Posted by: jackjohnston | April 28, 2010

Threaded Discussion # 1 Podcasting Chapter 15

Summary: Chapter 15
As I was reading the chapter on podcasting, new titles for another article on podcasting kept on filling my head. At the risk of sounding very cheesy, here are a few: Channel (something)
New Horizons (sounds like a basal reader)
Anytime Anywhere (I think that one has been taken)
My reaction or response in such a positive and exciting way to the information is due to the fact that podcasting appears to be an avenue to meet the needs of learners like never before.
In the discussion that follows, I will address topics for discussion that Dr. Yuen presented to our class on

Main Idea / Summary
The main idea of the chapter is that podcasting is a flexible e-learning tool. The authors of the chapter organized the chapter into three main headings which included 1. A Dynamic E-Learning Environment, 2. Educational Efficacy of Podcasting in E-Learning, and 3. Podcasting Best Practice in E-Learning Design and Learning. Like effective podcasting delivery, I am glad that the chapter was not very long!
Podcasting levels the playing field. It changes the relationship between student and teacher by empowering and enhancing a global teaching and learning environment. Students are given more choices which aids in learning. They are empowered to make contributions, consume, and critically review knowledge as they bring the course content and their world together.
Teaching and learning has changed over the last ten years as a result of technologies that are taking advantage of new integrated technologies. The web today is about putting the power of information into the hands of the people, not just a delivery system as it once was. It needs to be pointed out that ten years ago was an exciting time with all its new technologies. One can only imagine as the web advances with the many positive influences on teaching and learning, what the future will hold.
Social change and technology are interrelated, a constant in our lives. As technology advances, it is used to make life “easier”. The higher education population has advanced to include many nontraditional students, a point that cannot be overemphasized. Reaching more students and encouraging lifelong learners is one of the goals of an educator. Podcasting is a method of advancing teaching to meet the learning needs of today’s society. Mobility and timeshifting are components of Podcasting that allows students to take advantage of e-learning potential. Lifestyles change to adapt with the advent of new technologies as illustrate with the loss of face-to-face in distant learning and the remaking of connections of communities of learners with social networking and powerful communication tool of Podcasting.
Expanding the boundaries of learning and time on task go hand in hand with Podcasting. Students enjoy the technology which promotes interests and learning.
Educators reach more students by providing a variety of delivery methods. This could be considered “Differentiated Instruction” as encouraged by K-6 schools. Podcasting addresses several of the different learning styles of students. Podcasting makes learning enjoyable. Students check for understanding, therefore leading to review and retention.
Not all content is suitable for Podcasting. Needs assessment is one of first steps in the Podcasting process. Providing different formats of delivery is inexpensive and encouraged in hopes that students will evaluate all three methods thereby having triple
exposure to lesson.
Communication is the key to the success of Podcasting. Instructions should be clear. Delivery needs to be short in order to avoid issues that arise with long Podcasts. The key is to understand the needs of the students, therefore helping them to be more efficient and effective in their learning.
Podcasting by far surpassed all related technologies as being the quickest attainers of critical mass. Learning can happen whenever and wherever using Podcasting as a tool for education. Educators need to examine this powerful means of reaching our students and take steps to ensure that our methods evolve around the student and not visa versa.

Strengths / Weaknesses
This chapter on Podcasting was very easy to read. It seemed as if every sentence was important and it really kept my interest. I gained a lot of information from the chapter. It left me feeling excited about the many possibilities for Podcasting. The information, however seemed to address mainly higher education. I am interested in ideas for applying Podcasting in the K-12 setting.

In my opinion, Podcasting is not just another passing fad. As I have been working on this chapter, I was imagining how Podcasting could be used on the school bus routes to encourage safety and enhance learning. This idea could turn into a study!

New Information
This chapter gave me a basic understanding of how Podcasting is a very flexible e-learning tool for educators. It was interesting to me that last week when I googled “How to make a good Podcast” , the same information was discussed in the chapter. However, actually “how” to make a Podcast was not explained. I enjoyed the information that was shared about research in technology and learning. It was also beneficial that the information was current.

Technology and Education
My question at this point concerning Podcasting is how can it be used in the elementary school? In addition, how are we going to equip students with the technology? When I ask my students about computer assess at home, the majority of them do not have it.

Liu, Y., & McCombs, S. W. (2010). Podcasting: A Flexible E-Learning Tool. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp.268-280). Hershey, Pennsylvania: Information Science Reference.



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  2. You are spot on about the access issue. If students don’t have access to the technology, the best podcasting in the world won’t be of any use to them. Video podcasts might be more useful on the elementary level, anyway. I can’t envision a second-grader just listening to his teacher explain how to do a more complicated math problem. That seems so visual to me. However, audio podcasts of reading work may be helpful if the student has the book in front of him or her. (Actually, I am going to do an audiopodcasting CD for my grandchildren, who are all 2,000 miles away. I will be reading some children’s stories to them. They can pop the CD in their players and listen to grandma read stories.)

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