Podcasts as Learning Tools

Donna Millard
200788438

In educational settings, podcasts have been used to deliver various forms of learning. Bull (2005) notes the use of podcasts of radio broadcasts such as a gardening show which can be utilized in an informal learning situation. They’re also used to deliver course content such as lectures or follow up notes. (Lee, 2008, 503) This method of using podcasts is in direct relation to the cognitive learning theory such as Knowles which supports the acquisition of knowledge for one self and one’s own development. (Merriam, 286) It merely provides another option to learn information that would have been traditionally presented in class as many students have different learning styles. (Langhorst, 77)

The flexibility of the podcast, however, is one of its great strengths. Evans (492) notes that a learner can choose when, where and how they study. By choosing when to learn, the experience itself should produce better results. This method of "just in time learning" should also provide a student with a less stressful way of listening to bits of information they need to digest. (Evans, 492) Lee (2007) further backs this up with his statement on m-learning (ie. mobile learning) and its link to distance education. “m-Learning is a natural match for distance education, since it has the potential to fit in with the unique work-style requirements of the mobile workforce…” (Lee, 2007, 202) Podcasting fulfills a need to our current lifestyle for the vast majority of students.

While this optional way of learning may be of use to some individuals, it is not very creative or interactive. Lee (2008) points out that use of podcasts in learning a new language provides an "authentic learning opportunity". Hearing natives speaking their natural language is vastly preferred to being taught in a classroom by a non-native. (Lee, 2008, 504) Campbell (42) further supports Lee's idea but stressing that listening to a poem being read properly can invoke so much more learning than just silently reading it yourself. Both of these examples use the podcast more creatively but the ultimate learning experience with this social software has to be the actual creation of a podcast. The link between the learning by creation and the social cognition theory are clearly made here. (Merriam, 291) By joining together to create a podcast, students learn from one another and create a better product in the end. As Lee (2008) notes:

“…students engaged in idea generation, collective problem solving and reciprocal dialogue, as well as in the exchanged and revision of ideas. There was in-depth engagement in collaboratively developing the podcasts for a peer audience, resulting in the production of knowledge-creation discourse.” (513)

So while podcasts can be quite static in their uses as a learning device, there are some exciting prospects to apply social cognition theory and expand the use of this ubiquitous device.

Sources:

Bull, G. (2005). Podcasting and the long tail. Learning and Leading with Technology, 33(3), 24-25.

Campbell, G. (2005). There’s something in the air: podcasting in education. Educause Review, 40(6), 33-46. http://connect.educause.edu/library/ERM056W

Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50, 491-498. doi: 10.1016/j.compedu.2007.09.016

Langhorst, E. (2007). After the bell, beyond. Educational Leadership, 64(8), pp. 74-77.

Lee, M.J.W. & Chan, A. (2007). Pervasive, lifestyle-integrated mobile learning for distance learners: an analysis and unexpected results from a podcasting study. Open Learning: The Journal of Open and Distance Learning, 22(3), 201-218. doi: 10.1080/02680510701619810

Lee, M.J.W., McLoughlin, C. & Chan, A. (2008). Talk the talk: learner-generated podcasts as catalysts -for knowledge creation. British Journal of Educational Technology, 39(3), 501-521. doi: 10.1111/j.1467-8535.2007.00746.x

McLoughlin, C. & Lee, M.J.W. (2007) Social software and participatory learning: pedagogical choices with technology affordances in the Web 2.0 era. Proceedings ascilite Singapore 2007. www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf

Merriam, S.B., Caffarella, R.S. & Baumgartner, L.M. (2007). Learning in Adulthood: a comprehensive guide. 3rd ed. San Francisco: Wiley.