At the time I never really thought much about podcasts. What exactly is it? The boys had iPods and were listening to a series of broadcasts—hence podcast. According to Roy & Roy (2007), a podcast is a “cognitive medium and is available on demand for a specific topic. The term ‘cognitive medium’ suggests that it helps the user know, not do” (p. 481). Now I realize the potential podcasts have for adult learning. One of the advantages of the podcast is convenience of accessing and listening. A podcast can be accessed on a computer, downloaded to a portable device, or even live-streamed through a web service (King & Cox, 2011). This gives the user options to listen any time or any place—at home, in the car, even while exercising. According to the Pew Research Center, in 2010 47% of American adults owned an mp3 player, such as an iPod with 75% of young adults ages 18-29 owning one (Smith, 2010).
The options for non-formal and informal learning through podcasts seem almost limitless! According to Huang & Yang (2014), Apple launched the educational app iTunes U in 2007 allowing users to access free audio and video lectures from elite universities such as Stanford, Yale, MIT, Oxford, etc. Although some are private, iTunes U offers over 50 million free files, including podcasts. In March 2013, iTunes U had been downloaded more than a billion times; users from all over the world access digital files from over 1200 colleges, universities, and organizations.
Podcasts are being used for formal learning also. In their study on podcasts and adult learning theories, Luna & Cullen (2011) found that students felt more productive when listening to podcasts than they did from just reading the material. They tended to multitask while listening, predominately taking notes.
While I’ve covered the potential for podcasts, there can be some downsides. Podcasts on their own are a passive medium with no option for collaboration. Audio only podcasts can be dry or boring and may not be suitable for complex topics.
As for me, I am going to check out Yale University’s Roman Architecture on iTunes U as well as a podcast series on Italian Survival Phrases.
Ciao
rlm
Huang, R., Lu, L., & Yang, J. (2014). The evolution of university open courses in transforming learning: Experiences from mainland China. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P.
Isaias (Eds.), Digital systems for open access to formal and informal learning (pp. 25-39).
Switzerland: Springer International Publishing.
King, K. P., & Cox, T. D. (2011). The professor’s guide to taming technology. Charlotte, NC: Information Age Publishing, Inc.
Luna, G., & Cullen, D. (2011). Podcasting as complement to graduate teaching: Does it accommodate adult learning theories? International Journal of Teaching and Learning in Higher Education, 23, 40-47. Retrieved from http://files.eric.ed.gov/fulltext/EJ938577.pdf
Roy, A. K., & Roy, P. A. (2007, November 2007). Intersection of training and podcasting in adult education. Australian Journal of Adult Learning, 47, 479-491. Retrieved from files.eric.ed.gov
Smith, A. (2010). Americans and their gadgets. Retrieved from http://www.pewinternet.org/2010/10/14/americans-and-their-gadgets/
What I love about our youth today is their ability to adapt to the latests technologies (partly because they grew up with it) and use it for learning. As a teacher I always found that asking HS students what the latest tech apps were was much more useful then searching online. I was actually surprised to read your sons listen to podcasts since I only thought podcasts were for adults. Your blog has made me consider incorporating podcasts as assignments for HS students, since it is something many are probably listening to.
ReplyDeleteAs you addressed there are so many benefits to podcasts including the convenience and accessibility. Although I have not actually used ITunes U, my husband is an avid listener and relies on it for his employment.
Chanel,
DeleteI was the complete opposite, thinking mostly our youth listened to podcasts:) I'm not sure what my sons were listening to would be considered educational though--most likely entertainment of some sort!
rlm
Hello,
ReplyDeleteSo now I am interested in looking up Rooster Teeth Podcast to check it out.
I have been listening to podcasts for a few years as entertainment. I too got caught up with the nation last fall with the "Serial" podcast series. I also listen to this "This American Life", "TED Radio Hour" and "TED Talks". I listen to sermons from an out of state church I like. But I had never thought to incorporate audio podcasts into curriculum.
I have used YouTube videos in teaching Native American culture to students in K-12, and it seems second nature now, to include a YouTube search and incorporate an enriching and appropriate video.
McCombs & Liu (2007) state two values of podcasting include flexibility and mobility. "The data showed that more than 83% of students favored these two features because these features fit perfectly into their living condition and dynamic life style (p. 129). I know for me most often I am listening as well as driving or doing some other activity while a podcast is playing.
McCombs, S., & Liu, Y. (2007). The Efficacy of Podcasting Technology in Instructional Delivery. International Journal of Technology in Teaching and Learning. 3, 123-134.
Just remember that these are young adult (18 and 20) males listening:) Probably some humor that we may not find as entertaining!
Deleterlm
Just remember that these are young adult (18 and 20) males listening:) Probably some humor that we may not find as entertaining!
Deleterlm
I agree with your comments about options for podcasts being limitless in informal and nonformal education. The impact on formal education and adult education will only continue to grow, especially as the digital natives emerge into adulthood and have adopted mobile devices for entertainment as well as learning. Kurtz, Fenwick, and Ellsworth (2007) found that learners who received podcast lectures, in a "flipped classroom" environment, had higher overall scores than students from a previous cohort who received conventional lectures.
DeleteReference
Kurtz, B., Fenwick, J., & Ellsworth, C. (2007). Using Podcasts and Tablet PCs in Computer Science, ACMSE, March 23–24, Winston Salem, NC, USA.
The ability to download and go is one of the greatest advantages I see with this type of technology. It literally allows learning to take place anywhere and anytime. I think it dovetails nicely with asynchronous distance learning classes. It is yet another tool that allows an adult learner to access an education they otherwise would not have been able to if required to go and physically sit in a classroom.
ReplyDeleteAs you mention these podcast can be seen as boring but I think if they are coupled with other technologies they can add to the learning experience as a whole. In my classes students have the option to listen to the lectures via podcast or they can view them in the classroom. I like that these, and other options in the classroom, try to hit all of the various learning styles.