1. Podcasting to enhance geographical field-based teaching and learning AAG, 2007. Session 4152: Skills from the landscape Stuart Downward 1, David Livingstone 1, Kenny Lynch 2 and Ros Taylor 1 Kingston University, UK University of Gloucestershire, UK

3. Podcasts are mp3/mp4 files that can include audio and video content and an associated XML/RSS file for subscription and automated distribution of the podcast.

4. Recorded information can be played anywhere at any time...

5. Podcasting and geography: mobile learning - an extension of the lecture theatre / laboratory into the field… Coverage: Preparation for fieldwork. Staff directed in-field podcasts (iWalks and instruction-based). Student directed in/post field podcasts and assessment.

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8. Staff directed in-field podcasts. iWalks.

10. Location-based information. Example: River Towy channel change study 1 3 2 4

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12. Instruction-based information. Describing field techniques and equipment…

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14. This need not be passive… …active learning approaches: students reflecting upon their knowledge and communicating this to other students.

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16. Student directed in/post field podcasts and assessment. Presenting their project. Capturing information for analysis.

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18. An evaluation of staff and student experiences I All students had access to computers at term-time accommodation, 89% with unlimited broadband internet. 60% had access to an mp3 player (including feature on a mobile phone, 17%; iPod 22%). Prior to the introduction of supporting Podcasts, 39% of the students had downloaded a Podcast, 28% had used to support their studies.

19. An evaluation of staff and student experiences II Other activities while listening to Podcasts (provides added flexibility learning environment, e.g. occupation of ‘dead time’ while travelling). Stop-start nature of the Podcast makes reviewing particular aspects attractive. Where the students are involved in the production process, helps improve their presentation skills. Technology is multi-level, but workable solutions can be generated with minimal training and off the shelf equipment.

20. Barriers to entry Quality of production important – students will switch off if quality and relevance is inappropriate. Access to information must be equitable – students should not be isolated or disadvantaged. Resource implications: time, cost (…initial investments may take time to be realised and returns may not be immediately measurable).

21. Future work From experiment to mainstream: ‘organic’ introduction. Technological convergence – particularly with GPS enabled devices (geo-referencing) and wireless communications (streamed geographical information on demand). Automated distribution of materials to subscribing students. Opportunity for collaboration/sharing field-based information.