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)

Activity: Elearning Concepts and Themes

This really was quite hard, and I'm aware my ideas are somewhat different to the others posted so far. It will be interesting to see discussions on this.

I have also posted my initial thoughts on the questions below.

x

I was surprised at how spaced out my grid looked as I had expected a heavy weighting towards informal and new. The only area seeming lacking was the informal, old section of the grid.

To what extent should we think of e-learning as a distinct discipline with a need for its own concepts and vocabulary?

E-learning is too similar to ’learning’ to need a distinct discipline in my opinion. Although the location may vary, the outcomes remain the same, whether learned in a classroom, office or institution or learned online in your lounge, on the train etc. So I would place e-learning as a sub category of the learning discipline integrating vocabulary and concepts already in place and adding to them as needed.

Do you think the formal–informal divide is more or less evident in e-learning than in more traditional forms of learning?

I feel the divide is less evident. With e-learning people have the opportunity to learn in a chosen environment and often at a self chosen pace. Formal learning requires time keeping and attendance at a specific location. With e-learning these demands are reduced, and in some cases eliminated.

Did you find any of the concepts difficult to place on the grid provided? If so, why was this?

I found the biggest issue of placing on the grid was trying to decide if things were formal or informal. Mobile learning for example can be used in a range of e-learning ways. A company can provide a structured reading plan for its workers to complete using their PDA’s which would be a formal activity. However, Mrs. Bloggs could decide she wanted to learn Spanish to take up time on her bus journey to see her mother each week, which would make the learning process informal.

Can you think of two different axes for such a grid that might also help categorise e-learning concepts?

Still thinking on this one, initially I wanted to use platforms and applications, but there is no middle ground for this. Will come back to it later after a think.

H807-JISC case studies

This is where I plan to comment on the JISC case studies.
I aim to comment on
Objectives
Evaluation Methods
Benifits
Challenges
and possibly make some personal observations.