Audio, audio everywhere

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Audio, audio everywhere and not a drop of ink how
disruptive is educational podcasting to
post-compulsory education?
Andrew Middleton
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look ahead 5 years debate a vision for an
audio-enhanced curriculum
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first... set the scene experience from a
Broadcast Journalism 1st year module audio has
been used in diverse ways
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• me and my role
• an educational developer leading creative
  development, central academic innovation team
• audio everywhere..!
• Student Audio Notes project - promoting learner
  autonomy
• 100 Things Every Student Should Know... -
  promoting podcasting by open invite
• Creativity in Action course - exploring and
  promoting creativity amongst students and staff
  as co-learners
• createTV - a platform for digital media student
  work
• my own podcast

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• me and my role
• a teacher on new Making Media module
• situating Journalism in an age of disruptive
  technology

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audio everywhere

• Tutor voices
• Module expectations
• Lecture summaries
• Sharing student FAQs
• Announcements
• About assessment criteria

Educational podcasting
see also Libby Rothwell "Podcasting and
collaborative learning" Ch 12, IMPALA book
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Pervasive audio supporting

• media intervention
• orientation
• motivation
• challenge
• immediate and formative
• cross pollination and validation across seminar
  groups
• collective responsibility
• promoting student self-efficacy

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9 critical characteristics of authentic learning

• Provide an authentic context that reflects the
  way the knowledge will be used in real life
• Authentic activities
• Access to expert performances and the modelling
  of processes
• Multiple roles and perspectives
• Collaborative construction of knowledge
• Reflection
• Articulation
• Coaching and scaffolding
• Authentic assessment
• (Herrington, J., Oliver, R. (2000) An
  instructional design framework for authentic
  learning environments. Educational Technology
  Research and Development, 48, 23-48)

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Articulation

• "Thought undergoes many changes as it turns into
  speech. It does not merely find expression in
  speech it finds reality and form."
• Vygotsky, L. and Kozulin, A. (1992) Thought and
  Language. 6th Edition. MIT Press, p.219

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Break Out!

• Groups of 3-5 people
• Discuss the 5 points (3 minutes each point)
• Score each point and agree on a comment
• (20 minutes)

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Vote on the motion

• We believe that digital audio's potential to
  further and higher education is as a
• ubiquitous and flexible medium that can be
  adapted by any academic to enrich the learner
  experience.