Podcasting in Philosophy

Case Study- Use of Podcasting in Philosophy Glasgow University

Overview:

Podcasts of lectures, seminars and a course introduction were recorded for two courses. These were available to students as soon as they were uploaded by use of a URL and password, they could be played on iPods, computers etc. These podcasts can be accessed through Glasgow university webpage and iTunes (not verified).

Objectives:

To see if podcasting would benefit the teaching and learning environment for students and teachers.

Evaluation Methods

No conclusive evaluation as there has been no formal assessment of the trial, although all students apparently liked the podcasts and referred to them for essay writing and revision. Both courses have 100% pass rate, however, there is no mention of if this was the case before the podcast introduction. The use of podcasting is being continued in these courses and adapted by other members of staff.

Benefits:

“Successful, happy students” (Stuart, 2008)

Immediate access to the podcasts anywhere via portable media devices.

Reference material for revision or students who may have missed lectures etc.

Challenges
Stuart “anticipated no problems or challenges that this context would produce in terms of implementation of the e-learning approach, and there were none.” (Stuart, 2008) Although she does later go on to mention that batteries running out and forgetting to switch the recording device on were minor issues.

Personal Observations.

The case study demonstrates the implementation of new technology to enhance revision and learning. This is way of learning could be very helpful to learners who need to hear/see things twice to fully take them in. It is a good use of auditory teaching and provides backups for students missing out on lectures due to ill health. It also means that note taking can be done later, in less detail or not at all.

Reference

Stuart, S. (2008) Use of podcasting in Philosophy [online] http://www.jiscinfonet.ac.uk/case-studies/tangible/glasgow/index_html1/view (Accessed 21 February 2010)