Pros and Cons of Audio/ Video Podcasting
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Pros and Cons of Audio/ Video Podcasting
While completing the podcasting assignment, it provided an opportunity to explore technology further. Initially, I was nervous about doing this assignment and editing the interview. Once I got over the initial anxiety, saved the interview, started editing with Wave Editor software and 6 hours later the podcast was complete.
Pros
There are several advantages to using podcasting in adult learning. First podcasting is inexpensive, flexible, portable, and allows the adult learner to learn on the go (King & Cox, 2011). Evans (2008) continues, “the advantages of flexibility in when, where, and how it is used, podcasting appears to have significant potential as an innovative learning tool for adult learners in Higher Education” (p. 491). Also, podcasting allows the instructor to “chunk” the lecture into important chunks of information, so students can review those points when listening to podcasts (Palenque, 2016). Using podcasts allows the adult learner to stream online podcasts or download short 5-8 minute podcasts. Podcasts are used as extra material to enhance a class the instructor is teaching; this helps to answer students’ questions.
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Cons
Several disadvantages to using podcasting in higher education. The first disadvantage is limited opportunities to redesign the content. Also, when creating and using podcasts, it is vital to be aware of copyright infringement and potential legal issues. King and Cox (2011) remark, “including even 5 seconds of a song from a CD is not permitted unless it is copyright free or Creative Commons share” (p. 47). According to Lee and Chan, 2007, “a potential drawback to the use of student podcasts might be anxiety about using the technology” (As cited in Powell & Robinson, 2014, p. 329). Also, busy adult learner’s schedules may make it difficult for them to watch or listen to additional podcasts for classes. According to Carvalho, Agular, Carvalho & Cabecinhas, 2008; Kennedy, Judd, Churchward, Gray& Krause, 2008; Maag, 2006; Vogt, Shaffner, Ribar & Chavez, 2010; Walls, Kucsera, Walker, Acee, McVaugh, Robinson,2010; “the 14-52% of students who do not want, like or use podcasts represent thousands of people taking this stance” ( As cited in Kazlauskas &Robinson, 2011, p. 323). What do you think of the percentage of students who are not interested in using educational podcasting? Are you surprised?
So where do you stand on podcasting in higher education: Are you for it or against it? Or would you like an opportunity to further explore this technology?
Podcasts:
KHANACADEMY: https://www.khanacademy.org/
The 7 Best Guitar Podcasts https://www.theguitarjournal.com/top-7-best-guitar-podcasts/
Rick Steves' Europe
References
Evans. C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education 50 (2008), 491-498. Retrieved from https://searchit.lib.ksu.edu/primo-explore/the effectiveness of m-learning in the form of podcast revision lectures in higher education DOI: 10.1016/j.compedu.2007.09.016
Kazlauskas, A., & Robinson, K. (2011). Podcasts are not for everyone. British Journal of Educational Technology 43 (2), 323-330. Retrieved from http://search.ebscohost.com.er.lib.k-state.edu/Podcast are not for everyone DOI: 10.1111/j.1467-8535.2010.01164.x
King, K. P. & Cox, T. D. (2011). The professor’s guide to taming technology: Leveraging digital media, web 2.0, and more for learning. Charlotte, NC: Information Age Publishing, Inc.
Palenque, S. M. (2016). The power of podcasting: perspectives on pedagogy. Journal of Instructional Research 5(2016), 4-7. Retrieved from http://search.proquest.com.er.lib.k-state.edu/the power of podcasting: perspectives on pedagogy
Powell, L. & Robinson, F. (2014). Learner-generated podcasts: a useful approach to assessment? Innovations in Education and Teaching International 51 (3), 326-337. Retrieved from https://search-proquest-com.er.lib.k-state.edu/Learner-generated podcasts: a useful approach to assessment? DOI:10.1080/14703297.2013.796710
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https://images.app.goo.gl/7YyUJuPT3zccCNJf7
http://podcastlogo.lemotox.de/
Colleen- I really like the pros of podcasts that you discussed in your post. It got me thinking about different ways that adult learners can use podcasts to "learn on the go." I personally use podcasts to pass time in the car or to decompress while running. As I researched this "portability" advantage of podcasts, I just learned that many adult learners are using podcasts to learn a new language. How cool! I never thought of doing this before. Hernon (2017) article describes two very popular free podcasts that listeners to learn conversational Japanese. I have always thought of more formal routes for learning a second language like taking an in-person class/tutor or using structured online programs, such as Rosetta Stone. We recently started using Duolingo app on our tablet/phone with our kids. Now we'll have a way to continue this learning while in the car together through podcast. Pretty neat if you ask me.
ReplyDeleteReferences:
Duolingo. https://www.duolingo.com/
Heron (2017). Podcasts for learning Japanese on the go. thejapantimes. Retrieved from https://www.japantimes.co.jp/life/2017/08/21/language/podcasts-learning-japanese-go/, accessed on 25 April 2019.
Rosetta Stone. https://www.rosettastone.com/
Wildcat Blogging Newbie,
ReplyDeleteThanks for stopping by! I also agree, I had always thought learning a new language needed to be done in a formal setting. I think it is wonderful you are able to use the Duolingo app with your family to learn Japanese. Also that you will be able to download Japanese conversation podcasts to learn more about the language.
Colleen
I must admit, when thinking about Podcasting my mind journeyed back to the day of Paul Harvey. I am dating myself here so bear with me. At noon, he would broadcast his syndicated radio program to millions of people nationally. His radio program provided news and commentary daily with the tag line “Rest of the Story” (Harvey, 2013). The talk radio format replicates podcasting except for being live broadcast commentary (King & Cox, 2011). During that time, I was too young to understand and failed to appreciate the wealth of information presented during the Paul Harvey broadcast. Unfortunately, that experience left an less than inspirational feeling today for the podcast platform.
ReplyDeleteAlthough, I am intrigued by the Position Podcast as a way to facilitate learning with students in our GED Reasoning through Language Arts (RLA) instruction (King & Cox, 2011). On the GED exam, learners must write a Persuasive essay from a writing prompt. According to King and Cox (2011), the Position Podcast format empowers learners to express opinions and encourages learners to research their point of view to validate their perspective. The answer to the question is yes, there are potential benefits of podcasting in all sections of education. Great Post!
Harvey Jr., P. (2013). Paul Havey.com [Webpage]. Retrieved from http://www.paulharvey.com/
King, K. & Cox, T. (2011). The professor’s guide to taming technology: Leveraging digital media, web 2.0, and more for learning. Charlotte, NC: Information Age Publishing.
Rhonda
DeleteI admit that I had to look up who Paul Harvey was and the radio broadcast “Rest of the Story.” I had never heard of him. I agree that using Position Podcasts with students can promote their voice and their ability to address difficult topics or issues (King & Cox, 2011). Using Position Podcasts would be beneficial to students pursuing their GED’s. Currently is a similar software being used with these students? If so has it contributed to the students’ success on their GED?
Colleen
Reference
King, K. P. & Cox, T. D. (2011).The professor’s guide to taming technology: Leveraging digital media, web 2.0, and more for learning. Charlotte, NC: Information Age Publishing, Inc.
Colleen,
DeleteYes, Paul Harvey is what I like to call an antique icon of talk radio. His voice was designed for commentary, and I am glad you researched more about him. Also, we do not use any software to facilitate this concept, but we will be soon. This course has encouraged me to dive into the world of tech tools, and my organization has a ton of tools for my students. However, there are a few learning hurdles I need to resolve first, but I have learned a tremendous amount from this course. I hope to suggest to the tech experts in my organization to strategies to improve the usage of the technology by providing workshops, videos or live demonstrations for people to feel comfortable using the tools. Also, a little patience goes along with people terrified of technology. Great question.
Rhonda,
DeleteI am excited to hear that you want to share the technology strategies with colleagues and students. I think that is wonderful!
Colleen
Colleen,
ReplyDeleteYou bring up a good point on the con that the content cannot be changed. If it is posted to a public website it is hard to ultimately get rid of and if content needs to change, the information needs to be re-recorded. Hopefully students find the most updated information. I enjoyed reading your blog and listening to your podcast on simulators for education.
I also enjoyed Rhonda's comment on Paul Harvey's "original live podcast," it brought back many fond memories.
Thank you both!
Vee
Thanks for stopping by Vee,
DeleteThis week was the first time I took into consideration the need to make sure that the information recorded must be correct and clear to hear. Otherwise it will need to be re-recorded or changed. I am encouraged that student's have this opportunity to learn from podcasts as they further their education.
Colleen