• Resources and tools for creating podcasts ... 

                   

   

  In this folder you can find useful resources, advice and reviews on podcasting, and tools for creating your own podcasts. It also contains helpful guides for using wikis, blogs, ...

  • Podcasting Practical Hints

• Podcast, from Wikipedia: 

  A podcast is a media file that is distributed by subscription (paid or unpaid) over the Internet using syndication feeds, for playback on mobile devices and personal computers...Like 'radio', it can mean both the content and the method of syndication. The latter may also be termed podcasting. The host or author of a podcast is often called a podcaster.
• arge, resource-rich universities such as Stanford and Princeton feature not only class content but also lecture series sponsored by the schools in many fields. Language instruction also predominates as do programs that offer short tips on topics such as grammar and LSAT preparation. For liberal arts colleges with few lecture-only classes and fewer resources than the Princetons or the Stanfords out there, the use of podcasts seems at first glance to be unnecessary and undesirable; however, there is some real potential for podcasts to enhance the experience of students in a liberal arts environment. Podcasting (and screencasting) is not just about the one-to-many delivery of lecture material; it also allows professors to reconfigure the use of class time in ways that enhance the intimate learning environment that is the hallmark of the small liberal arts college.
• new perspective on their teaching and on the students' learning processes.
  
• Michelle Francl b
• Neal Williams and Peter Brodfuehrer
• concern about attendance
• However, the professors also found that students sometimes did not use the podcasts as effectively as they might have liked. Some students, for example, listened to all the podcasts before exams, essentially re-taking the class and cramming for the exam. Instead, Williams thinks that a more effective use, which he saw a great many students doing, is to skim the lectures for key points that students did not understand.

  • The downside to Podcating lectures: Attendance and cramming.
• learned something about their own teaching styles from listening to their podcasts or simply being aware of the recording process.

  • Lecturers also learn about their own teaching styles.
• The effective use of podcasts, whether the source is faculty lectures or student assignments, is something those of us in liberal arts environments need to consider. Many podcasts now might be primarily faculty lectures that show little thought to the listeners outside the classroom and which reinscribe the "sage on the stage" model of teaching, but as Professors Francl and Williams have shown, we can rethink how podcasts effect our teaching and how they might enhance the intimate liberal arts classroom.

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• “If we don’t re-imagine the university  around Web 2.0, we will be outdated.” This means adapting to emerging  audio and video production techniques which have enabled a much broader  swath of the population to share their own points of view. In responding  to these developments, Rutgers has begun to teach English composition  in new ways. Instead of working exclusively with text-based communication,  the new composition curriculum invites students to communicate using  sound, imagery and text. When it comes time to compose, Hammond and  Miller ask their student to not only open Word, but Final Cut Pro, Podcast  producer, or any other multimedia tools the students are willing to  learn. For Hammond and Miller the integration of these new tools into  the curriculum was not an option but a necessity if the  humanities were to continue teaching students effectively in a Web 2.0  world. Their message was to start using these tools or risk casting the humanities into irrelevance.

  • This is exactly the type of article and sentiment that Stellenbosch needs. A not too radical but still forwardlooking integration of new technologies.
• nd while Miller and Hammond were teaching the new forms of composition,  this didn’t mean that Rutgers was casting the old forms aside. For  Hammond and Miller, a university that is constructively responding to  a Web 2.0 world needs to teach students how to be literate with Web  2.0 technologies. But it would be dangerous to privilege these technologies  without giving proper consideration to the virtues of the older medium.  Learning how to read and write fosters vital cognitive faculties. If  these same faculties aren’t developed by Web 2.0 literacies then leaving  everything else aside and rushing headlong toward a Web 2.0 future is  hardly a prudent move.

  • Thew whole idea of literacies wrt the Web2 stuff is highlighted here.
• The best memorizers are able to shut out external stimuli at  appropriate moments, effectively giving their brains a space in which  to memorize.

  • Memorisation and Apple computers. Memory=Frontal lobe (the bouncer).
• interest in  helping people pay greater attention and learn more effectively.
• “What's Next: Forecasting the Post-LMS Era.”  As a long-time and eminent advocate for more open education, Wiley hopes  that much of online education will venture out from behind the login  of the traditional learning management system (LMS) and into a more  public sphere. Wiley, who purposely hasn’t taught in a traditional  LMS in at least five years, suggests that there are two primary (and  many ancillary) benefits in teaching this way.

  • Post-LMS views given here.
• They seemed to realize  that in embracing the future we need also to take with us the best habits  from our past. In celebrating the technologies which open up the university  to the world, we also need to remember the virtues inherent in reading  and writing and older campus technologies like the library and the study carrel,  which temporarily close off the world and make for a place of quiet  and remove.

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