1. Thinking (through the) ear Presented by Tara Brabazon for ResearchED Sydney 2015 School of Teacher Education Charles Sturt University Love to hear from you: tbrabazon@csu.edu.au

2. "You have learned something. That always feels at first as if you had lost something" H.G. Wells

3. Critiques of learning styles

5. Key scholars for this presentation

6. Thinking (through the) ear 1/ Why sonic media? 2/ What are podcasts? 3/ How can podcasts be used and when should they not be used? 4/ Who cares?

7. WHY SONIC MEDIA? Section One

12. 5 + 6 =

20. Skullycandy

21. Landscape + Sound = Soundscape

29. “What summons us to listen?” Peter Szendy

31. WHAT ARE PODCASTS? Part Two

33. A maxim for your consideration Each music platform creates artificial ear lids that form new relationships between self and sound

37. Assessment of Educational Technology Cost Learning effectiveness Availability to students User friendliness Place in the organizational environment Recognition of international technological inequalities Source: A.W. Bates, "Technology for distance education: A 10-year perspective," in A. Tait (ed.) Key issues in open learning - a reader: An anthology from the journal 'Open learning' 1986-1992, (Harlow: Longman, 1993), p. 243

45. HOW CAN SONIC MEDIA BE USED AND WHEN THEY SHOULD NOT… Part Three

46. The functions of educational technologies To provide a framework for the presentation of learning materials To construct a space for the interaction between learner and information environment To offer a matrix of communication between learners and teachers, learners and learners, teachers and teachers

47. Paul Nataraj

48. Mock oral examination via podcast

49. PhD oral examination preparation via podcast

50. Twitter screen grab about the use of a Phd podcast

51. How to use podcasts in higher education 1.Record a lecture, tutorial or seminar and time and space shift its availability. Also useful to archive special events. 2.Capture the student voice, constructing links between theory and practice, analysis and production 3.Provide audio feedback for assignments 4.Disseminate student research 5.Create rich born digital objects to repurpose and embed in teaching and research 6.Providing a way to present the student experience of a course, beyond surveys 7.Provide a podcast ‘sound reel’ (rather than show reel) of each student’s development, constructing a profile for their future career 8.Provide sonic notes of supervisory sessions and new modes of supervision for off campus students 9.Offer alternative delivery modes of information, communication and exchange for students with print-based impairments 10.Record specific sonic sessions that conveys specific and often abstract information for a targeted audience, to enable deeper learning (I often call these microinterviews)

52. “The popularity of podcasts has mostly to do with the fact that audio has become an easy way to consume information without much effort. Reading anything requires your complete attention; your eyes need to see the content, your mind needs to be involved in digesting it, and your attention must be fully focused on the visual matter to understand it. On the other hand, using audio allows you to multitask and does not require your eyes.” Nandini Shastry and David Gillespie

53. Zoom Hn4

55. Podcasting: the advantages Can capture rich and expert content Interviews can be disseminated to a wide audience Convenient and can fit around the schedule of the listener Create a different type of engagement with information Quick to produce Can sound professional with cheap domestic equipment. Create an intimacy between an academic and audience.

58. WHO CARES? Part Four

59. Erlmann’s argument NatureSociety

62. How would your life change… If you focused more on what you hear rather than what you see?

64. ` More complex questions are being asked about how media should be used to influence learning for particular students, tasks and situations. Nick Mount and Claire Chambers