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Rudy GarnsImagine a liberal-arts university supplying its community, and the world, with “profcasts” of classes and presentations delivered by its talented instructors—not to give away intellectual property but to plant seeds of interest and to demonstrate th
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02 Apr 06
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podcasting can reveal to students, faculty, staff, communities—even the world—the essential humanity at the heart of higher education.
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“Podcasting, done the right kind of way, can . . . make a newspaper sound like a human being. Because that’s what newspapers are: they’re a collection of human beings.”
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potential to be uniquely immersive, to evoke the intimacy and focus of a study carrel deep in the stacks of a library. One emerges from those dark, womblike spaces blinking and perhaps a little disoriented:
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One of my colleagues at Mary Washington, a cognitive psychologist, insists that audio is a poor channel for conveying information to learners because the learner cannot control the pace. The listener is at the mercy of the speaker’s tempo. I take the point, but I wonder if that necessity doesn’t have a virtuous dimension. Perhaps it is sometimes a good thing for the learner not to control the tempo, particularly if one wants to lead the learner away from habitual patterns of perception and cognition. Perhaps listening attentively to the pace of another mind, revealed in voice, can help train the learner to be more attentive generally.
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consider Todd Cochrane’s assertion: “Podcasting represents a new way for individuals to communicate about the things they love. They can actually broadcast content that comes from their hearts.”10 If a mass-market text on podcasting begins by stressing the affective dimension of this new medium, educators would do well to think about how they might harness that energy in their teaching and learning practices.
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There’s also considerable value in what I call “the explaining voice,” the voice that performs understanding. The explaining voice doesn’t just convey information; it shapes, out of a shared atmosphere, an intimate drama of cognitive action in time. The explaining voice conveys microcues of hesitation, pacing, and inflection that demonstrate both cognition and metacognition. When we hear someone read with understanding, we participate in that understanding, almost as if the voice is enacting our own comprehension. In other words, the explaining voice trains the ear to listen not just for meaning but for evidence of the thought that generates meaning.
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competition
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16 Dec 05
Maria KneeEDUCAUSE REVIEW | November/December 2005, Volume 40, Number 6
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