The Power of 2'0

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The Power of 2.0
The Power of 2.0
enhancing 1 1 communication
E_at_T University of Teesside

• BbUK Users Conference
• 15th December 2006

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Todays Menu

• Starters
• Blackboard at Teesside
• Todays Specials
• Enhancing 1-1 communication
• A choice of
• Student Support/Health/Psychology
• Sweets

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Takeaway Menu

• Reasons (ideas) for using podcasts
• What to consider before you start
• Series episodes dont pressure yourself
• Belief that podcasts enhance 1-1 communication
• Enthusiasm to give it a go

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• Blackboard doesnt have a voice
• Does Blackboard have a voice?
• Can we give Blackboard a voice?

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Drivers

• Audio/video book reviews
• LTA assignment feedback
• Other peoples podcasts
• Resources available

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Using Audio/Video
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Drivers

• Audio/video book reviews
• LTA assignment feedback
• Other peoples podcasts
• Resources available
• Apple iTunesU
• Podcast LX

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Why podcast?

• Learning styles alternative
• Extra dimension to experience
• Teesside student demographics

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University of Teesside

• Regional
• Demography
• FT/PT balance
• HEBP FE network
• NHS contracts
• Police training provision
• 20,000 students

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University of Teesside

• Regional
• Demography
• FT/PT balance
• HEBP FE network
• NHS contracts
• Police training provision
• 20,000 students

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Why podcast?

• Learning styles alternative
• Extra dimension to experience
• Teesside student demographics
• A voice
• An intimacy
• A one to one connection

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Questions

• Should we podcast?
• Why should we podcast?
• What should we podcast?
• Who should we podcast to?
• When should we podcast?
• How much is too much?
• What about accessibility?

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Audiences

• Faculty support
• Student support
• Teaching support

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Elearning _at_ Tees
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Strategic View

• LTAS 2005-8
• E-learning Strategy
• Retention Strategy
• Bb Community System

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Polls

• gt 50 responded to polls (2005)
• Opinions count

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Elearning _at_ Tees

• Branding
• Marketing
• Hearts minds ( stomachs)
• Visiting
• Connecting
• Staff Development
• Student Support

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Elearning _at_ Tees
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E_at_T

• Identity
• Activity

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but

• Voice?

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E_at_T voice(s)

• One voice?
• More than one voice?
• One theme tune?
• More than one theme tune?
• Practise / preach
• Lead by example

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F_at_culty Support
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Podcasting support
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Your Needs _at_ Tees
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Your Needs _at_ Tees

• Admissions Process
• Open Days
• Preparing for Uni
• Freshers
• Induction
• Social Networking
• Study Support
• Academic Skills
• First Assessment

• Placement
• Mentors
• Life/work balance
• Learning Groups
• Transition Management
• Time Management
• Dissertation
• Finals
• Get Degree

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Your Needs _at_ Tees

• Admissions Process
• Open Days
• Preparing for Uni
• Freshers
• Induction
• Social Networking
• Study Support
• Academic Skills
• First Assessment

• Placement
• Mentors
• Life/work balance
• Learning Groups
• Transition Management
• Time Management
• Dissertation
• Finals
• Get Degree

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The WWW of Student Support

• Interview with Student Services unit
• Library
• Careers
• Volunteers
• Counselling
• Interview with one of the RSOs
• Tip of the week

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The WWW of Student Support

• Who are you?
• Where are you?
• What do you offer?
• (W)hen are you open?

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Tips and Dips

• First lectures
• Assessment points
• Going out on placement
• Reading for seminars
• Making friends
• Asking for advice
• Managing study alongside paid work
• Benefiting from paid work
• Preparing for exams
• Planning for essays

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Tips and Dips

• Writing reports
• Personal development planning
• Coping in the lab
• Independent learning
• Living in halls
• Living at home
• Doing presentations
• Managing tensions between work and study
• Managing tensions between home and study
• Managing home friends/uni friends

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Te_at_ching Support
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Enhancing 1-1 Communication

• Radiography
• Policing
• Clinical Psychology

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Radiography - 1

• seems intimate and real and contemporary and one
  of the outcomes from my research last year
  indicated that students did feel a bit remote
  from the university whilst on placement
• It gives the students insight into what I might
  be thinking about current issues and how I
  perceive they may be having an impact on service

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Radiography - 2

• The problem initially has been to do with
  resources, its not always that easy to access
  microphones (they dont seem to have them in
  HSc) and head sets to review what you have
  listened to

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West Mercia Police

• The Practice of Policing

Plodcast!
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Psychology
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Clinical Psychology - 1

• wanted to give feedback on sessions the
  students fill in evaluations on each session but
  if Id typed it, it would only have been bullet
  points. In the podcast, I could talk round the
  subject four or five different ways
• makes me feel like its 1-1 feedback. I can
  picture them sitting there couldnt do that
  when am typing feel a connection with them

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Clinical Psychology - 2

• Ive got a good quality recorder all the
  students have them, because they often record in
  practice and have to transcribe I thought I
  should know how to use the technology they have
• was amazed how easy it was
• may need to build in flexibility into structure
  of course to give them time to listen

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Clinical Psychology - 3

• do a preparation for the lecture, can see
  myself doing that
• come back and do a post-session capture
• specialisms they specialise quite early it
  would be good to create info about the areas of
  the curriculum that the students have to choose
  from

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Feedback the good

• As Andrew said at the end of the podcast it
  enabled a lot of detail ('words') to be given to
  us in quite a short piece of time.  Helpful both
  in clarifying the content of the lecture but also
  in re-jigging memory of what was said so in turn
  reinforcing content.   I had to leave at break
  and returned with 20minutes or so to go so this
  has also helped me figure out what was being
  discussed - more so than just reviewing the
  power-point slides.

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the bad

• I have not been able to listen to the audio file
  as it would not download at home (I think it took
  too long and gave up after several attempts) and
  the sound could not be turned up enough to hear
  it on the University computers. Therefore I'm not
  sure how useful the content was but the actual
  process of trying to listen to it has not
  been very accessible for me.

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Get into podc_at_sting
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Be the audience

• BBC
• Guardian
• Southampton Blackboard Briefing
• Bristol Fireside Chat
• UEA Podagogy
• BbFS Faculty Interviews

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Do some research

• Would you listen to your lectures again?
• Would you listen to additional material?
• Would you prefer PC or mp3?
• Do you own an mp3 player/iPod?
• Do you use iTunes?
• Would you still go to lectures if you could
  download them?

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Focus Groups

• Listen to your lectures again 54/60
• Listen to additional material 47/60
• Prefer PC 44/60
• Prefer mp3 14/60
• Own mp3 player/iPod 40/60
• Use iTunes 28/60
• Still go to lectures 38/60

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Your Views
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Questions

• Should we podcast?
• Why should we podcast?
• What should we podcast?
• Who should we podcast to?
• When should we podcast?
• How much is too much?
• What about accessibility?

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Ingredients - technical

• Recording quality
• Software
• Mics, soundcards (record)
• Headphones, soundcards (listen)
• Compression file sizes course quotas
• Music licensing composing buying

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Ingredients - pedagogical

• Justification
• Location structure flexibility
• Style
• Content
• Length
• Audience
• Accessibility

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Ingredients - practical

• How to record
• When to record
• How does it fit into module
• How to listen
• When to listen
• Does it change regulations

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Lessons Learned

• Rehearse but dont script
• Keep it short listen to it yourself
• Series episodes no pressure
• Dont over-use (same as any other tool)
• Give it a go!
• Thank you!

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• Thankyou!

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