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

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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
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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
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.

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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

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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