What is it?
Podcasting allows audio content to be downloaded from the Internet to a computer or other mobile device like an ipod or mp3 player to be listened to at a convenient time and in a convenient place. The word podcasting is a blend of two words "pod" (from ipod - portable on demand) and "broadcasting". Since podcasts are relatively easy and inexpensive to produce, the number of podcasts is mushrooming. Everyday people are recording and posting podcast programs on the Internet on subjects they are passionate about. It is possible to subscribe to podcasts and with RSS feeds automatically receive updates that can be listened to at any time. Podcasting's true Web 2.0 potential is realized when podcasts are made by students working together, socially constructing knowledge and collaboratively creating content, which is shared with others.
Where is it found?
itunes http://www.itunes.com
Gabcast http://www.gabcast.com
Gcast http://www.gcast.com
Podcast people http://www.podcastpeople.com
What are the computer requirements to use it?
Podcasts are relatively easy and inexpensive to make. All that is required is a computer (MAC or PC), Internet connection, a microphone (many new computers have a built-in microphone), and a software program (like Audacity, which is free) to record, edit, and publish the podcast.
Cost:
Almost free. Some hosting services charge a monthly maintenance fee.
How do you use it?
Podcasts are available at many Internet sites to be downloaded and listened to any time, any place.
What are its uses in education?
Integrating pod casting into your classroom: http://www.youtube.com/watch?v=ExkMeQfuLGc&NR=1
There are so many different podcasts available on a wide range of subjects, that podcasts provide excellent supplemental resources to extend learning.
Teachers can create podcasts that provide differentiated instruction, individualized for particular topics and student needs.
Students can record field trip notes.
Students can research, write, record and edit podcasts which teachers can post on the classroom website for parents to listen to. In addition to learning content information, students are
learning social and communication skills.
Podcasts are useful for learning and practicing foreign languages.
Podcasts can be used for tours of special exhibits at museums
At the Berlin wall, tourists can rent a digital assistant with global positioning system combined with an ipod do they can hear about spots along the wall's route including the Brandenburg Gate, Checkpoint Charlie, and where President Reagan in 1987 challenged, “Tear down this wall!”
Teachers can help students that are visually impaired or with learning disabilities by recording textbooks assignments with additional explanation.
Students can do research and make podcasts on OGT topics that their classmates can download and review.
For students that need accommodations, podcasts can be used to read a test.
Podcasts can be used to teach software applications.
One student shared, "Our school has used them in two main ways. Our social studies classes are very diverse with some students who struggle and students that could read the lesson and then teach parts of the class. In order to use resources and to differentiate instruction we have pulled out the students that pass a pretest in order to create the pod casts and then use them in the classroom as reinforcement for other learners. The students that create these are given a topic in which they have to research and are given time to interact with the teacher to have them extend their thinking on their script. They are given a rubric where they can evaluate the presentation of the podcast. We have used this to quickly review 6th and 7th grade material with 8th graders before they take the 8th grade social studies OAt since it covers material from 6, 7, and 8th grade material.
Our music department has created podcast of music, so students can practice their songs with the music that they do not have access to otherwise."
Podcasts allow students to choose what they would like to hear more about and go beyond the regular classroom presentation.
For some applications vodcasts (with the additional video component) is preferable - i.e. in computer software training, cooking instruction, different form of learning -
Podcasts can be used for additional support in teaching and learning. Some common usages in education are: taped lectures, guest speakers, group presentations, tutorials on lab assignments, exam reviews, reinforcement of key concepts, and drill or repetition. Audio material aids pronunciation of words and phrases for foreign languages, and aids visually challenged and distance education learners. Podcasts can provide additional information for talented students, and support for those with specific learning needs, different learning styles, cultural differences, and language barriers (Ormond, 2008).
Any potential drawbacks?
Like other Internet applications, podcasts must be monitored for inaccurate or offensive content.
Files can become so large that the are unwieldy, requiring lengthy download times
In one study, qualitative feedback indicated that time was often an issue. Students wanted information quickly and reading was faster than opening and downloading media resources. Podcasts are different from blogs and wikis in that they cannot link directly to other podcasts. This makes podcasting a less social and probably less revolutionary medium. They are not designed for two-way interaction or audience participation (Ormond, 2008).
The shortcomings of audio appear to be in the area of providing complex and/or detailed information that needs to be heavily processed, logically deconstructed, committed to memory, or otherwise requires a great deal of concentration. Audio is an extremely powerful medium for conveying feelings, attitudes and atmosphere. It is less good at conveying detail and facts. In other words, you will not remember very may facts and figures after listening to a 30-minute audiotape. You will, however, be able to remember general opinions, and arguments (Ormond, 2008).
For fast readers, listening is inefficient and painfully slow without fast-forwarding playback adjustment, nor can the material be skimmed. Currently, it’s difficult to scan hundreds of sound files to find a key term, exact phrase, or point of reference. Podcasting is evolving at a rapid rate. New features—categorizing, navigating, and indexing—are being demanded by users. It’s hard to record many voices in highly interactive courses with lots of discussion. It takes additional time for the instructor to edit audio and post it. Audio without closed captioning is of little benefit to those with hearing difficulties. Slow internet speeds make downloading time-consuming, especially in third world countries. Like wikis and blogs, podcasts are sometimes attacked by vandalism. As a result one can question the quality and accuracy of podcasts in an open and collaborative Web, where anyone can easily copy copyrighted material without the permission of copyrights holders and also add misleading or unsuitable contents (Ormond, 2008).
Other related sites:
Tutorials section of the Audcacity wiki
http://audacityteam.org/wiki/index.php?title=Tutorials
This page is specifically about creating a podcast with Audacity
http://audacityteam.org/wiki/index.php?title=Creating_a_simple_voice_and_music_Podcast_with_Audacity
Podsafe music sites:
Classical Music - http://www.musopen.com/
Copyright Safe Music Loops- http://www.flashkit.com/loops/
Lots of different kinds of music - http://podsafeaudio.com/
Hip/hop, rap, electronic - http://funkyremixes.com/
The Free Music Project - http://freemusic.freeculture.org/media/view/media/home
References:
Ormond, P. R. (2008, October). Podcasting enhances learning. Journal of computing sciences in colleges. 24(1), 232-238. Retrieved October 3, 2009, from OhioLINK Electronic Journal Center database.
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