1. Strategies for Using Video Podcasting to Support Student Reflections Dr. Paula B. Mathis Assistant Professor of Elementary Education University of Hawai’i West O’ahu pmathis@hawaii.edu pmathis@hawaii.edu Strategies for Using Video Podcasting to Support Student Reflections Dr. Paula B. Mathis Assistant Professor of Elementary Education University of Hawai’i West O’ahu pmathis@hawaii.edu pmathis@hawaii.edu

2. To provide a unique approach to improving foundational pedagogical delivery to information processing and learning, an elementary education instructor will discuss how video podcasting was used within an introduction to teaching as a career course to deepen student reflections. Purpose

3. Alexander (2005) notes how the use of podcasts can reach those with different learning styles, and it is particularly good for students who learn ‘on the go’ (Lim, 2005). enables time-shifted learning to occur, so learners can choose when and where they want to learn (Chan and Lee, 2005) make learning more appealing to a diversity of learners and can generate greater inclusivity (Cebeci and Tekdal, 2006) Huann and Thong (2006) have also found that podcasting enables key skills to be developed including communication, time management, problem solving, and critical and analytical thinking. enabled students to further understand the in-class taught material(Lane, 2006) Baird and Fisher (2006) have found that podcasts can be effective in enhancing student engagement and reflection. Podcasting and Supporting Learning

4. Thirty-three pre-service teachers were enrolled in an early field experience course. complete forty-five hours of supervised field experiences that engaged them in Professional Development Schools (PDS) Six required reflections were assigned throughout the fall semester. focused on educational topics which were observed/analyzed teaching practices; reflected on these observed teaching practices Instructor generated video podcasting was used. These reflections focused on the following: 1) learning environment, 2) teaching and learning, 3) curriculum, materials and resources, 4) children and adolescents, 5) classroom management, and 6) becoming a teacher. Reflections were grounded in learning theories, emphasis were placed on critical thinking and problem solving. Background

5. Reflection #1: The Learning Environment

6. The Standard Format: Video Podcast 1st: introduce the topic and content of the material on the podcast 2nd: briefly explain the significance of understanding the particular subject matter 3rd: moving onto the more complex theoretical material finally, summarize the key issues

7. incorporate examples and subjects of interest to the listener use examples students can relate to embed visuals, i.e. photos, and resource use ‘thinking pauses’ where you ask the student to stop and think about particular points, enables students to reflect on the subject matter being broadcast use of questions placed at the end of the podcast; students can answer in preparation for their next session Engage listener

8. ★ separate into chapters with visual images and title headings to illustrate the theme of that particular section ★ have an ‘explaining voice’ to take the listener through a journey of cognition and metacognition; create a script ★ embed hyperlinks within your chapters to refer students to material that would further enhance their understanding of the subject matter. ★ keep background noise to a minimum; have professional background ★ use a good quality microphone/headset; set volume ★ ask your IT what the file size limit when uploading materials.; no more than 6 mins. Avoid the pit falls

9. ★ Use iTunes, its free!(www.iTunes.com) It enables students to watch and listen to the enhanced podcastswww.iTunes.com ★ Students can download the podcast to their iPod™, or any mp3 player that is compatible to itunes. ★ Use music and/video that are copyright free; thus, recommend Garageband software. Avoid the pit falls

10. Alexander, B. (2005) Podcasting and the Liberal Arts, The Newsletter of the National Institute forTechnology and Liberal Education [online], 4(3). Available from:http://newsletter.nitle.org/v4_n3_summer2005/podcasting.php [Accessed 28 August 2011].http://newsletter.nitle.org/v4_n3_summer2005/podcasting.php Baird, D.E. and 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), 5−32. Cebeci, Z. and Tekdal, M. (2006) Using Podcasts as Audio Learning Objects, Interdisciplinary Journal of Knowledge and Learning Objects, Vol 2, 7-57. Chan, A. and Lee, M. (2005) An MP3 a day keeps the worries away - Exploring the use of podcastingto address preconceptions and alleviate pre-class anxiety amongst undergraduate information technology students [online]. Student experience conference, Charles Sturt University. Available from: http://www.csu.edu.au/ division/studserv/sec/papers/chan.pdf [Accessed 28 August 2011].http://www.csu.edu.au/ division/studserv/sec/papers/chan.pdf Huann, T. Y. and Thong, M.K. (2006) Audioblogging and Podcasting in Education [online}. Edublog.net. Available from:http://edublog.net/astinus/mt/files/docs/Literature%20Review%20on%20audioblogging%20and% 20podcasting.pdf [Accessed 28 August 2011].http://edublog.net/astinus/mt/files/docs/Literature%20Review%20on%20audioblogging%20and% Lane, C. (2006) Podcasting at the UW: An Evaluation of Current Use [online]. Catalyst. Available from: http://catalyst.washington.edu/projects/podcasting_report.pdf [Accessed 28 August 2011].http://catalyst.washington.edu/projects/podcasting_report.pdf References