1. Enhancing Students’ Collaborative Learning Through Podcasts Libby Rothwell Kingston University Dr. Ming Nie University of Leicester

2. Podcasts for students of English Language & Communication Level 1 semester 1 core module “Introduction to Intercultural Communication” Level 1 semester 1 core module “Introduction to Intercultural Communication” 65 students 65 students studying in combination with: Journalism, Literature, Creative Writing, French, Drama, Film, Business, Politics, Sociology studying in combination with: Journalism, Literature, Creative Writing, French, Drama, Film, Business, Politics, Sociology

3. Podcasts complement weekly lecture workshops and seminars Podcasts complement weekly lecture workshops and seminars Trained Level 3 student mentors assist staff in supporting students Trained Level 3 student mentors assist staff in supporting students Assessment by portfolio of work Assessment by portfolio of work

4. Aims of the podcasting project To enhance students’ understanding of module-related concepts and issues To enhance students’ understanding of module-related concepts and issues To facilitate collaborative learning and skills development through dialogue To facilitate collaborative learning and skills development through dialogue ( Allen, 2005; Laurillard, 2002; Wenger, 1998) ( Allen, 2005; Laurillard, 2002; Wenger, 1998)

5. Podcast format 10 minute audio files available via Blackboard 10 minute audio files available via Blackboard two or three sections two or three sections more than one speaker more than one speaker summaries of key concepts summaries of key concepts interviews and soundbites interviews and soundbites discussion of assessment tasks discussion of assessment tasks mentors’ top tips mentors’ top tips tutor feedback tutor feedback information about local sources of support for academic & personal development information about local sources of support for academic & personal development

6. Making the podcasts Planned group interviews with staff and students recorded in Flexible Learning Centre Planned group interviews with staff and students recorded in Flexible Learning Centre Opportunistic interviews with students Opportunistic interviews with students Student mentors contributed own recorded material Student mentors contributed own recorded material Audacity used for scripted introductions, summaries, links etc. Audacity used for scripted introductions, summaries, links etc. Faculty e-developer assisted with capturing and editing audio files and uploading into Blackboard Faculty e-developer assisted with capturing and editing audio files and uploading into Blackboard

7. Podcast clip Podcast 3: Portfolio tasks - George versus Japan Podcast 3: Portfolio tasks - George versus Japan Podcast 3: Portfolio tasks - George versus Japan Podcast 3: Portfolio tasks - George versus Japan

8. IMPALA Informal Mobile Podcasting and Learning Adaptation (http://www.impala.ac.uk) Informal Mobile Podcasting and Learning Adaptation (http://www.impala.ac.uk)http://www.impala.ac.uk Funded by Higher Education Academy Funded by Higher Education Academy Investigate the impact of podcasting on student learning Investigate the impact of podcasting on student learning Deliver a transferable model of podcasting Deliver a transferable model of podcasting Develop discipline-specific user exemplars Develop discipline-specific user exemplars

9. IMPALA Disciplines Disciplines –Chemistry –Engineering –English Language and Communication –Genetics –Human Geography –Physical Geography –Physics –Sociology –Veterinary Sciences

10. Methodology Qualitative & Quantitative Methods Final questionnaire (35) Student focus groups (8) Student personal interviews (6) Staff interviews (1) 12 Weeks BeginningEnd

11. Results

14. Student evaluation

15. Discussion Enhancing students’ collaborative learning Enhancing students’ collaborative learning Dialogue is motivational Dialogue is motivational Opportunities for revisiting material Opportunities for revisiting material Flexibility in learning Flexibility in learning Psychological benefits Psychological benefits

16. Investigate students’ needs & identify ways to attract interest Investigate students’ needs & identify ways to attract interest Induction is crucial Induction is crucial

17. Future work Research ways learners identify with podcast dialogues Research ways learners identify with podcast dialogues Design of podcasts to support students from different cultural contexts Design of podcasts to support students from different cultural contexts A series of informal podcasts to support Faculty’s Academic Skills Centre (ASC) A series of informal podcasts to support Faculty’s Academic Skills Centre (ASC)

18. References Allen, K. (2005) Online learning: constructivism and conversation as an approach to learning, Innovations in Education and Teaching International, 42(3) pp247-256 Allen, K. (2005) Online learning: constructivism and conversation as an approach to learning, Innovations in Education and Teaching International, 42(3) pp247-256 Laurillard, D. (2002) Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd edn), London RoutledgeFalmer. Laurillard, D. (2002) Rethinking university teaching: a conversational framework for the effective use of learning technologies (2nd edn), London RoutledgeFalmer. Wenger, E. (1998) Communities of practice: learning, meaning and identity Cambridge, Cambridge University Press Wenger, E. (1998) Communities of practice: learning, meaning and identity Cambridge, Cambridge University Press