Edu 720 Week 4 Designing and evaluating podcasts

Posted byahdoveyPosted inUncategorized

By the end of this week’s learning activities, you should aim to be able to:

  • Identify, share and discuss key strengths and areas for further development in your designs for your flipped classroom approach;
  • Apply learning about podcasting to evaluate and further develop online elements of your flipped classroom approach;
  • Critically reflect on what and how you have learned online this week, identifying potential implications for you and your colleagues’ current and future practice of developing flexible learning environments, in your local teaching contexts.

So during week 3, 4 & 5 we were working on drafting, producing and creating a flipped classroom (FC) session.

Not having ever delivered anything like this before, only F2F, I was scared of this quite frankly. It’s like putting yourself on TV!

Looking back at the dates on the forum – 17th June on – this is during my notice period having been made redundant, so I was in full job-hunting mode, hence thoroughly distracted =reduced interaction with the forums (notice of redundancy was around 3rd June).

Forum 1:

Stanley Mbelu

17 Jun 2020 17 Jun at 13:10

What three things do you definitely want to keep in your FC session plan and why?

  • For the flipped classroom which is still an ongoing process, I aim to keep doing group discussion. Even prior to designing the FC, I usually apply such approach in my class, and I have come to realise that it is very effective. It engages students who are slow learners or finds it difficult to communicate effectively in English to actively participate.
  • I like the shortening of videos, as a learner I find it very efficient as I do not have to always trying to pull up the timestamp to be able to know when the material will end. I believe such approach will also be useful for students as they can easily finish a material in short time and can go back and commence with a different one. Similarly, I use such approach with my online class. For each class I will teach, I design a specific class channel in Microsoft Team, where I will discuss the material with the students. The essence of this is to make it easier for students to easily locate a topic, link, books or discussion in a specific channel, without having to go through a more populated general channel. 
  • I will continue providing online quiz, which I have been using prior to this and I still find it useful.

What three things could be good to change, revise or further develop in your plan, and why? How, specifically, do you propose to further develop your plan?

  • Maybe to consider redesigning some of my class material, like the topics in a way that with the  face to face approach,  even though they are already working in groups, however, I will aim to further ensure that few within a group who are less likely to participate in a class presentation, will get to have a more leading role.
  • I might also consider including in the online activity session a possibility for the students to setup a virtual project that is related to the Moodle, and present it to the class in a virtual setting, especially if we are to find ourselves in a situation that can result to a long time interruption of all class activity as we are currently experiencing with Covid-19.

Please feel free to comment or suggest any other approach as you seem fit 🙂

Stanley Reply Reply to comment (1 likes)

Hi Stanley, it sounds like you have some good techniques in place already, great! Do you find Microsoft Teams a good platform for collaboration and sharing material? You’re right, short videos work well for the short attention spans of students. Reply Reply to comment (1 likes)

  • Hello Harriet,   Actually yes, Microsoft Teams has a lot of functions for that. There is an option for file, where you can go in and create a sub-folder and can give students access to the file, without them being able to edit or modify it. Furthermore, it also has a share point function for colleagues and students alike. Another function that I like there, is that you can create a Turnintin/Moodle or even Canvas type of assignment submission link, where students can submit their work, you provide feedback and they can be able to access it in that same Teams. I hope this helps with the clarification?  Reply Reply to comment

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

22 Jun 2020 22 Jun at 13:25

Hi Stanley, 

I like your idea of creating a Team’s Channel for each classroom so discussions, thoughts and interactions can continue throughout the learning process. I guess this is similar to what we are doing here, but to me, it may look more like a ‘chat room’ or ongoing text dialogue.  I may incorporate that aspect into my own sessions.  Reply Reply to comment (1 likes)

  • Hello Suzanne,   Indeed it is very useful, actually more useful than short time sessions. My reason being that you can create that sub-group for them in a Term/Moodle, and they can always go there for team discussion and specific group meeting, which you also have access to. During general class or seminar, you can ask them to present what they discussed in a group to the general class. Reply Reply to comment

Collapse Sub discussion Dario Faniglione

Dario Faniglione

24 Jun 2020 24 Jun at 8:33

  • Hi Stanley,

    All good points. When you say “setup a virtual project” etc., while this is great from a learning and teaching implementation (medium/long term), please consider keeping the FC plan for the EDU720 to a manageable commitment, as this will need to be piloted  within the next couple of weeks.   Reply Reply to comment (1 likes)

Collapse Sub discussion Harriet Beesley

Harriet Beesley

21 Jun 2020 21 Jun at 14:13

Last week I ran a quiz with the students I will be using as guinea pigs for my FC session. I’m glad I did, as they are very inexperienced in editorial design, so this FC content will really benefit them. It also helped me understand how very basic I will need to make this as they have little or no previous experience. I will keep the structure of the recorded element the same as in my plan, but I want to look into how I can refine the activities within the live session. I have an hour with them, but there are normally approx 15 students in the session so I have to work out how best to get them doing an active task within the limits of an online conference format. I need to do some more research into different approaches – as we haven’t had much input since we created the plans last week. Reply Reply to comment

Hi Harriet,

the idea of getting learners to do a practical task in breakout groups, during the live session, seems a good approach for your topic.

Time management is key and, as we have experience in Week 4 webinar, it is not straightforward to facilitate timed activities in an online session.

Perhaps you might need to provide your learners with clear instruction around what to do when. Reply Reply to comment Collapse Sub discussion Nick Raven

Nick Raven

24 Jun 2020 24 Jun at 15:23

  • Hi Harriet, it looks like we’re doing something similar here; I’m planning a session based around the typography module on the BA Graphic Design degree. Well done for initiating the quiz! Could that be a part of your blended design as it’s already informed your delivery and possible differentiation for the range of learners..? Brilliant. I think the way you preface the in person synchronous element with a video walk through of InDesign would be great to use as a foundation to scaffold up their learning in the ‘in person’ session. And there are lots of existing video tutorials available; Falmouth Uni students will have access to all those on LinkedIn Learning. I wonder if the in person session could be possibly overrun with discussion and dialogue and not much development of a design, which has it’s merit of course… For mine I’m wondering if the in person element should be about an activity that encourages discussion, debate and dialogue (critical reflection) as I am struggling to see a practical way to engage groups in a synchronous activity using a third party software tool… What do you think about this? Are you confident with the use of InDesign and shared screen? Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

22 Jun 2020 22 Jun at 2:30

Three things I want to keep are:

  1. The hybrid face-to-face and virtual class, synchronously. Testing out this I think it is a good chance for me to immediately address student concern raised in module evaluation form.
  2. Activity in F2F and virtual session. With production through group presentation, I think it maximises the learning experience as learners do not have to read the three input texts (they can afterwards) to be able to grasp the three knowledge.
  3. Online peer assessment. A short one worked well during the micro-teach session on EDU710, also giving students an experience of reviewing peers.

Three things I want to revise are:

  1. Recap of the podcast. After reading Dario’s summary, I think this was missing in my plan. And I would like to make this as the bridge between the podcast and the hybrid F2F and virtual class.
  2. Short quiz. Link to short quiz will be provided on the podcast, however I moved this to be an independent activity after watching the podcast. Giving chance for learners to not rush on the quiz, but re-playing podcast until they thoroughly understand the content.
  3. Relating the podcast and hybrid F2F and virtual session without repeating too much of the content, using the summary as mention on point 1.

Mia2 PGCHE M2 FC Session Planning Form.pdf Reply Reply to comment

Hi Mia

looking at the things you are looking at to revise, I saw you may adjust the short quiz. I am going to add a quiz to my session as a way to assess the learning outcomes for the class. I like your idea to move this to an independent activity providing the learners more time to understand the content. For my learners, this should reflect a deeper understanding of their own limitations or abilities to adjust and perform the new physical skills.   Reply Reply to comment (1 likes) Collapse Sub discussion Nick Raven

Nick Raven

24 Jun 2020 24 Jun at 15:28

Hi Mia, I think I might steal your idea for the online peer assessment. That’s a great idea! Do you know how you’re going to do it? After the micro teach session I thought it would be good to get the students to do peer evaluation and feedback and have been trying to think of ways to embed it in the learning experience… Reply Reply to comment (1 likes)

  • Hi Nick, apology for the late reply, I am on construction site for the last week. I used an online survey form; and showed the QR code on the ppt slides. I left my files unfortunately, but I attached one of my previous sketch on flipped classroom which has the link and QR code (Top right). It was a less formal activity at the end of session, to get their phones out and started scanning. Thought it was a nice way to wrap up the session. Hope this helps.Mia Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

26 Jun 2020 26 Jun at 7:22

  • Hi Mia Point 2 of your revisions, I’m with you on this one, I keep working on a quiz as part of my blended learning programme as obviously it’s a good qualification of understanding but also I feel engaging for my cohorts, but its dependent on understanding overall of the podcast content, which in turn leads onto the module as a whole, so gets complicated,  so maybe foe me it will be a standalone activity as well. Alex  Reply Reply to comment

Collapse Sub discussion Angela Coskey

Angela Coskey

22 Jun 2020 22 Jun at 8:15

  • What three things do you want to keep in your FC session plan and why?
  1. I want to keep the pre-lesson practice videos which lead into the F2F.
  2. I want to keep the structure of the F2F lesson.
  3. I want to keep the homework online which will lead into the F2F Discussion.
  • What three things could be good to change, revise or further develop in your plan, and why? How, specifically, do you propose to further develop your plan?
  1. I would like to add a Tuesday online reading group using my own self- made videos. I will ask the students to read Tuesdays reading material for Wednesdays discussion session.
  2. I would like to add in a Thursday online listening group using my own self-made podcasts leading into Friday’s discussion session.
  3. Ask the students to do an online quiz on Thursday and post the results to the online forum on Friday. (Stein & Graham, 2013).

References:

Stein, J., & Graham, C. R. (2013). Essentials for Blended Learning: A Standards-Based Guide. Retrieved 6 22, 2020, from https://amazon.com/online-blended-learning-essentials-standards-based/dp/0415636167 Reply Reply to comment

Hi Angela,

Thanks for sharing your revised plan ideas.

As I mentioned above, (for the scope of the EDU720 assessment) please be mindful of the required time commitment of your overall FC session tasks.

You will need to pilot the overall FC tasks within the next 2 weeks, with a group of at least 2 learners, so just make sure you have time without overwhelming your pilot group (whether these are current students or friends/colleagues/family members).

Obviously, in terms of learning and teaching implementations in your own context (e.g. in the academic year or the next few months), there won’t be such limitations, so you will be free to experiment and make further refinements and adjustment. Reply Reply to comment (1 likes)

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

22 Jun 2020 22 Jun at 13:10

Three aspects that I am going to keep in the FC session are:

1. Provide the video 4-5 days in advance so students can watch, reflect, frame and try for themselves prior to the face to face session. My subject requires physical application and knowledge. Providing ample time for the students to ‘mess around’ with the new skill for a few days increases their understanding, metacognitive awareness of what they don’t know yet which promotes deeper learning, thinking and motivation. 

2. Providing two short videos instead of one. This way students can learn in segments and apply new knowledge in blocks for these new skills instead of trying to watch a prolonged long video where they may miss something or become distracted. 

3. Face to face session discussion time and review of videos. I understand that there is some hesitation in reviewing the media during the face to face as can present several issues. But since the subject matter of my class is so tied to students physical abilities to comprehend, apply and adjust new skills, i am hesitant to reduce the time for review and discussion. 

Three aspects that I am going to adjust are:

1. The time spent during the face to face application of the new skill needs to be longer, I have given only 10 balls for students to try their new skills, this needs to be longer for a deeper understanding of there own assessment to take place. 

2. A longer time needs to be given for feedback and review from me to each student. Each person is different in their skill levels, I need to provide a longer time to help each student where they are in the learning curve. 

3. Assessment and feedback at the end of the session, I will be adjusting this segment for my evaluation as to their learned knowledge. I need to add an assessment piece to the lesson.  Reply Reply to comment

Hi Suzanne, this is looking really great and I agree, based on the last assessment task that we worked on, time for reflection, feedback and review are really important, so adding more time for that I think will be really beneficial. In your micro teach session you paired up students for the activity and this was great for collaborative working and enhancing peer-led learning. I wondered if there could be an opportunity for peer-to-peer reflection and dialogue in this session that could further enhance the feedback and assessment you’re already devising? Reply Reply to comment

  • Hi NickThank you for this insight, especially since you were on my review team for the last assessment. I have four students for this session, all beginners so quite different. From the reading material we have had for this week, I have added a handout, which I sent to the students last night. This is to help prepare knowledge and understanding for the content of the class. I am also going to include your suggestion of providing a discussion time while they are split up into pairs. I’m recording mine class on Monday.  Reply Reply to comment

Collapse Sub discussion Michael Berthaume

Michael Berthaume

26 Jun 2020 26 Jun at 11:30

Hi Suzanne, 

Unsure  if this is already in your lesson plan, but I really liked from your assessment 1 in module 1 how you had students providing peer feedback. Is that integrated here as well?

-Mike Reply Reply to comment Collapse Sub discussion Joel Ferguson

Joel Ferguson

27 Jun 2020 27 Jun at 17:10

  • 10 minute seems really short but when I thought about it I think you’re right about making two short videos instead of one longer one. It will likely help break up the online content really well which is a great idea to help make the time in front of the computer digestible. Reply Reply to comment

Collapse Sub discussion Alex Bailey

Alex Bailey

22 Jun 2020 22 Jun at 18:43

From my draft session planning form I have decided that I definitely wanted to keep:

  • The Podcast 
  • The PDF summary with links.
  • The one to one mentor review resulting in a feed forward plan.

I decided that these three elements formed the backbone of my flipped session and that they in themselves where a steeping stone to the student developing a web site. Therefore I was attempting to much in one session. I have decided to break the session down into more consumable parts and take a more ‘scaffold learning’ approach leaving the other aspects of my draft to at least one other session (maybe more) and aligning the learning outcomes when the leaners build there web site as we go along. To do this I will change: 

  • Webanir brainstorm with break out rooms into a Q&A slide show where the students interact on the Menti app with inspirational thought contributions. 
  • Make the cohort discussion a face to face in small groups rather than an on line forum. This could still be done virtually if there is an issue still with distancing sell via break out rooms. 
  • Make that the draft web pages are on a live web site not PDF pages to ensure the student hit lights web site design challenges. 

SPF Portfolio on-line DRAFT – Alex Bailey.pdf Reply Reply to comment

Hi Alex, I think your plan is clear and well thought through. And I agree that adding in opportunity for more collaborative, peer-to-peer working would be beneficial. Creating small working groups for brainstorming and discussion will be really valuable; have you thought about how you will support, lead and stimulate this activity? Reply Reply to comment

    • Hi Nick and thanks for taking a look, to be honest I haven’t decided on the format for the collaborative peer-to-peer support/brainstorming groups, mainly because I am evaluating all the different apps and interactive soft ware opportunities there are to stimulate activity within a group, particularly creative groups, I came across an app called menti the other day that was used in a portfolio development session on line with Falmouth Uni. What I liked about this app was it supported/generated creative thought. More research to be done, so many good resources out there. Alex  Reply Reply to comment

Collapse Sub discussion Nick Raven

Nick Raven

24 Jun 2020 24 Jun at 16:51

Three things I want to keep:

  • The modular formative tasks because I believe they will aid engagement through scaffolding a student-centred approach. Using the student’s perception about the characteristics of the tasks puts them at the centre of the learning by making them actively consider, interpret and analyse the subject of the learning, and to critique and translate this into a designed outcome.
  • The group discussion and dialogue as an aid to be critically reflective. (And I would like to enhance this as a ‘learning culture’ to support opportunities for deeper learning.)
  • Homework task as a way to further consolidate the learning by actively engaging the students in something that will be (formatively) assessed. (This could also be an opportunity for peer assessment.)

Three things to change:

  • I need to change up (better define) the prefaced content (lecture) to make it more relevant and meaningful.
  • I would like the preface to include an activity, for the purposes of differentiation, by way of a simple MCQ. But, this could be a more meaningful activity that bridges (or scaffolds) to the learning in the synchronous session; task 1 could be used for this.
  • I would like to better support differentiation, as a key benefit of flipped learning, and need to consider how I might be able to do this… I feel that there is opportunity in the tasks for differentiation of student responses, but could there be ways to support the differentiation earlier and to enhance the learning of all students? Widening participation and being inclusive through student-centred approaches is one thing, but how can the learning be more responsive of different learners’ needs?

Reply Reply to comment Collapse Sub discussion Rachel Butt

Rachel Butt

25 Jun 2020 25 Jun at 16:54

Hi

3 things to keep:

  1. The online quiz to test and embed knowledge learnt from the webcast, as i think this is a quick and relatively easy thing to get students to engage in post webcast and pre f2f session
  2. linking the webcast/quiz and pre f2f session part by doing a reflection exercise at start of the f2f session, again this hopefully will help to refresh and embed what has already been learnt , without having to repeat the on line component of the blended approach. 
  3. use of breakout rooms in the f2f/zoom session, this will hopefully help to improve confidence in quieter members of the group, who may not want to speak up in a large class

3 things to change:

  1. make the aim and LO clearer and link to assessment
  2. add in online video as Katie previously suggested, this will add a bit of humour to a “dry subject”
  3. test webcast to ensure realistic timings have been achieved, as many have suggested the need for the webcast to be 10 mins or less to ensure engagement is useful, I need to check this is achievable

Reply Reply to comment

I’m sure you would have come across this already, but when testing the webcast, I always try to remember to test for audio quality, as there is nothing worse than poor audio! Reply Reply to comment (1 likes)

Collapse Sub discussion Michael Berthaume

Michael Berthaume

26 Jun 2020 26 Jun at 11:26

Three things I definitely want to keep in my flipped classroom session plan

  • Having the focus of the podcast session be on the SDGs. This will help students make connections between their education and their world, increasing engagement and employability.
  • Having students find news stories after listening to the podcast. I think this will help them identify real-world issues that they care about, which will, in turn, increase their engagement.
  • Having students work together, picking a world issue from the research they have done to be the centre of their term project. I think the group work will allow them to think out loud, and begin to develop their ideas

Things I could change/revise

  • Inclusion of examples of how students could take news stories and mould them into semester projects. By using examples from my own work, I will be able to give students current information on real-world issues.
  • Perhaps do two podcasts instead of one 10 minute one
  • Have a way of checking that students really did look up and summarize the three news stories

Reply Reply to comment Collapse Sub discussion Dejan Levi

Dejan Levi

26 Jun 2020 26 Jun at 11:33

3 things to keep:

– General topic focus of screenplay page formatting conventions

– Synchronous exercise idea based on correcting errors on a sample page

– Differentiation approach to ensuring podcast resource is accessible to all

3 things to change/improve

– Use video for podcast instead of audio only. This way I can include visual examples on slides.

– Make the synchronous exercise a group one using breakout rooms to facilitate peer learning and boost participation

– Add a short interim task which follows the podcast but is done prior to the synchronous session, to act as a warm-up for the synchronous session tasks Reply Reply to comment

Collapse Sub discussion Joel Ferguson

Joel Ferguson

27 Jun 2020 27 Jun at 17:05

3 Things To Keep

  1. I would definitely keep the focus on play as it is a core them of my module and one I plan to teach around furthur beyond this session.
  2. I would like to keep the use of case studies from the industry. I think this provides insight into what the industry is doing and contextualises what makes the session important for students.
  3. I would like to keep the discussion of online activity becuase I believe it’s valuable for students to hear from, and discuss topics with their peers. I have experience students taking information from each other better than they do from the lecturer.

3 Things to add/Change

  1. When looking back on my initial plan I see that I have not considered including any academic journals or articles in the content I have linked to the session. I know this will add more time to the length of the session as a whole but it will be worth adding.
  2. I think the discussion I have planned for the end of my session could do with more direction. I’m not sure that simply discussing answers to questions is enough. Perhaps the results of the discussion could be used post session. Also I think it might be worth having the discussion be asynchronous. Currently I have fallen behind on the PGCHE and having the previous discussions to read through has been invaluable.
  3. I had planned to run the pilot of this class as simply as possible, so videos on youtube and the other items required in an email to simulate the VLE, and then have the discussion in person. To be very honest I hadn’t considered the feedback requirement of the assignment yet, so I will be adding a a few questions for the pilot to gather the required feedback.

Reply Reply to comment Collapse Sub discussion Toby Carr

Toby Carr

28 Jun 2020 28 Jun at 10:42

Three things I would like to keep in the session plan: 

– The live build exercise.  I have thought through this a bit more in terms of materials and have decided it could work with some options for connector pieces to enable quick testing and assembly.  The students will likely feel a sense of motivation and achievement to see their structure at 1:1.  A neat follow on exercise could be to ask them to design their own connection piece

– The online collaborative discussion. I’d like to trial this as I think an asynchronous exchange could be beneficial outside the studio space and will get students used to sharing their ideas with peers.  I’d like to trial this on our VLE but this may not be possible so an alternative would be Teams

– Swapping designs and building someone else’s. I think this could be a good way of students reflection on the LO of communication and being on the other end of it. 

Things I could change

– Although important in our course, for this exercise, the specific site is not that important. Removing this element could simplify it and allow flexibility if the weather is bad as well as allowing other students to complete the exercise remotely.  A site could be introduced for a follow on individual design exercise. 

– I tried this initial exercise myself and realise that I need to limit the amount of materials and keep instructions really clear initially with room for experimentation on the collaborative stage

– I think some of the themes listed in the intro for the webcast/post cast may be too much and not directly relevant to this session. Perhaps better as further reading or follow on sessions  Reply Reply to comment Collapse Sub discussion Dario Faniglione

Dario Faniglione

28 Jun 2020 28 Jun at 21:36

Hi everyone

Many thanks for contributing to this discussion, as usual with brilliant insights and supportive feedback to colleagues’ work.

For latecomers and for future reference, please find hereafter a summary of key concepts that have been discussed, grouped in two main categories. There was obviously an overlap between these two areas of discussions, and I have tried to capture this in the grouping.

I have included here some of the elements that webinar participants have brought up in the last couple of webinars also, so as to give a more holistic view of things.

Elements people feel generally more confident and happy with:

  • Clear communication to foster “buying-in” from learners;
  • Interactive online collaborative activities (e.g. using Padlet, Miro boards, etc.), but also formative activities (e.g. quizzes)
  • Focus on individual needs (e.g. previous background, time and space for learners to engage with online components;
  • Alignment between learning outcomes and the session and the assessment;
  • Meaningful and relevant classroom activities, including group challenges, role-play, problem-solving, case-studies, aimed at applying theory and concepts;
  • Use relevant and engaging “triggers” as video/audio recording topics;
  • Chapterization and sequencing of media recordings (rather than longer video/audio recordings);
  • Keep content (i.e. media recordings) concise and snappy;
  • Provide a summary of key concepts, online and/or in the face-to-face session.

Elements people generally feel that need further exploration:

  • Technical aspects of the recording )please do not worry about this too much, as this assessment is an opportunity to learn);
  • Get pilot learners’ feedback – there is no rule here, please use any format or mean you feel appropriate. The key is asking/soliciting feedback on the areas/elements of the session (including all flipped classroom components) you feel are important to develop for your future implementations in your teaching practice. 
  • The balance between online and face-to-face/synchronous resources;
  • Length of media artifact (i.e. video or audio recording) – please stay within the 10 min max recommended limit;
  • Involving learners in the design of future iterations: if you are piloting with your usual learner it’s a good idea to involve them in the “experiment”;
  • Integrate the online resource/activity with face-top-face/synchronous activities;
  • Consideration of overall design and how the flipped-classroom feedback “fits” within the overall module design: this area should probably be explored in your flipped classroom rationale;
  • Bridging individual/group input and feedback on online activities (through forums, online interaction, etc) and the face-to-face activities, where these contributions can be further explored and used for further learning.

Reply Reply to comment Collapse Sub discussion Chris Esh

Chris Esh

29 Jun 2020 29 Jun at 12:57

Keep: 

1)  Timing – the brief introduction to the topic i feel is likely to be long enough to introduce the content and not too long that the student will switch off, while they are on the course to learn it is essentially their free time they are using to complete these activities so short, sharp and to the point i think is key for this approach within my educational setting.

2) Style of tasks – i think the use of group tasks is important to these activities, helping to ensure those that might be less engaged are encouraged by their course mates to partake in the activities set and engage in the learning process. 

3) Presentation slide style – the slides allow the students to follow what is being said during the podcast. the teacher does not need to be seen for this element of teaching. the slides provide content and additional info to the students around what is being said. 

Change: 

1) More detail within the presentation – a little more info in the context of the session could be introduced in the podcast to aid the delivery of the session however, i feel it is a tough balance to strike between the amount of content to provide and ensure they do the learning tasks etc. 

2) Providing some additional learning materials/sources for them to use to complete the tasks. some form of direction to some appropriate sources may increase engagement and learning from these tasks 

3) Additional presentation styles – the use of videos or excerpts from other podcasts with experts in the field etc could provide a useful tool for learning during this approach to confirm/reinforce the information being provided in the teaching content. Use of videos, athlete interviews etc would really enforce what is being taught and why  Reply Reply to comment Collapse Sub discussion Katie Welch

Katie Welch

1 Jul 2020 1 Jul at 10:51

  • What three things do you definitely want to keep in your FC session plan and why?

–  Structure of the activities – a few tweaks here and there seemed to manage the feeling of overload and over-expectation

– Learning OutcomeAssessment relationship –  recognized by peers as well aligned

– Some sort of monitoring of progress during the week to help me assess needs, and to prep relevant scaffolding materials for the F2F session. 

  • What three things could be good to change, revise or further develop in your plan, and why? How, specifically, do you propose to further develop your plan?

– Clarifying resources being used – it will now be a video, that I’ll generate the material for and pre-record myself.

– Adding in a quiz for engagement (Bailey, A. 28/06/20 PGCHE Forum. Falmouth Flexible Canvas) and to help me assess needs. This replaces a peer-to-peer forum, which seemed a bit repetitive of the class activity

– Loosening up the class session, so that there’s less ‘presenting‘ and more open sharing in smaller groups to help ‘deepen discussion and critical evaluation’ (Strudwick, S. 18/06/20. PGCHE Forum. Falmouth Flexible Canvas).  Reply Reply to comment Collapse Sub discussion Anna Dovey

Anna Dovey

2 Jul 2020 2 Jul at 10:48

Still catching up – had a change of mind on what stubject I wanted to cover.

  • What three things do you definitely want to keep in your FC session plan and why?
    • Using shorter videos. I’ve realised that breaking the areas to cover down like that works like book chapters, and also makes it easier for me to record!
    • Keeping the live session as a debate around the topics.
    • Providing links to exta materials for students to access if they want
  • What three things could be good to change, revise or further develop in your plan, and why? How, specifically, do you propose to further develop your plan?
    • I want to record both audio (me talking) and visual and a screen – arrrgggh! I want to be able to split out the audion so students can listen to it as a podcast. I have *no* idea as to what software would be able to do that, so I need to research that.
    • I could align this with a theoretical assessment of a written essay on the topic (sorry, historical topics tend to use written assignments unless it’s ancient tech, science or warfare).  That would help with contructive alignment.
    • This more about the debate – I could include some instrucitons on *how* to debate, since some students I’ve met don’t seem to understand what an academic debate is. Maybe I can find a video of one.  Also highlight it’s not a competition – it’s not about ‘wining and argument’, but an exchange of ideas and if you learn something that changes your opinions, who’s actually winning?

Reply Reply to comment

What was clear from the above was the range of context and subjects my peers were teaching and how that impacted their approach to the FC – concerns e.g. delivering more practical subjects, how what would normally be hands-one sessions could be approximated via online delivery.

Nice, easy to understand videos – a good example of how to create and deliver a FC sessions. Why it has to be ‘us’ is an interesting and valid point.

When creating audio and video podcasts for supporting student learning in HE, usually what matters much more than high production values and fancy ‘bells and whistles’, are the pedagogic design aspects. Koumi (2015), discussing instructional videos, has claimed that “an indispensable affordance of any medium is its ability to secure learners’ cognitive engagement and constructive reflection” – ie its pedagogic value and affordance. The skills of authors to secure cognitive engagement and constructive reflection (hence learning) often tend to be vastly underestimated.

Pedagogic Design Principles

This framework from Koumi (2015) offers a minimal framework of indispensable pedagogic design principles.

Anderson et al (2006) proposed that the educator’s task is “to create a coherent narrative path through the mediated instruction and activity set such that students are aware of the explicit and implicit learning goals and activities in which they participate” (p.6). For the specific design and organisation of learning activities with instructional material, answering these questions can help you to plan your audio or video podcast:

  • What data do I have about my current course that suggests a change?
  • How do I interpret that information?
  • What do sources of scholarship suggest about how students learn best with media and my subject matter?
  • What preparation or support material will the students need?
  • What kind of questions will I pose to students?
  • When will I ask these questions?
  • What kind of learning tasks will I align with the instructional material?
  • What value will the delivery format bring compared to other formats?
  • When will I deliver these instructional materials?
  • What approach will I use to create the narrative path?

How do practitioners use podcasts in HE?

This case study examines the use of simple audio podcasts in a fully online, distance learning class. The class was part of the DUCKLING research project conducted by the Beyond Distance Research Alliance at the University of Leicester, UK.

It discusses the benefits of using podcasts as part of an integrated online learning strategy in a distance learning context, and gives an overview of how audio podcasts were used to introduce concepts, provide support for assignments, and give students direct feedback on their work.  Of course, these principles can also be applied to video podcasts, such as video lectures.

Based on what we have explored so far about podcast design, reflect briefly and consider the following questions:

  • How does what you have just learned about podcast design, apply to your own podcast ideas for your planned flipped classroom approach? I no like podcasts. I’m hearing imparied (I hate that phrase – I have one deaf ear). So I lip read quite a lot and *hate* not seeing someone’s face when they’re talking. I can see the advantage in terms of portability – students cans listen, as the Probationers did to that CD, in their car, on the tube, buses etc. via their mobile phone. Which is great for those that can; I don’t like not hearing what’s going on around me – I think it’s potentially dangerous – but I know many people enjoy podcasts and learn a lot from them.
  • What does this suggest is currently good about your current podcast design? I don’t have one!!
  • What changes or improvements does this suggest you could usefully make to your own podcast design, to help make this more effective as a learning resource, for your flipped classroom? I don’t intend to use one, for the reasons mentioned above.

Week 4: The IMPALA Model of Podcasting.

The Informal Mobile Podcasting And Learning Adaptation (IMPALA) project started in May 2006. IMPALA investigates the impact of podcasting on student learning and how the beneficial effects can be positively enhanced. It was funded by the UK Higher Education Academy and has numerous HE partners: University of Leicester, Royal Veterinary College London, Kingston University and the University of Gloucestershire.

The design and development of podcast application usually begins with a purpose. IMPALA partners have been experimenting with different approaches of using podcasts to address distinct pedagogical purposes and challenges within specific discipline areas. Some of the purposes and / or challenges embedded within podcasts are:

  • Integrate podcast with other online learning activities;
  • Develop students’ study skills through collaborative learning;
  • As extensions to lectures (eg summary lectures, podcast lectures);
  • As an extra learning resource to bring topic issues;
  • Support student field work (eg record field work, provide instructions and location-based information);
  • Provide guidance on student practical work (eg a visual guide on how to use a software program);
  • Transfer museum specimens into 3D video podcasts to depict / show structures and tissues of different systems; 
  • Student-developed podcast to promote active, independent and collaborative learning.

One of the outputs from the IMPALA project is the IMPALA model, which is a framework to help teaching and learning practitioners with evaluating and designing audio and / or video podcasts, as part of an online or blended approach.

On the next page, we will explore more about the IMPALA model itself, including the 10 variables. You will also have a chance to apply it to your own podcast design.

web.archive.org/web/20180625063051/http://www.impala.ac.uk/outputs/model.html

Click to access A%20model%20of%20podcasting.pdf

Forum 2 – sharing IMPALA evaluation of audio / video

Harriet Beesley

21 Jun 2020 21 Jun at 15:13

Please find attached the completed form for my video session, which I will be creating soon.

It’s very important to keep the recorded material on point – it needs to be relevant, accessible and link back to the learning outcomes. Focus on the material and content! Keep the structure simple to make it easy for all levels and abilities to engage with. The course I am teaching is a visual one, so I should assume that the students are visual learners, solidified by active learning experiences. The Koumi (2015) framework reminds me of the presentation principles I learnt in a RADA drama school workshop – where we had to get people’s attention, then tell them what we were going to discuss, discuss it, then conclude on what had been discussed. Simple but effective. I think this will work well with students, especially in a pre-recorded session. The structure I had planned uses this basic skeleton, which is reassuring.

During the webinar last week, Andy suggested breaking up pre-recorded sessions with questions or tasks for the students, so that it didn’t become to lengthy and disengaging. I need to think about how I can bring this into my session, maybe with questions to help them prepare for the live session. I will place these questions at the end of each new element being introduced – type, image, layout etc. I have planned for a 15/20min video, but it may be that when I record it, it becomes shorter than that, depending on how I get through the content. I want to be clear and thorough, and don’t want to rush it.

To plan for my video, I will write key points I need to hit throughout, rather than a script. I did a scripted video lecture a while ago and weirdly it was the FC content for my students last week! A few commented on the way I read off a script. I have more experience and confidence now, so I feel capable of presenting without a script. I have a clear speaking voice, so I think this will be accessible for students whose first language is not English.

A podcast format would not work for this course, as it needs to have a visual element. But I think that a simple video can be just as simple to produce. If needed, a resource pack of design material can be provided to the students too.evaluation with IMPALA – Harriet Beesley.pdf Reply Reply to comment

  • Hi Harriet  Your right with working from highlighted points / prompts rather than a script – much more fluent if you know your subject and so much more engaging for the audience it always flows better. I have been involved in a lot of documentary live broadcasts over the years – most/all presenters work from prompt sheets that they compile (or the producer)- not scripts. Rehearse once shoot once otherwise you over think it and lose the spontaneity which is a key ingredient of engagement.  You tend to work in bite size portions 30 seconds to two minutes and then cut – compile the next point  – rehearse once / shoot one… on and on you go – this is on the basis you will cut away to a sample or slide for example. Although now you are into editing – probably at this stage to be avoided so maybe the white board / flip chart like Katie Kimbar, turning the page, gives you that natural break, pause, edit point to turn the page and move onto the next point – that is exactly what she is doing (without physically getting in to editing for real).  One is just after that beat of contemplation / the moments silence (turn the flipped chart) punctuates / edits organically  with out actually getting into editing in real time.   Repeating /summarising the key points is how to emphasize rather than going slowly.  Generally it always ends up shorter than you think. Hope that helps a little? – good luck  Alex  Reply Reply to comment (1 likes)

Collapse Sub discussion Angela Coskey

Angela Coskey

22 Jun 2020 22 Jun at 12:55

Critical evaluation of podcast design using IMPALA model

  1. What have you learned about podcast design from doing or reading this critical evaluation? How and why could this be useful or valuable for you, in your practice?
    1. I’ve learned so much from reading the IMPALA Model, everything is important, timing is important, your voice and delivery is important, there’s just so much to consider when making a recording, the mood and the warmth of your voice is so important. I can’t imagine how terrible it is for students who have to listen to a boring voice, or someone who is always clearing their throat or speaks softly or speaks in a monotone. I always focus on the clarity of my voice because it’s the one thing that students really struggle with for a second language learner it’s of vital importance. Having a neutral accent is actually quite important too. Speaking at a medium speed is also very important. I could go on and on but that’s quite a lot already.
  2. What ideas do you have to improve the current podcast design, to address any potential limitations identified in the critical evaluation, and / or to enhance the students’ learning in the future?
    1. I think it’s limitless because it’s like cloning the teacher. I think the only limits are those in our own minds. However, once we all start using this it will become second nature and the ideas will just burst out of us.
  3. What else might be important to consider when evaluating podcast designs, beyond the 10 variables in this IMPALA model?
    1. What I always am concerned about are using applications that expire or just stop being useful. I believe we should use software that is on our cell phones and software that is upgradable.

Critical evaluation of podcast design using IMPALA model.docx Reply Reply to comment (1 likes)

  • That’s a really good point about applications that can die a death – so much of it does these days, which wuld also impact on workload for lecturers. Reply Reply to comment

Collapse Sub discussion Mia Tedjosaputro

Mia Tedjosaputro

22 Jun 2020 22 Jun at 13:33

The summary of the framework which is handily fit into one single page is helpful to help me think through about the podcast I am designing, which is still in skeleton stage. In particular, the purpose. The rest of variables are hugely related to the purpose, once we articulate that clearly.Mia Critical evaluation of podcast design using IMPALA.pdf Reply Reply to comment Collapse Sub discussion Alex Bailey

Alex Bailey

23 Jun 2020 23 Jun at 18:12

Attached is my Critical evaluation of podcast design using IMPALA model 

What I learned: 

  • I have been involved in broadcast and documentary for a number of years but this has mainly been video. I had not considered so much the power of audio on its own, not least the end user ease of access is a key persuader. The format as such for quick and concise pieces of information is pretty close to the way you use video/ film but you don’t have the advantage of visuals (obviously) to support the webcast although the concentration of audio with out the use/ distraction of visuals is an interesting concept particularly in my situation when teaching a visual medium. Perhaps I have over looked the power of audio only as a point of focus?

What Ideas I have to improve the podcast:

  • For future improvements in addition to reacting to feedback from the various evaluation sources I am engaging with I have though about having the students offer audio feedback that I might use as sound bites in the podcast in the future to enhance student connection. They get my opinions they get peers and students who have been through the process opinions as well.  
  • Quiz or interactive brainstorming session utilising menti. app 

What else for me should I consider for the future:

Technology , style and end user access habits and tastes.Critical evaluation of podcast – IMPALA – Alex Bailey .pdf Reply Reply to comment

  • Alex,  Your insight and experience in using different mediums in your career afford you the perfect insight now as a teacher. Your reflections and critical analysis of your own class development using either/or all of the available mediums has enlightened me into thinking about using audio as an option and how to use it to support my students learning.  Reply Reply to comment (1 likes)

Collapse Sub discussion Rachel Butt

Rachel Butt

26 Jun 2020 26 Jun at 11:18

Please see attached

This was a useful activity as made me critique further my plan and podcast design. I think whilst we are initially doing this for the purpose of the assessment, I am excited about the wealth of possibilities this mode of teaching brings. I am really interested to find out what the students think about this approach and if it is a preferred method. I think I may be able to use flipped classrooms more in the future if this proves to be successfulCritical evaluation of podcast design using IMPALA model.docx Reply Reply to comment Collapse Sub discussion Dejan Levi

Dejan Levi

26 Jun 2020 26 Jun at 12:42

This was useful as a checklist to eliminate blind spots in the podcast planning process (not something I have lots of experience with). There were one or two IMPALA principles which I’d not given sufficient thought to, such as how the exercise scales with bigger cohorts and whether it has reusability value. Since the answer to the latter is yes, I’m minded to devote some extra time to it to ensure we have a useful resource for the future!Critical evaluation of podcast design using IMPALA model_Dejan complete.docx Reply Reply to comment (1 likes)

  • Hi Dejan.  I agree, a useful exercise.  Your plan good. Accessible.  Your rationale for style choice is smart  in considering how you want students to feel about the topic, regardless of the content. Manipulative. Nice! 🙂     Reply Reply to comment

Collapse Sub discussion Suzanne Strudwick

Suzanne Strudwick

26 Jun 2020 26 Jun at 16:49

Learning how to develop and create a podcast is very new to me. I have not chosen this medium for my assignment as the visual aspects for learners in my PE scenario is vital for them to ‘see’ themselves perform at the beginning of the learning process.  I would very much like to explore audible only content for my learners as the flexibility of listening to a podcast anywhere is intriguing to me.  A further improvement to the class could be the introduction of an audio segment to complement and support the learner’s knowledge AFTER they have been assessed and passed a benchmark in their abilities to perform the movement skills.

One of the biggest feedback comments I receive from learners is remembering the differences in how the body sets up to the ball for different shots.  Typically very subtle and small adjustments are required between shots but make a big difference in outcomes and performance.  Listening to a podcast specific to the practice that day would serve as a reminder, and cue the visual framing of themselves to enhance there own feedback loop and thus improve performance and confidence. Critical evaluation of podcast design IMPALA Suzanne Strudwick .docx Reply Reply to comment

Hi Suzanne,

Very well thought out. You’re right to split topics, and consider cognitive load. I might have to reassess whether to split/add another cast into mine. I think this will only become apparent when I’ve been able to start putting it together properly though. 

Out of everyone, your context is probably the most dependent on fast feedback, as you identify. You mention immediate feedback. Can I clarify, do you mean that the student evaluating themselves is the feedback? And you mention the importance of teacher feedback – how is this worked in to your design? 

Otherwise, very clear and detailed.  Reply Reply to comment (1 likes) Collapse Sub discussion Michael Berthaume

Michael Berthaume

1 Jul 2020 1 Jul at 13:58

I like your idea of doing both video and audio podcasts, each to fulfil a different purpose. I have not looked into it, but I am sure there is software out there that can turn the audio from a video file into an audio file alone, which would help in decreasing time spent making the webcasts. Reply Reply to comment (1 likes)

    • I’ve got to research that for my recording – giving the students the option of a video and the audio as a podcast would improve inclusivity.   Reply Reply to comment

Collapse Sub discussion Toby Carr

Toby Carr

28 Jun 2020 28 Jun at 13:38

Hi All, here is my reflection on my podcast design, bit late but if anyone wants to trade comments, that would be great! 

I have found the exercise really useful, in particular breaking things down and focussing on how the sessions could be structured and why.  I have ended up breaking my plan into two bits, audio and visual.  Not sure if this is allowed but my reasoning is that I want to demonstrate some key concepts using objects and examples so this is suited to video.  I also want to put the collaborative linking task that leads to my FC activity into context but don’t want to show examples of this as it will likely limit the outcomes. 

I need to work carefully though the timing and level of information. Importantly, this is intended to be an introductory session in first year so keeping it simple, related to students experience and not assuming prior knowledge will be important. I hope that the students future learning could be enhanced by being able to watch demonstrations back whilst reflecting on their own work. 

Other important factors beyond the IMPALA model could be the availability of resources and time, equipment and space….The hosting – is it intended for public sharing? copyright issues of any guest speakers or found content.  Your own IP ??? Critical evaluation of podcast design using IMPALA model_TC.docx – Google Docs.pdf Reply Reply to comment

  • Hi Toby,  Also late.  Very thorough. Makes mine look a bit pony. In my defence, I couldn’t access IMPALA via the link (it’s a dodgy site apparently, according to my internet monger) and have had to wing it in the depths of the internet.  I particularly like your inclusion of the conversation with an engineer –  very useful, and memorable, for students. They love a guest lecturer. I’ve found, also, that the forced remoteness makes it fairly easy to get people involved. Time will tell how that fares when everyone’s back on the day job.  Also like your capitalising on your own reflections/mistakes – makes it really human and accessible, and, again, memorable I imagine.  Are you at a ‘scripting’ stage yet? How are you finding the timings are coming out?  Overall, I think this is excellent, and going to go back through mine now.  Reply Reply to comment

Collapse Sub discussion Dario Faniglione

Dario Faniglione

28 Jun 2020 28 Jun at 21:26

Hi all

It’s great to see you have meaningfully engaged with this exercise.
At this “design” stage, it’s important to anticipate the expectations and characteristics of your intended online webcast, beyond the mere technicalities. Therefore, the IMPALA model is a tool to help with these considerations.

Throughout this process, you might have reconsidered and reframed some elements of your implementation. I would suggest keeping track of these changes as you go along, as this iterative process may support your reflection and rationale for the assessment. Also, as usual, it’s all food for thoughts informing your reflective journals.

Well done, everybody! Reply Reply to comment (2 likes) Collapse Sub discussion Katie Welch

Katie Welch

1 Jul 2020 1 Jul at 11:57

  • What have you learned about podcast design from doing or reading this critical evaluation? How and why could this be useful or valuable for you, in your practice?

– Keep it focussed

– Make sure it’s doing what it’s intended to do, and that it’s suitable for your audience

– Break it up with interactivity

– Planning over polish

– Do it Yourself

It occurs to me, the more I read, that producing a podcast is rather like producing an ad campaign – hooray! something I know about! –  Know who you’re talking to, say one thing, be aware of what you want their response to be, and above all, think before you draw anything. 

  • What ideas do you have to improve the current podcast design, to address any potential limitations identified in the critical evaluation, and / or to enhance the students’ learning in the future?

–  I need to included opportunities for student reflection, actually within the podcast

–  Seeking the input of others, which may help integrate into the wider course context even more

  • What else might be important to consider when evaluating podcast designs, beyond the 10 variables in this IMPALA model?

– Real-world examples

– Institutional guidelines

– Student access to tech

– Specific student differentiation, background, cultural normsKATIE WELCH_ Critical evaluation of podcast design using IMPALA model.docx Reply Reply to comment

  • glad to see I wasn’t the only one doing this today!   I liked your write up and it made me think about changing my podcast from audio to video, and how include slides may help, even if it is just repeating what I am already saying   Reply Reply to comment

Collapse Sub discussion Michael Berthaume

Michael Berthaume

1 Jul 2020 1 Jul at 13:45

Please find my IMPALA model attached. Last week, when I had gotten to this part of the material, I realized I had more I needed to do to develop my podcasts before I could continue with the week’s work. I ended up researching, writing, and recording the podcasts before coming back and filling out this form. 

I found the information on the IMPALA model interesting, but my opinion is that, if you stick to what we have already learned from this course, there isn’t much new you can learn from them. For example, the idea of staying on point has been something that has been driven into us since the beginning: make sure your lessons, assessments, feedback, engagement, etc., all align with each other and your learning outcomes. If you do this with your podcasts as well, you have hit many of the issues discussed in the IMPALA model. Similarly, communicate in an engaging manner, otherwise you will lose your students. 

In this respect, I am VERY happy, as it means there are a few key themes in teaching, and as long as you apply them to all aspects of your module, you will be successful!!

I think the best way these podcasts can be improved is in relation to my speaking, pace, etc. I hate the way I sound on the recordings (I don’t ilke the way my voice sounds in general, and feel  awkward listening to it), and am always critical of my pace, Week 4 IMPALA evaluation.docx Reply Reply to comment (1 likes) Collapse Sub discussion Anna Dovey

Anna Dovey

2 Jul 2020 2 Jul at 17:47

Please find attached my podcast evaluation form.

  • What have you learned about podcast design from doing or reading this critical evaluation? How and why could this be useful or valuable for you, in your practice?

It’s more complicated than I at first thought – I realised I need to incorporate instructions to students regarding how the whole thing will work in relation to the live session.

If this was intended for a larger group, I’d consider the use of things like smaller break-out groups for dicsussion before the live session etc.

  • What ideas do you have to improve the current podcast design, to address any potential limitations identified in the critical evaluation, and / or to enhance the students’ learning in the future?

None at this point.

  • What else might be important to consider when evaluating podcast designs, beyond the 10 variables in this IMPALA model?

ACCESSIBILITY!! As a learning impaired person (1 deaf ear, so I don’t count as disabled / deaf – so you may well have students with no disabilities declared who nonetheless have an impairement) I find audio only hard to listen to. I lip-read a lot so for me, video is better.Critical evaluation of podcast design using IMPALA model AD.docx Reply Reply to comment Collapse Sub discussion Nick Raven

Nick Raven

3 Jul 2020 3 Jul at 10:10

Hi All, I’m late with sharing(!) this but here is my IMPALA Model Form… 

This has been an incredibly informative method for the evaluation of this task. The themes of the model are convergent with designing a more meaningful and valuable outcome based on a higher level of critically reflective informed consideration. The process has forced me to consider details I would have otherwise overlooked. It reminded to be student-centred, but also in relation to principles of assessment, which we covered in the assessment 2 task, there are practicability challenges in addressing the design of this task and the associated podcast. There has to be a balance in terms of staff/course ambition for the level of learning in the activity and an expectation of students engagement and assumed prior knowledge, and a desire to be responsive and agile of these considerations, building on prior knowledge with a constructionism approach and scaffolding of learning.Nick Raven – Critical evaluation of podcast design using IMPALA model.docx

  • To what extent do you think you have achieved each of the learning outcomes for Week 4? If you think there is room for you to achieve these more fully, how could you do that? I’ve learnt a lot more about FC, their efficacy and popularity with students. I’ve been somewhat distracted the past few weeks, so I’ve not been able to focus as much as I would like on this course. Given how many students now have to balance study with work and have far greater fiscal demands than when I was at Uni, this is likely to be an issue for some students too. AHHH – students from disadvantaged backgrounds are further disadvantaged by the distraction of money worries that do not bother students funded by the bank of Mum & Dad. This more than likely impacts performance in some cases. Has there been any research on this?
  • What have you learned this week regarding the use of podcasting and online elements of a flipped classroom approach to support student learning? To split videos – keep ’em short – try to include as much activity as possible. Ask questions. From previous learning – tell the what you’re going to tell them, tell them, tell them what you’ve told them . Tone / type of voice – yes. I recall one lecturer who sounded like Mr. Bean in my BA. It was so distracting I don’t think I tool any of his first lecture on board. I’ve also had teachers who droned… (interesting consideration; this is apparently a not uncommon trait of people on the spectrum. Some of who can be exceedingly bright, ergo likely to end up teaching at Uni? Is there any research on this?). Also boring topics – corn laws at A-level; the tacher walked around pulling lout dates he’d hidden around the classroom to wake us up. Empathy with students – recognising when a topic is going to be boring for most.
  • What does all this suggest about the ways you and your colleagues are currently supporting your students learning, in your own practice and teaching context? What does it suggest that is currently good about this, and about how it could be further developed in the future? Apparently my delivery is good; I’m enthusiastic and I try to use a variety of media to break up lectures. God, how would some of these students have survived the lessons and lectures I’ve had to live through? Perhaps that’s the point – someone somewhere has learnt from that and trying not to repeat those mistakes! So; my delivery is informed by my lived experience of bad teachers, which is why apparently it’s good. Note Sheila’s comment about me; I learn and put my learning into practice, unlike many others (she said). So, yes, what I do is apparently not normal. Umm. Remember Birmingham student’s mid-module reviews; my input was the highlight of their term. I fee sorry for their main lecturer…
  • How has your understanding of the use of podcasting, ‘flipped classroom’ and / or blended learning approaches changed from doing this week’s topic and activities? Massively changed from zero to a much greater understanding of their advantages (if I personally don’t like podcasts). And this is a point to make; in some of the literature and comments people have been confusing podcasts with videos, which in turn has confused me. Having done my Research Librarian thing and looked it up, there is a general consensus online that the term ‘podcast’ specifically refers to audio only. So there :-).
  • How did you learn this? The videos
  • What supported your learning?
  • What has challenged you?
  • What has surprised you?
  • How does this relate to what has been proposed in different sources of scholarship that you have read? Which specific sources and what claims in those does this relate to? Race (yes, it sounds like I’ve just read the one book!) -engaging student’s emotions, which is what the voice does in podcasts.

Note- remember ACM trialing use of audio feedback for assessments. Students loved it. Good for those with SpLD’s. They stated they got a lot more info. via the NVC’s, e.g. tone of voice.

https://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/impala1/documents/resources-and-tools-for-creating-podcasts/academic_podcast_helpful_hints

https://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/impala1/documents/resources-and-tools-for-creating-podcasts/audacity/howtouseaudacity.doc/view

https://www.advance-he.ac.uk/knowledge-hub/flipped-learning

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