Reflection 4.2 Podcasts Write a reflection that documents your exploration of podcasting. Then think of your pedagogy, and content. How could the use of podcasts or audio recording be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of audio (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. 1. My Exploration of Podcasts Well, surprising as it may sound, I have recently been involved in producing prodcasts for my local Church and uploading them to the internet! A friend of mine, Greg, who looks after a number of the media functions in a Church in Sydney recently visited and set up a podcast account for our Church. It took me a long time to produce our podcasts, but I have successfully edited, produced cover art and uploaded 9 episodes! My exploration of podcasting was to look at different podcast services, concentrating on free services to see which would be the best for me to use. When my friend from Sydney showed me the podcast site they used and set up an account for our Church I used that one - which is free and very easy to use. The process I have used to produce a podcast is as follows:
I have found that this site looks better on a mobile device in the web browser (Figure 1), or within the app for the podcast host (Figure 2). I edit the sound file and upload it on my phone. The art is the only part that I do on a computer, as I make a custom size picture in Canva (the pixel size is specified by the podcast host site), which I have found easier to do on a computer than a mobile. I always use royalty-free images for the art also. 2. How could the use of podcasts or audio recording be supportive of learning in your own teaching context?
The Podcasting in Education wiki lists a number of extremely useful suggestions for using podcasts in education, such as a means to publishing students' work, and also in interviewing guests who are experts on the subject being taught (Podcasting in Education, 2017). One of the great advantages with podcasts isthat people can subscribe to the channel and receive updates when new episodes are added (Fryer, 2010). These feeds can automatically download the new episodes to computers, mobile phones or tablets as the user requires (Fryer, 2010). Using the SAMR model, the following is an example of how I could use podcasting as I teach: Substitution - Request the students to record their progress of a particular area of learning as video or sound files, rather than recording this in exercise books. Augmentation - New features that improve the task are added. These include the use of video or voice recording and editing programs, as well as programs needed to upload and then download and listen to podcasts (such as sermon.net's website and app). Modification - There is a change from the use of pens and paper to a much more modern method of recording progress. Redefinition - The technology allows for the student's work to be shared with other class members as well as the teacher. Reference List Fryer, W. (2010). podcasting. Retrieved from http://teachdigital.pbworks.com/w/page/19791094/podcasting. Podcasting in Education wiki, (2017). Podcasting in Education. Retrieved from http://podcasting-in-education.wikispaces.com/.
2 Comments
26/4/2017 12:49:38 am
love the thorough instructions on this, it's very clear, and I feel confident to follow some of these and try for myself!
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