (13), MP3 & computer (1)

15 BB or MP3? –I listened to the podcasts as for me it is easier to get into 'study' mode when I’m in uni and therefore found it easier to just go onto blackboard. […] –I listened via Blackboard as I actually have no idea how to put a Podcast onto my MP3 player. And besides that, it's useful to have LEO close by when listening! –well I don't have an ipod/mp3 player but even if I did I probably wouldn't know how to download the podcasts onto it... I'm about as good with technology as my grandma is :) At least on blackboard you can just listen to it there and then, and you can use microsoft word to make notes and stuff. –The podcast is a nice idea though. I have downloaded it to my ipod more recently and shared it with my friends, as I was quite proud of what we put together!

16 Collaboration & Independent learning N=19: by myself, with others, no preference

17 Problems (multiple answers possible)

18 Benefits for learning N: 19; produce pod (3.894); listen pod (3.052); feedback (3.842); current issues (3.578) Speaking German outside class & improved fluency. Fun Team-building & new friends Topic research

19 Benefits for learning 2 N: 19; assessment (3.57); independence (3); collaboration (3.73); motivation (3.47) Better than exam, less pressure More skills, new way of learning Already independent (4), collaborative (3), motivated (5) Worked in German with others, confident

20 Issues –Discussions not spontaneous (scripted) –Good interaction, but not for assessment –Software induction –More time to prepare –Solo podcasts –More feedback from students

21 Findings Podcasting with students  Students as ‘prosumers’ of learning materials  Enhanced collaboration and motivation (independence)  More German spoken & employed  New way of learning, but not yet ‘mobile learning’ (Portsmouth University, Kingston University, 7% on MP3)

22 Findings 2 Similar to findings in other podcast projects:  Greater student engagement and interest in subject (Duke University Ipod-project)  Providing flexibility & learner control, promoting learner motivation and engagement (IMPALA)  Creating a learning community by collaborative learning (IMPALA)  Community-building by producing learning materials (Charles Sturt University)

23 Further research  How do web. 2.0 tools enhance students’ learning?  How valuable is student generated content for learning?  Educators: Designing in the pedagogy!