This presentation is based on an earlier one and includes updated design principles and tips. This was used at the Belfast MELSIG meeting, 18 January 2010

1. Educational Podcasting: digital voices as media interventionsWhat do we mean by educational podcasting? Andrew Middleton MEL SIG: Queen's University Belfast18th January, 2010 Twitter #MELBEL These slides will be shared on: MEL wiki and slideshare.net

2. Outline Educational podcasting Awareness of what is happening in UK FE & HE through themed examples Forming understandings of the opportunity afforded by digital media such as audio and video to education via some design principles and a whirlwind tour

3. What is educational podcasting? Write your own definition now...

4. Learners, teachers, experts, and publics... Caveats: Beyond iTunes U..?, Beyond the recorded lecture – what can educational podcasting be? and a Social Constructivist view: We are all learners, We are all teachers We all find our own meaning Media intervention – using digital media fororientation, motivation, challenge setting and formation

5. A starting point:Principles informing audio transformed pedagogy General statements of what we hold to be true and useful (revised following Bath SIG workshop) Students and teachers value the personal connectivity that the recorded voice affords Students can learn by articulating their understanding to themselves and others Students value learning activity that is meaningful to them Students can learn from independent and social enquiry and problem-solving Neither knowledge nor learning is static, resulting from negotiated and interpreted changing information Teachers value being able to make personal interventions in order to encourage, direct, and challenge their students in facilitating learner-centred pedagogy Recorded digital audio increases access to the voices of teachers, peers, experts and publics Recorded digital audio allows for engagement that is not constrained by time, place, device and traditional teaching methods The act of reviewing information, arguments and conversation can lead to deeper levels of understanding

6. Design Principles We need to be able to evaluate the ideas we hear in the next few minutes, so: 1 minute neighbourhood activity,say hello then ask: “What do you think are the qualities of a good podcast?”

7. Effective educational podcasts… (1/2) ...will usually be characterised by, Signalling intention and clarity of purpose Speakers whose role and level of expertise is properly introduced Ideas and discussion that are relevant and well articulated An awareness of the specific learning situation or context Invitations and challenges - they are implicitly or explicitly purposeful References to, or acknowledgement of, related sources of knowledge …

8. Effective educational podcasts…(2/2) ...will usually be characterised by, A hook that engages the listener Conversational voices rather than formal monologues Structured and well-signposted information An awareness of the particular strengths and weaknesses of the audio medium Concise, well-paced and straightforward presentation Suitable clear production quality that is reasonable and appropriate for the intended audience. Anything else..?

9. The Tutor’s voice Recording events (eg recorded lecture, summary audio notes) Communicating (eg module announcements) Motivating (eg tutor conversations, storytelling, etc) Describing (eg interviews with professionals, clients, public) Illustrating (eg testimony, vox pop) Forming (eg instructional; feedback) Building (eg key skill development) Modelling (eg behaviour, techniques)

10. The Learner’svoice Individual Noting (eg field data, reflection, commentary) Presenting (eg summary, poster, review, stories) Feeding (eg peer assessment, seeding) Group Presenting (egprojects, findings, proposals) Conversing (eg criticism, review) Sharing (eg topic magazine) Exhibiting (eg work without commentary/analysis)

11. Expert and Publicvoices Broadcasting and Commercial producers Instructing (eg learning objects) Describing (eg interviews with experts) Updating (eg current affairs and developments) Educational and Training Organisations Various (eg learning objects) Professional & Other Organisations Marketing (eg product placement, initiatives) Reporting (eg findings, proposals) Conversing (eg criticism, review) Advocating (eg political) Publics (non-affiliated individuals and groups) Commenting (egvox pop interviews) Informing (eg captured interaction, proceedings) Illustrating (eg observation)

12. What is educational podcasting? Review your own definition now...

13. Other definitions for the pedantic! Strict, technical definition: “the serial distribution via RSS feeds of locally created, downloadable, digital media episodes, usually audio, to a niche audience of subscribers” An open definition for education“asynchronous digital voices” It doesn’t matter too much: What can you do with digital audio

14. Finally Where do significant conversations happen? Where does learning happen? What might be the benefit of capturing those voices and moments?

15. Thanks – You've been listening to... David Morely, Warwick University, Writing Challenge; Anne Nortcliffe, SHU, Software Engineering Professional Experience;Alex Spiers/ Roger Morgan, Liverpool John Moores; June Clarke, Information Management, SHU;Noreen Axelby, Computing Foundation, SHU; Hilary Cunliffe-Charlesworth and Richard McCarter, Writing Pad, SHU; Graham McElearney, Richard Steadman-Jones and Duco van Oostrum, University of Sheffield, English;Alan Hilliard, University of Hertfordshire, Radiology; Stuart Lee, Oxford University, Medieval English; Denise Stokes, CIPL CETL Coventry/SHU; Jon Wood and Carl Senior, Aston University, Psychology; Peter Hillier, University of the Arts, London, CSM Foundation; Carol Pollard and Andrew Jackson, SHU, Clinical Practice; Peter Walder, SHU, Sport & Multimedia; Richard Lynch, SHU, Criminology; Andrew Middleton Journalism students, SHU, LTI; Alan Carr, Mid-Cheshire College and Dark Horse Training; Engineering students, SHU; Computing students, SHU; Sport and Multimedia students, SHU;Art Mobs Moma, New York; Sarah Tiernan, The Psychology eZine, Aston University;Joe Davis, student, University of the Arts, London; Demos; Digital Campus; EdTech Weekly Jeff Lebow, Dave Cormier, Jennifer Madrill and John Schinker.