Investigating the Use of Podcasts to Support Basic and Intermediary Skills Development, in Excel, at Undergraduate and Foundation Levels

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Investigating the Use of Podcasts to Support
Basic and Intermediary Skills Development, in
Excel, at Undergraduate and Foundation Levels

• Dr Andrea Gorra, Dr Philippa Trevorrow
• Centre for Excellence in Teaching and Learning
  Active Learning in Computing Faculty of
  Information and Technology,
• Leeds Metropolitan University, United Kingdom

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AUDIENCES PODCASTING EXPERIENCE

• Have you ever
• Downloaded any audio/video podcasts to a mobile
  player (e.g iPod, phone) via rss/iTunes?
• Viewed any podcasts via a web browser?
• Produced audio and / or video podcasts for
  assessment, teaching and learning?

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Podcasting to support Excel skills development

• 1. Module A Foundation level, i.e. on a
  pre-university course (approx 130 students)
• 2. Module B Undergraduate Level 1, HND (approx
  180 students)
• 3. Module C Undergraduate Level 1 BA (Hons)
  (approx 470 students)
• 780 total student numbers not accounting for
  non-attenders
• Modules A B -gt only labs, Module C -gt labs
  lecture

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11 Podcast episodes produced
Excel podcast episode Length of podcast (minutes)
Getting started 0136
Updating Formula Results 0124
Dates Times 0158
Auto Fill with Cell References 0240
Auto Fill 4 Formulas 0232
COUNT IF Function 0151
VLOOKUP 0528
IF Function 0241
Creating Charts 0319
SUM IF 0159
AutoFill Insert Col 0108
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Why Podcasting?

• -gt Podcasts offer flexibility, any time, any
  place
• -gt Relatively low-cost to produce reusable
• PODCASTING ? VIDEO STREAMING
• Podcasting the production, distribution and
  automatic download of audio/video data from a
  publisher to a subscriber over the internet
• RSS 2.0 feed (Really Simple Syndication)
• Variety of formats (video, mp3, slides)

Available via VLE and podcast server Watchable
on PC/laptop and also iPod
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PROCESS OF PODCASTING

• Creation of podcast Audio (mp3) or video (.mp4,
  .mov, .m4v) recording
• audio/video capturing editing software needed
• Distribution of podcast
• upload to server
• Feed location (i.e. URL ) to audience
• Download by subscribers (e.g. via Apple iTunes or
  iGoogle)

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Evaluation

• Aim was to evaluate use of podcasting considering
  pedagogic and technical issues.
• Short (online) survey (10 questions) offered to
  students after they completed the excel section
  of the module
• Data collection - Module A VLE, - Module B
  Survey monkey,- Module C Module evaluation
  (paper-based), incl. additional questions.
• Access statistics via VLE to identify how many
  times podcasts were downloaded

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Findings

• Surveys response rates
• - Module A (53 out of 130 students) 41
  return rate
• - Module B (66 out of 180 students) 37
  return rate
• - Module C (86 out of 470 students) 18
  return rate.

Dr Andrea Gorra, Leeds Metropolitan University, UK
Student numbers students assigned to module ?
students attending
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MODULE A (Foundation Level)
130 students
Excel podcast episode Visits Length of podcast (minutes)
Getting started 58 0136
AutoFill Insert Col 41 0108
Creating charts 35 0319
Dates Times 25 0158
TOTAL 159
Dr Andrea Gorra, Leeds Metropolitan University, UK
- 64 of respondents podcasts were useful or
very useful. - 56 of respondents would like
similar podcasts in other modules.
Shown in class by tutor
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MODULE B (Undergraduate Level 1 HND)
180 students

• 79 thought the podcasts were fairly or very
  easy to view
• only 1.5 viewed them on their iPod (as stated in
  questionnaire)
• 74 thought podcasts aided better understanding
  the information
• 26 used them if they happened to miss the
  lecture or tutorial.
• 83 would like to have similar podcasts for other
  modules.

Excel podcast episode Visits Length of podcast
Getting started 136 0136
Updating Formula Results 70 0124
Dates Times 62 0158
Auto Fill with Cell References 46 0240
Auto Fill 4 Formulas 45 0232
COUNT IF Function 44 0151
VLOOKUP 43 0528
IF Function 37 0241
Creating Charts 29 0319
SUM IF 25 0159
AutoFill Insert Col 7 0108
Total 544
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MODULE C (Undergraduate Level 1 BA (Hons))
470 students

• 23 out of 86 stated in written feedback that
  excel component was an element of the module they
  enjoyed the most.
• Out of the total number of viewings, 673 hits
  (77) occurred the week leading up to the module
  exam
• In addition the podcasts were viewed 15 times the
  week before the reassessment module exam which
  was sat by 20 students

Excel podcast episode Visits Length of podcast
Getting started 198 0136
Dates Times 101 0158
COUNT IF Function 93 0151
Updating Formula Results 91 0124
Auto Fill 4 Formulas 83 0232
AutoFill Insert Col 74 0108
IF Function 60 0241
VLOOKUP 59 0528
SUM IF 58 0159
Auto Fill with Cell References 54 0240
Total 871
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Conclusion

• Podcasts seemed to be a popular learning resource
  (novelty factor?)
• Used for exam revision (Module C)
• Very few students used iPods to access podcasts
  (podcasting ? mobile learning)
• Appreciated by non-native English speakers
• ! Need to ensure that
• Podcasts can be accessed quickly easily
• Integrate into class activities to allow students
  to benefit more consistently

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Future Research

• Repeat of study for 2009/10 with same modules
• Use of podcasts by international students
• Investigate student preferences of podcast access
  (web browser vs. mobile device)

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QUESTIONS? COMMENTS?
Dr. Andrea Gorra Leeds Metropolitan University,
UK A.Gorra _at_ leedsmet.ac.uk Dr. Pip
Trevorrow Leeds Metropolitan University,
UK P.Trevorrow _at_ leedsmet.ac.uk
Some references

• G. Salmon P. Edirisingha (Eds.)
  (2008)Podcasting for Learning in Universities,
  London Open University Press and SRHE.
• CETL ALiC http//www.leedsmet.ac.uk/inn/alic/podc
  asting.htm
• Slides at http//www.slideshare.net/andreagorra