Some literature on podcasting

Some literature on the use of podcasting in higher education gives you an overview of the advantages of using podcasts for lectures. Some of the data shows that students prefer to listen to podcasts for review rather then for learning new content, as for using them during commute time or down time, research actually shows that students prefer to listen to podcasts sitting at a computer desk. However another study that came out in 2006 suggested that the flexibility of podcasting actually helped students manage their time more efficiently “the ability to replay lectures, and pause lectures” seemed to provide assist students time management concerns. Other advantages as stated by the article suggested that podcasting helped built a ‘sense of involvement with the subject, focus and motivation, a feeling of being part of the class’, ‘provides external students with the same opportunities as internal students’, ability to catch up if you miss an important lecture, ‘hearing additional examples/explanations given in lectures makes it much easier to understand than the ‘dry’ textbook’. ‘They bring subjects alive, allow a lecturer to bring in their own experiences and personality to make subjects more memorable, and bring more humanity to what can be fairly dry material. It can be soul destroying, reading rule upon rule, with no navigator to draw it all together and make it real'”.

See you all June 8th for the podcasting workshop at Bronx Community College !

Painting.  The Kiss. Francesco Hayez. 

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Podcasting and ESL

Podcasting has become an important and effective tool then learning a foreign language. Many ESL podcasting sites have recently surfaced: some offer pronunciation, dictations, songs, sample dialogues, and stories. It is certainly a very effective way to learn, you can listen to content over and over — 24/7. Here are some of the blogs I found which promote ESL learning via audio.

http://www.eslpod.com/website/index_new.html (ESL podcast– for profit)

http://podcastingevo2011activities.blogspot.com/ (ESL classroom activities)

http://www.rong-chang.com/podcast.htm (resources for Learning English)

http://a4esl.org/podcasts/ (stories for ESL students)

 

The article written by Wesley A. Fryer also discusses the benefits for using podcasts in education.

http://www.wtvi.com/teks/05_06_articles/classroom-audio-podcasting.html

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Podcasts in film class — Pedagogically Speaking

This year in my Italian film class which is taught fully online at the School of Professional Studies (CUNY), I decided to have students create an assignment in which they had to deconstruct a movie scene from a technical point of view. The delivery however was not via paper, but via podcast. The main topics of this homework were: use of light and color, characters, point of view, camera takes and framing, etc. I also provided students with an explanation of why I had them do this assignment in this way, I think it is important to inform them that we use technology purposefully inside the classroom. Here is what I wrote on the HMK page on my Eportfolio.

“In this course I am asking students to create two podcasts, or audio files. One is a technical analysis of a movie, one is a reflection over the course and what they learned about Italian cinema. I could have students carry on this task in a written form, but I believe there is value in also promoting oral skills. In the United States, in general, most assignments are written and, during their academic careers, students hardly get a chance to practice oral argumentation. In California’s public university system this practice has now become part of the academic curriculum, and I share and endorse this pedagogical approach. When you speak orally you muster in small time frame several skills: enunciation, precision, intonation, clarity, persuasion and articulation. And most of the time you get to do it only once, and if your speech is inarticulate, it is immediately evident to the listener. When discussing a topic, simply by agreeing or disagreeing, students get a deeper understanding of an issue. In addition, listening to other students speak will create more stimulation to create responses, more engagement and eagerness to do the assignment, and by default create a community of learners. In this course, I want to provide students with the opportunity to practice formal speaking, a necessary skill which is vitalin the workplace — some of the work required by future employers, for example, might take place via skype or conference call or involve a presentation in front of potential clients.”

This is the work created by students which is posted on their ePortfolio platform by DIGICATION.

L\’avventura (Antonioni)   https://cunyonline.digication.com/mffilm307/Podcasts

Sergio Leonehttps://cunyonline.digication.com/NelsonFranco/Podcast

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Podcasting of Street Sounds

Invitations were sent out to common citizens to record city sounds then the chosen tracks were selected for display on this virtual sound museum. One of our BCC faculty, WI Coordinator Lynne Ticke, professor of psychology, responded to the call.  Her podcasts were selected among others to be broadcast to the NY Community for all of us to enjoy. Dr. Ticke interest in sound installations was also parallelled with her academic interests. In fact, in Summer 2001, she enrolled in the Summer Podcasting Workshop and has been recording ever since. Check all of the winners and their street sounds. A true gift indeed !

http://soundcloud.com/walkingwavesnyc/sets/walking-waves-interactive/

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Do you VOCAROO ?

I discovered a wonderful software with a strange sounding name, it is called VOCAROO. It creates audio podcasts in the most simple way.

Nothing to download, install, subscribe to, just click record, then “click to stop” and you are done! The second stept is to cut and paste the URL of the file and send it to your students, instructors, or upload it on your blog. You can have students create podcasts for your class without having to provide digital players or engage in students’ training. I recommended it ! It’s wonderful and ready for use. I’ve implemented it in my Italian Cinema class (SPS) and language courses. I also use it on my Eporfolio platform from digication.

http://vocaroo.com/ (Free version of the program)

MY VOCAROO FILE: LISTEN !  http://vocaroo.com/?media=vdoJaMCD2DlZzZsSD

There is an upgraded version of Vocaroo called VOCAROO EXPRESS  that you have to pay to use. It allows you to store your podcasts so that they don’t get lost. You can download a free trial version of this cool software.

Here is the website: http://vocaroo.com/express/?thanks

These are some of the features of the pay version of VOCAROO (The following list is taken from the vocaroo website)

  • Simple to use. Click to record, click to stop, and click to send!
  • Send voice messages as an attachment using your Windows email client.
  • Use the email software and address book you are are comfortable with.
  • All recordings are saved on disk for backup and later listening.
  • Help messages guide you each step of the way (all three of them!).
  • A rather fetching green and purple colour scheme

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Podfashion

Podcasing isn’t just about recording, editing, publishing and sharing, but it can also be a fashion statement. Check out the AUDIO WAVES chiffon ! A must have for podcast lovers ! A colleague from BCC was wearing one of these scarves and I just had to have it ! If interested you can find it here http://www.etsy.com/listing/62463793/audio-waves-chiffon  Happy podcasting everyone !

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Podcasting Resources

Bronx Community College Faculty will have at their disposal several podcasting resources on the CUNY Commons site: rubrics, tutorials, copyright information, faculty examples,  and spaces such as wikis, blogs, twitter and facebook. A Blackboard site has also been created and 12 faculty members will be able to share their work and progress among each other throughout the summer. The podcasting program ends in January and they will be ready to deliver their podcasting integrated courses in Spring 2012. We start on June 13th !

http://podcasting.commons.gc.cuny.edu/ (check out our website !)

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Podcasting Workshop BCC Summer Program (June 13th, 2011)

Multimedia: Building Stronger Connections Inside and Outside Your Classroom, June 13, 2011, 9am-4pm. This program will provide hands-on training on how to produce screencasts and audio/video podcasts and discover how these tools can effectively enhance the teaching and learning environment of your courses. The workshop will also explore the pedagogical aspect of multimedia as a device for tutorials, for creating activities and assignments, and as an extension of the learning experience beyond class time. Modeling, course design, and alignment of course objectives, will be included in the pedagogical framework of this workshop. Laptop computers and microphones will be provided, though participants are encouraged to bring their own laptop if available. Participants will plan, produce, and deliver multimedia in a Fall 2011 course. No online teaching experience is required. Program Incentive: $1,000 stipend, paid in two increments. The workshop will be taught by Giulia Guarnieri
Download Application: http://www.bcc.cuny.edu/InstructionalTechnology/documents/Summer%2011%20Podcasting%20App%20Final.pdf

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To Screencast or not to Screencast ?

I have been looking for some screencasts programs to use for my upcoming summer workshop. Screencast are useful for tutorials, for illustrating powerpoints presentations, to explain a concept or document, for making short presentations, etc. It can also assist the instructor to add additional learning materials and extend the class time beyond the confines of the classroom. There are many tools one can use, like Jing, Camtasia, Screenr, Wink, ScreenJelly, etc. I want to share with the community a wikipedia site that compares all software for screencasts, from free to commercial ones. 

I tried a couple of these programs some are good, some are OK, some… not so useful.  These are the main problems I discovered: 1) once you record your screencast the time to upload the file into a server (also youtube) is infinite, it takes twice as much to upload it than to record it.  2) Some of the software lasts a very short time (the free versions) and records for only 5 minutes — in the case of Jing — and 3 minutes for ScreenJelly. 3) The other limit is that you can’t edit the sound, so if the phone rings after 10 min into your project you have to start all over !

I found a WIKI resource page for screencast, I hope you will find it useful enough to want to try some of these programs.

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