Experiments with podcasting in the classroom - what worked and didn't

1. Politics as Pedagogy :
a 2016 election podcast as a model for building a
Virtual Teaching
and Learning Commons
Jaya Kannan
OLC Accelerate, Orlando, Florida
Nov 16 2016

2. Use charts to explain your ideas
Teaching Creatively using Podcasts
Pedagogy
Virtual Teaching
and Learning
Commons
Podcasts
The three foci
of this
presentation:

3. Part #1 of 5
Background Info on SHUsquare
A Virtual Teaching and Learning Commons

4. Use charts to explain your ideas
SHUsquare – the evolution of an idea
The SHUsquare project won
the OLC “Effective Practice” Award
in fall 2014.
+
Focus on building
a Community of Inquiry
in an Interdisciplinary Learning context

5. Part #2 of 5
Academic Vision for
A Virtual Teaching and Learning Commons

6. Use charts to explain your ideasDigitally Networked Classroom
Image courtesy of Networked Learning Pradigm by Participatory Learning
https://www.flickr.com/photos/49653615@N00/3677544652
Networked learning
is learning in which
information and
communications
technology (ICT) is
used to promote
connections: between
one learner and other
learners; between
learners and tutors;
between a learning
community and its
learning resources.
Goodyear, P., Banks, S., Hodgson, V., &
McConnell, D. (Eds.). (2006). Advances
in research on networked learning (Vol.
4). Springer Science & Business Media.

7. Use charts to explain your ideas
The new SHUsquare
a Virtual Teaching and Learning Commons
Elements of Networked
Learning:
•Curricular Design
•Faculty Collaborations
•Student Learning
•Teaching Experiments
•Continued Learning
Outside the Classroom

8. Part #3 of 5
the Election 2016 Podcast

9. Use charts to explain your ideasElection 2016 Podcast
Overview
•Faculty + Student Collaboration
•Generative – a podcast a week since
Feb 1st
2016
•Student research
•Podcast website – designed and led
by students
•Studio facilities – support from Media
Studies

10. Use charts to explain your ideasElection 2016 Podcast
GLOBAL IMPACT:
Faculty + Student Collaboration
2000+ plays between
Feb. 1, 2016 and Nov. 1, 2016
Listeners from 35 countries

11. Use charts to explain your ideasWhat Characterizes
a Virtual Teaching and Learning Commons?
?How might it look in
your institution ?

12. Use charts to explain your ideasWhat Characterizes
a Virtual Teaching and Learning Commons?
#1
“invites and ignites
participatory
learning”
Loertscher, D. V., & Koechlin, C. (2014). Climbing to excellence: Defining characteristics
of successful learning commons. Knowledge Quest, 42(4), E1.
#2:
Evidence-based process of
design, modify, rethink,
redesign, and rework
#4:
Participatory
learning through
excellent
instructional design,
resources, and
technologies,
personal expertise
and collaborative
knowledge
#3:
Professionals who can
successfully lead out front,
or lead from the middle, or
push from behind, are gear
candidates to lead a LC

13. Part #4 of 5
Teaching Creatively using Podcasts

14. Pedagogical Experiments with
Podcasts at Sacred Heart University
•Politics
•Foreign Languages
•Literature
•Media Studies
•Religious Studies
•Freshman Seminar

15. Part #5 of 5
Pedagogical Questions for the Use of Podcasts

16. Use charts to explain your ideasPedagogical Context
SAMR
Model
By Dr. Puentedura
Puentedura, R. (2014) ‘SAMR: a contextualised introduction’, [online] Available at:
http://www.hippasus.com/rrpweblog/archives/2014/01/15/SAMRABriefContextualizedIntroduction.pdf

17. Use charts to explain your ideasPedagogical Questions
Challenges in
building a COI
•Technology vs Pedagogy
•Student Engagement
•Instructor Presence
•Interactivity
Middleton, A. (2016). Reconsidering the role of recorded audio as a rich, flexible and
engaging learning space. Research in Learning Technology, 24.
Puentedura, R. (2014) ‘SAMR: a contextualised introduction’, [online] Available at:
http://www.hippasus.com/rrpweblog/archives/2014/01/15/SAMRABriefContextualizedIntroduc
tion.pdf

18. Use charts to explain your ideasPedagogical Application #1 – Spanish
NEW ACTIVITY
https://docs.google.com/forms/d/e/1FAIpQLSe6syiBTbu0WQ
mH57sEHZ6UpBnv73oXl9SHlI3qj0lVm3p8JQ/viewform
Instructor
Presence
Targeted Exercise
for Listening
Dynamic Digital
Scaffolding

19. Use charts to explain your ideas
Pedagogical Application #2 – Media Studies
CONNECTED ACTIVITY
Bringing Scholars
into the Classroom
Promote Self-
Directed learning
Building a Bank of
Resources Across
the Program

20. Use charts to explain your ideas
Pedagogical Application #3 – Literature
RELOCATED ACTIVITY
Teaching “The Odyssey” – moving from video lecture to audio podcast
Prof. Marie Hulme

21. Use charts to explain your ideas
Pedagogical Application #4 – Freshman Seminar
CAPTURED ACTIVITY
Student + Student, no Instructor
Socratic Seminar
Fostering Critical Analysis
Faculty Forum: Interview with
Faculty about their creative
teaching practices

22. Let’s review some concepts
Common Space Collaboration Access
Privacy Tech Know-How Accountability
Teaching using Podcasts - Potentials and Pitfalls
based on the experiments at Sacred Heart University
Emotional
Comfort

23. Credit to Collaborators
Special thanks to my colleagues at Sacred Heart
University:
◉Prof. Gary Rose – Professor and Chair in the Department of
Government, Politics and Global Studies
◉Prof. Pilar Munday – Associate Professor, Foreign Languages and
Cultures
◉Student Bridget Hughes – senior, Government, Politics and
Global Studies
◉The SHUsquare Team - Barbara Gerwien, Mareh Al-
Sadoon, Joe Aiuto, Mary Awad
Special thanks to all the people who made and released this powerpoint template for free:
Presentation template by SlidesCarnival

24. Podcasting Techniques and Tech
• Capturing audio
• Microphones
• Start with basics and figure out how
to continually go to the next level.
• Try to find the quietest space
possible. Reduces editing needs and
eliminates problems that editing can’t
fix
Media Lab at SHU

25. Free Sources
• Audacity for PC
• Garageband for Mac
• Adobe Audition – Mac/PC
Audacity Logo
Apple Logo Courtesy Creative
Commons
Adobe Logo

26. Best Practices
• Show title and description
• Introduction and conclusion
• Organization - use an outline or
notes
• Regular and frequent releases
• Production quality
• Time factor
• Less is more
• Opportunity to use or create Open
Educational Resources