Podcasting is known to be extremely effective in the collaboration and construction of different learning environments which corresponds with the pedagogical learning paths (Zanten et al, 2012). Podcasting allows learners the opportunities associated with peer learning which subsequently promotes the collaboration of ideas which can be used across other curricular subjects (Zanten et al, 2012). It also encourages new ideas and thoughts to be explored.This therefore focuses the learner to critically analyse outcomes to overcome the problem (Heilesen, 2010). Vodcasting in contrast is a method of teaching that encourages visual learning. ‘Flipped learning’ allows pupils to learn at their own pace and abilities (Christensen, Hurt, 2008). Pupils have control of their learning requirements through Vodcasting. Khan Academy has changed the way of learning by recording lessons which gives control to the learner to guide their pedagogical learning paths (Khan Academy, 2016). The use of Podcasts and Vodcast within the scope of education is known to enhance the child’s vocabulary, research and the form of writing. Which essentially will educational develop the child (Heilesen, 2010), and develop the child’s cognitive development which supports Vygotsky (1978) Zone of Proximal development. The use of Podcasting and Vodcasting as a pedagogical learning method supports the recommendations of The Donaldson Report in that if the teacher utilises a form of technology to guide and support the child, learning will develop the individual into a more critical thinker (CSCJES, 2015).
Reference list Christensen, L. L., & Hurt, R. (2008). A Hands-on Guide to Video Podcasting. Communicating Astronomy with the Public Journal, (02), 05-16. CSCJES.org. (2015). Initial Highlights of the Donaldson Report. Online at: http://www.cscjes.org.uk/getattachment/34a3bdcf-370f-4c92-aa1c-29500bea443c/Initial-Highlights-of-the-Donaldson-Report.pdf.aspx. (Accessed: 8th January 2017). Heilesen, S. (2010). ‘What is the academic efficacy of podcasting?’ Computers & Education, Volume 55(3), pp1063-1068. Van Zanten, Rob, Somogyi, Simon, & Curro, Gina. (2012). ‘Purpose and Preference in Educational Podcasting’. British Journal of Educational Technology, Volume 43(1), pp130-138. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Khan Academy (2016) You can learn anything. Online at: https://www.khanacademy.org/(Accessed 8th January 2017).
I highly agree - podcasts and vodcasts allows students to collaborate ideas and opinions within their pedagogical studies, promoting peer learning within education (Taylor et al, 2012). Creating podcasts and vodcasts allow students to become creatively engaged and involved within the process. (Poore, 2016). From personal experience, creating a vodcast within higher education enabled me to develop skills such as communication, creativity, planning, recording and editing. Although, I disagree that practitioners are able to provide support and guidance to the students when using podcasts or vodcasts, due to lack of two way interaction (Salmon et al, 2008).
References
Poore, M. (2016). Using Social Media in the Classroom. London: SAGE.
Salmon, G., Edirisingha, P., & Society for Research into Higher Education. (2008). Podcasting for learning in universities. Maidenhead: Open University Press.
Taylor, L., McGrath-Champ, S., & Clarkeburn, H. (2012). Supporting student self-study: The educational design of podcasts in a collaborative learning context. Active Learning in Higher Education, 13(1), pp. 77-90.
Creating a podcast or a vodcast as a learning package allows students to deliver and collaborate-knowledge which can support and develop peers understanding of a topic (Poore, 2016). This gives support to a child’s education as the practitioner is able to compile an audio or video file to help develop a child’s understanding of the chosen topic. This will subsequently develop the child’s educational abilities (Heilesen, 2010).
Reference list Heilesen, S. (2010). ‘What is the academic efficacy of podcasting?’ Computers & Education, Volume 55(3), pp1063-1068. Poore, M. (2016). Using Social Media in the Classroom. London: SAGE
Podcasts are presented as audio files which may be found online and downloaded onto various devices, although vodcasts are video based and currently being used within education (Sprague et al, 2008). Educators ad students are now using podcasts and vodcasts within their pedagogical teaching and learning to gain knowledge and understanding of their studies (Richardson, 2010). As the form of technology is advancing within education, practitioners are delivering revision and lessons with podcasts and vodcasts, this encourages students to engage within lessons and allow them to work at their own pace (Salmon et al, 2008). From personal experience, podcasts and vodcasts within higher education has given me the opportunity to collaborate knowledge and opinions between peers. Although, both are limited within research studies and there is no two way communication (Kay et al, 2012). Podcasts and vodcasts may also have a negative affect on an individual with hearing impairment, the students may feel isolated within the educational setting.
References
Kay, & Kletskin. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), pp. 619-627.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms (3rd ed.). London: Corwin.
Salmon, G., Edirisingha, P., & Society for Research into Higher Education. (2008). Podcasting for learning in universities. Maidenhead: Open University Press.
Sprague, D., & Pixley, C. (2008). Podcasts in Education: Let Their Voices Be Heard. Computers in the Schools, 25(3-4), pp. 226-234.
I strongly agree that podcasts and vodcasts are a very beneficial form of delivering lessons for pupils. Pupils are able to listen to the software in their own time and at what speed is appropriate to them. (Christensen and Hurt, 2008). However I feel that the continual use of podcast can have a negative impact on a child with a hearing-impairment (Rekkedal, 2012). The use of vodcast however is a more appropriate learning tool for most children in that they are able to adapt the learning-environment to meet their individual needs. This could be achieved by apply subtitles to the vodcast (Rekkedal, 2012).
Reference list Christensen, L. L., & Hurt, R. (2008). A Hands-on Guide to Video Podcasting. Communicating Astronomy with the Public Journal, (02), 05-16. Rekkedal, A. (2012). Assistive Hearing Technologies Among Students With Hearing Impairment: Factors That Promote Satisfaction. Journal Of Deaf Studies And Deaf Education, Volume 17(4), pp 499-517.
I support your argument, podcasts and vodcasts may be personalised towards children as individuals to support their needs within education, even though this may be time consuming to the educator in their pedagogical teaching (Smythe et al, 2013). Furthermore, podcasts and vodcasts may require technical understanding, this may affect practitioners and children's access to the audio due to lack of knowledge (Beauchamp, 2013).
References
Beauchamp, G. (2013). ICT in the Primary School From Pedagogy to Practice. Hoboken: Taylor and Francis.
Smythe, Suzanne, & Neufeld, Paul. (2010). "Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom. Journal of Adolescent & Adult Literacy, 53(6), pp. 488-496.
Podcasting is transforming school life for forward-thinking schools, stimulating creative learning and new ways of communicating within education (George Cole 2007). Podcasting and vodcasting within education has many advantages to it such as it being a great way of distributing learning materials for young children which can include sound , images and video. It is publishing with purpose such as virtual learning environment (Szabo s 2010).
References
the Guardian. (2017). Why every school should be podcasting. [online] Available at: https://www.theguardian.com/education/2007/sep/18/link.link16 [Accessed 17 Jan. 2017]. Szabo, S. (2010). Building literacy communities. 1st ed. Louisville, KY: Association of Literacy Educators and Researchers.
Podcasting is known to be extremely effective in the collaboration and construction of different learning environments which corresponds with the pedagogical learning paths (Zanten et al, 2012). Podcasting allows learners the opportunities associated with peer learning which subsequently promotes the collaboration of ideas which can be used across other curricular subjects (Zanten et al, 2012). It also encourages new ideas and thoughts to be explored.This therefore focuses the learner to critically analyse outcomes to overcome the problem (Heilesen, 2010). Vodcasting in contrast is a method of teaching that encourages visual learning. ‘Flipped learning’ allows pupils to learn at their own pace and abilities (Christensen, Hurt, 2008). Pupils have control of their learning requirements through Vodcasting. Khan Academy has changed the way of learning by recording lessons which gives control to the learner to guide their pedagogical learning paths (Khan Academy, 2016). The use of Podcasts and Vodcast within the scope of education is known to enhance the child’s vocabulary, research and the form of writing. Which essentially will educational develop the child (Heilesen, 2010), and develop the child’s cognitive development which supports Vygotsky (1978) Zone of Proximal development. The use of Podcasting and Vodcasting as a pedagogical learning method supports the recommendations of The Donaldson Report in that if the teacher utilises a form of technology to guide and support the child, learning will develop the individual into a more critical thinker (CSCJES, 2015).
ReplyDeleteReference list
Christensen, L. L., & Hurt, R. (2008). A Hands-on Guide to Video Podcasting. Communicating Astronomy with the Public Journal, (02), 05-16.
CSCJES.org. (2015). Initial Highlights of the Donaldson Report. Online at: http://www.cscjes.org.uk/getattachment/34a3bdcf-370f-4c92-aa1c-29500bea443c/Initial-Highlights-of-the-Donaldson-Report.pdf.aspx. (Accessed: 8th January 2017).
Heilesen, S. (2010). ‘What is the academic efficacy of podcasting?’ Computers & Education, Volume 55(3), pp1063-1068.
Van Zanten, Rob, Somogyi, Simon, & Curro, Gina. (2012). ‘Purpose and Preference in Educational Podcasting’. British Journal of Educational Technology, Volume 43(1), pp130-138.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Khan Academy (2016) You can learn anything. Online at: https://www.khanacademy.org/(Accessed 8th January 2017).
I highly agree - podcasts and vodcasts allows students to collaborate ideas and opinions within their pedagogical studies, promoting peer learning within education (Taylor et al, 2012). Creating podcasts and vodcasts allow students to become creatively engaged and involved within the process. (Poore, 2016). From personal experience, creating a vodcast within higher education enabled me to develop skills such as communication, creativity, planning, recording and editing. Although, I disagree that practitioners are able to provide support and guidance to the students when using podcasts or vodcasts, due to lack of two way interaction (Salmon et al, 2008).
DeleteReferences
Poore, M. (2016). Using Social Media in the Classroom. London: SAGE.
Salmon, G., Edirisingha, P., & Society for Research into Higher Education. (2008). Podcasting for learning in universities. Maidenhead: Open University Press.
Taylor, L., McGrath-Champ, S., & Clarkeburn, H. (2012). Supporting student self-study: The educational design of podcasts in a collaborative learning context. Active Learning in Higher Education, 13(1), pp. 77-90.
Creating a podcast or a vodcast as a learning package allows students to deliver and collaborate-knowledge which can support and develop peers understanding of a topic (Poore, 2016). This gives support to a child’s education as the practitioner is able to compile an audio or video file to help develop a child’s understanding of the chosen topic. This will subsequently develop the child’s educational abilities (Heilesen, 2010).
DeleteReference list
Heilesen, S. (2010). ‘What is the academic efficacy of podcasting?’ Computers & Education, Volume 55(3), pp1063-1068.
Poore, M. (2016). Using Social Media in the Classroom. London: SAGE
Podcasts are presented as audio files which may be found online and downloaded onto various devices, although vodcasts are video based and currently being used within education (Sprague et al, 2008). Educators ad students are now using podcasts and vodcasts within their pedagogical teaching and learning to gain knowledge and understanding of their studies (Richardson, 2010). As the form of technology is advancing within education, practitioners are delivering revision and lessons with podcasts and vodcasts, this encourages students to engage within lessons and allow them to work at their own pace (Salmon et al, 2008). From personal experience, podcasts and vodcasts within higher education has given me the opportunity to collaborate knowledge and opinions between peers. Although, both are limited within research studies and there is no two way communication (Kay et al, 2012). Podcasts and vodcasts may also have a negative affect on an individual with hearing impairment, the students may feel isolated within the educational setting.
ReplyDeleteReferences
Kay, & Kletskin. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education, 59(2), pp. 619-627.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful Web tools for classrooms (3rd ed.). London: Corwin.
Salmon, G., Edirisingha, P., & Society for Research into Higher Education. (2008). Podcasting for learning in universities. Maidenhead: Open University Press.
Sprague, D., & Pixley, C. (2008). Podcasts in Education: Let Their Voices Be Heard. Computers in the Schools, 25(3-4), pp. 226-234.
I strongly agree that podcasts and vodcasts are a very beneficial form of delivering lessons for pupils. Pupils are able to listen to the software in their own time and at what speed is appropriate to them. (Christensen and Hurt, 2008). However I feel that the continual use of podcast can have a negative impact on a child with a hearing-impairment (Rekkedal, 2012). The use of vodcast however is a more appropriate learning tool for most children in that they are able to adapt the learning-environment to meet their individual needs. This could be achieved by apply subtitles to the vodcast (Rekkedal, 2012).
DeleteReference list
Christensen, L. L., & Hurt, R. (2008). A Hands-on Guide to Video Podcasting. Communicating Astronomy with the Public Journal, (02), 05-16.
Rekkedal, A. (2012). Assistive Hearing Technologies Among Students With Hearing Impairment: Factors That Promote Satisfaction. Journal Of Deaf Studies And Deaf Education, Volume 17(4), pp 499-517.
I support your argument, podcasts and vodcasts may be personalised towards children as individuals to support their needs within education, even though this may be time consuming to the educator in their pedagogical teaching (Smythe et al, 2013). Furthermore, podcasts and vodcasts may require technical understanding, this may affect practitioners and children's access to the audio due to lack of knowledge (Beauchamp, 2013).
DeleteReferences
Beauchamp, G. (2013). ICT in the Primary School From Pedagogy to Practice. Hoboken: Taylor and Francis.
Smythe, Suzanne, & Neufeld, Paul. (2010). "Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom. Journal of Adolescent & Adult Literacy, 53(6), pp. 488-496.
Podcasting is transforming school life for forward-thinking schools, stimulating creative learning and new ways of communicating within education (George Cole 2007). Podcasting and vodcasting within education has many advantages to it such as it being a great way of distributing learning materials for young children which can include sound , images and video. It is publishing with purpose such as virtual learning environment (Szabo s 2010).
ReplyDeleteReferences
the Guardian. (2017). Why every school should be podcasting. [online] Available at: https://www.theguardian.com/education/2007/sep/18/link.link16 [Accessed 17 Jan. 2017].
Szabo, S. (2010). Building literacy communities. 1st ed. Louisville, KY: Association of Literacy Educators and Researchers.