In this Blog, I will be focusing on the uses, advantages and disadvantages of a few online multimedia devices. I will also provide a brief history of the device, entailing its development and applications in various contexts, and how it is used in the present day. The devices I have chosen are Podcasting and Videos.
Podcasting
Wikipedia defines Podcasting as "a series of digital media files (either audio or video) that are released episodically and often downloaded through web syndication. Web syndication is a form of syndication in which website material is made available to multiple other sites. Most commonly, web syndication refers to making web feeds available from a site in order to provide other people with a summary or update of the website's recently added content. The word replaced webcast in common use with the success of the iPod and its role in the rising popularity and innovation of web feeds."
Although evident on the net as early as 1998, Podcasts began to gain popularity in the public around 2004. Many big faces in media, like radio and TV personalities, were major promulgators of the Podcasting emergency and can be attributed for it's rise into mainstream use. Respectively, Podcasting requires a Podcatcher. A Podcatcher, or podcast client, is a computer program used to download various media via an RSS (RDF site summary) or XML (Extensible Markup Language) feed. In addition to downloading Podcasts, many Podcatchers have the capacity to download videos, news feeds, text an pictures. Some Podcatchers feature automatic downloading to devices, including Portable Music Players (e.g. iPod). Most Podcatchers include a directory of the most sought-after Podcasts, they allow for users to manually subscribe to Podcasts themselves by providing the URL source.
Podcasting, in essence, is an extremely easy concept with amazing capabilities, especially in the field of distance and self education, eLearning and teaching. Universities often take advantage of the ability to Podcast information and content to learners who reside of Campus. Material is easily accessible, reviewable and portable.
Videos
Wikipedia defines video as "the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images representing scenes in motion." In the educational context, videos provide captivating multimodal supports to content which almost literally glues student's eyes to the screen. The highly engaging form of education often exploits elements of colour and action, as well as sound. Viewers are quickly engaged, and motivated to inquisitively seek deeper understandings.
Teachers have many sources to find and use videos for in-class use, whether online: YouTube, MetaCafe, GoogleVideo, or in hard copy: DVD, Video Tape, etc. When relevant information is located, it is an excellent opportunity to accompany a lesson with a short video to engage, motivate and enrich learning experiences, appealing to the digital learner, and maximising the potential for successful learning outcomes.
Campbell, G. (2005). There’s something in the air: Podcasting in education. Educause Review
In the classroom, there are many opportunities for LMs to use Videos and Podcasting. As with Images, incorporating Videos appropriately into a learning experience can greatly increase the depth of learning outcomes for learners. Videos appeal to a wide range of the multiple intelligences: namely, to Visual, Audiographical and Technological. This means that learning experiences are made richer, more meaningful and, therefore, ensure students maximised learning outcomes.
With reasonable planning, videos can be used in any area of the Learning Experience, whether at the start to engage, in the middle of the lesson to emphasis a point or illustrate a concept, or at the end to culminate learning. Videos can also be incorporated (with a double edged intention) as a kind of reward for active learners who have finished the expected learning outcomes. This is relative to the Behaviourism theory of learning.
With reasonable planning, videos can be used in any area of the Learning Experience, whether at the start to engage, in the middle of the lesson to emphasis a point or illustrate a concept, or at the end to culminate learning. Videos can also be incorporated (with a double edged intention) as a kind of reward for active learners who have finished the expected learning outcomes. This is relative to the Behaviourism theory of learning.
In the same way, Podcasts of video or audio files can be incorporated into lesson plans, or into weekly or termly plans. Learners can stay up to date with study materials and task requirements. This also (and especially) applies to distance and eLearning students.
References:
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon
Gee, J. P. (2010). New Digital Media and Learning as an Emerging Area and "Worked Examples" as One Way
Martyn, M. (2003). The hybrid online model: Good practice. Educause Quarterly
No comments:
Post a Comment