Podcasting in Higher Education Running Head: PODCASTING IN HIGHER EDUCATION
Exploring the Potential for Podcasting to Deliver Mobile Ubiquitous Learning in Higher Education
Mark J. W. Lee Postgraduate Professional Development Program Division of Information and Communications Sciences Macquarie University N.S.W. 2109, Australia
[email protected] Tel: +61-2-98509501 Fax: +61-2-98509509 Anthony Chan School of Information Studies Faculty of Science and Agriculture Charles Sturt University Wagga Wagga, N.S.W. 2678, Australia
[email protected] Tel: +61-2-69332595 Fax: +61-2-69332733
This is the final draft of an article that later appeared in the Journal of Computing in Higher Education. Please cite as: Lee, M. J. W., & Chan, A. (2006). Exploring the potential of podcasting to deliver mobile ubiquitous learning in higher education. Journal of Computing in Higher Education, 18(1), 94–115. doi:10.1007/BF03032726
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Abstract Podcasting facilitates the timely delivery of digital audio content such as MP3 files to a user’s desktop, as it becomes available. The authors believe it holds tremendous potential as a low-cost, low-barrier tool for mobile ubiquitous learning, given the large uptake of portable music players. This paper explores some of the possibilities for enhancing university teaching and learning, although the intention is not to replace traditional, face-to-face classes. In particular, the paper describes a project involving an investigation into podcasting pre-class listening material as a strategy for addressing students’ preconceptions and anxiety to better prepare them for effective face-to-face learning. A group of students studying a first year information technology subject at an Australian university were the main participants in a survey and focus group used to gather data to guide plans for a trial implementation planned for the following semester. Keywords Podcasting, MP3, mobile learning (m-learning), student anxiety, preconceptions.
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Introduction The rise in popularity of portable electronic devices such as laptop and handheld computers, tablet PCs, digital cameras, mobile phones and personal digital assistants (PDAs) are helping to fuel the transition from “e-learning” to “m-learning.” However, the authors believe that the true power of learning on the move will be realised through the use of portable digital audio technologies, since listening “frees eyes and hands” (Clark & Walsh, 2004) to perform other manual tasks, including doing household chores or walking the dog – It is an unobtrusive activity that can integrate with other activities in our daily lives. Recent sales figures of portable MP3 players such as Apple iPods suggest that these devices are becoming increasingly ubiquitous. The Informa Media Group predicts that worldwide sales of MP3 players will reach 20 million units in 2005, with an average rate of 45 per cent growth for the next six years. They predict a total of 194 million units will have been produced by 2010 (Macworld UK, 2004). IDC (2005) reports that the compressed audio player market in the Asia Pacific (excluding Japan) market enjoyed strong growth in the two years to 2005, fuelled by high demand for portable flash players. The falling cost per megabyte of flash memory has resulted in manufacturers being able to expand their product lines to include larger storage capacities at competitive prices. At the same time, IDC predicts limited growth in the personal media player (PMP) market in 2005 and 2006, with the availability of content, copyright protection and price hampering its attainment of mass appeal. Consumers are more willing to invest in less expensive, digital music players, preferring music to movies while on the move. A study conducted by the Pew Internet & American Life Project (Rainie & Madden, 2005) found that almost one in five (19%) of those ages 18 to 30 own MP3 players, compared to
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14% of those aged 30 to 39 and 14% of those aged 40 to 48. The study excluded teenagers, a group that includes several million more users of such devices. Internet usage, level of Internet experience and the availability of broadband access were factors that were found to correspond directly to MP3 player ownership. The study also found that 29% or around 6.4 million of the 22 million American adult owners of MP3 players have downloaded podcasts from the Web for later listening. Increasingly, other common devices like mobile phones are also beginning to include MP3 capabilities and progressively larger storage capacities (Karif, 2005). Educators should leverage these tools and technologies students already use for communication and entertainment, and use them to enhance the learning experience. M-learning: Where are we now? Mobile learning (m-learning), also called nomadic learning, is a relatively new field that lies at the confluence of mobile computing and e-learning. To date, much of the attention in the field has been centred around making content available anytime, anywhere. Perhaps with the widespread proliferation of portable consumer electronics devices and the advent of modern wireless communication technologies like WAP, GPRS, IEEE 802.11 (Wi-Fi), 3G, iBurst, iMode, Bluetooth and Blackberry, this promise has already been fulfilled. However, the question remains: “Are we really engaging in meaningful learning, while on the move?” Although we seem to be communicating and accessing information via our mobile devices, particularly through SMS and e-mail, this does not necessarily constitute deep learning, if it can even be considered learning at all. Quinn’s (2000) vision of m-learning was appealing: “Rich interactivity, total connectivity, and powerful processing. A small device that is always networked, allowing easy
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input through pens and/or speech or even a keyboard when necessary, and the ability to see high resolution images and hear quality sound.” However, he stated that m-learning faced two major challenges, namely the problem of managing learning through intermittent connections and the lack of cross-platform solutions to give all learners access to all materials independent of the devices they use. The latter issue is being addressed through interoperability efforts like learning object standards, with the goal of being able to run any compliant content on any compliant system. XML-related technologies overcome the “presentation mosaic” posed by client heterogeneity by encouraging the separation of content from the rules that govern its presentation. In relation to the first challenge, Trifonova & Ronchetti (2003) attempt to review, analyse and classify existing research in m-learning and to forecast promising research directions in this field. They describe m-learning delivery mechanisms as a continuum, with the two extremes being “pure connection” and “pure mobility.” “Pure connection” refers to a situation whereby the mobile device is continuously connected to the Internet; “pure mobility” is when no connection is available and so all needed data and applications must be downloaded to the device beforehand in anticipation of offline use. Applications that are context-dependent require solutions closer to the “pure connection” end of the continuum. Reliable, permanent connections for mobile devices are becoming available in many countries, in particular within metropolitan areas; however, recent media reports indicate that the growth of m-learning in countries like Australia is being hampered by the practices of the major telecommunications companies. Network switching is important for mlearning to prevent dead spots and dropouts from interrupting real-time learning and assessment activities. However the telecommunications companies are causing mobile data transmissions to
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be confined to high-cost cellular networks, neglecting the viability of wireless networks and satellite technology (Wilson, 2005). As a result, in many cases the need to synchronous interaction with the learning management system (LMS), the instructor and/or other learners does not justify the cost. In discussing the outcomes of a WAP-based m-learning project by an Asia-Pacific consortium formed by Insead, Nokia and Incus, Keegan (2001, ch. 4, sec. 10, para. 13) pointed out that “most wireless devices…[had]…small screens, low resolution, slow processing, and limited storage capabilities.” Although most of these limitations are fading as technology matures, increasing the screen size compromises the level of portability and mobility, as with laptops and tablet PCs. Most e-learning content has been developed for larger screens that provide more flexibility in terms of the types of learner-computer interactions that are possible. The lack of convenient input tools continues to push research towards exploration of new types of user interfaces like sound (e.g. text-to-speech, microphones and voice recognition) and mobile scanning tools. Portable music players and m-learning Clark and Walsh (2004) discuss the psychological advantages of “iPod-learning” in relation to lifestyle and society. Aside from the benefits of portability and ease of use, listening to an iPod or similar device in public is “socially acceptable.” These devices have tremendous consumer appeal that works to their advantage, particularly for younger students. Moreover, people are adapting them as instruments of social activity, for example by sharing songs with others. Portable music players have already begun to be adopted in higher education spheres. Since Fall 2002, various courses at Georgia College & State University (2005), including a
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number of study abroad courses, have been “iPod-enhanced” to include a diverse range of audio material ranging from lectures and audio books to language study material and music. In August 2004, Duke University (2005) distributed 20-gigabyte iPods to its 1,650 new students, preloaded with orientation information. Administrative and academic materials in MP3 format are available for students to download from the Duke Web server and via Apple iTunes. In a smaller-scale project, Drexel University will distribute iPod Photo players to its School of Education freshmen in September 2005 (Read, 2005). Audio in teaching and learning Audio has been vastly neglected and underused as a teaching and learning medium (Bates, 1981; Romero-Gwynn & Marshall, 1990; Scottish Council for Educational Technology, 1994). Perhaps this is because the popular view is that “[listening to audio is] not learning…[l]istening is not synonymous with comprehension and action.” (Walsh, 2004, p. 25). However, “[h]earing is a specific and powerful sensory channel. The ‘cocktail party effect’ allows us to home in on conversations and sounds ignoring other background noise. Our brains are acoustic analyzers able to distinguish, select and interpret an amazing variety of sounds.” (Clark & Walsh, 2004, p. 4) Clark and Walsh (2004, p. 8) add that human hearing is “an astoundingly efficient skill,” as we are able to understand real speech at 10 to 15 phonemes per second for normal speech and up to 40 to 50 phonemes per second for artificially speeded up speech. Furthermore, linguistic psychologists have found that unlike with reading and writing, children do not learn to understand the spoken word; they are instinctively hard-wired with the skill. Durbridge (1984, cited in Power, 1990, sec. 2.1, para. 1) emphasises the distinct educational advantages of audio over printed media, stating that “[a]s compared with a written
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text, the spoken word can influence both cognition (adding clarity and meaning) and motivation (by conveying directly a sense of the person creating those words).” Power (1990) concurs: “The ability to adjust or modulate [the] frequencies [of the human voice] allows us to communicate in a correct and artistic way with words and sounds…[T]he ability to adjust intonation, inflexion, phrasing, pacing, volume, loudness and timbre [distinguish speech from print].” (sec. 2.1, para. 1). He points out that “spoken words through heightened intonations or subtle nuances can communicate...emotions and create a sense of intimacy at the same time”; by contrast, “[p]rint does not allow a learner to identify or interpret audible nuances that personalize content…” (sec. 2.1, para. 2). The use of music also has educational benefits. Seidman (1981) suggests that “[a]lthough it seems unlikely that musical accompaniment to media productions will improve student performance on achievement tests or enhance learning and retention of cognitive content, [there is evidence to] suggest that affective and cognitive interpretations…can be influenced by a musical score.” (p. 49). This underscores the possibility that the cumulative psychoacoustic, psychological and physiological effects of music influence cognition and motivation when the music is the message; furthermore, music may impact affective and cognitive interpretations when accompanying other messages (Power, 1990). Historically, radio has been used in education ever since it became available, for a variety of purposes ranging from on-campus broadcasts to open and distance education, in-service teacher support and training, as well as adult literacy and basic education campaigns (World Bank, 2000). Audio cassette tapes and more recently CDs have been used as a solution where the ephemeral nature and fixed transmission times characteristic of radio broadcasts (World Bank, 2000) pose a problem, where the audience is geographically dispersed over too large an area, or
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where radio air time is simply not readily available. Learners see cassettes as more personal and informal than radio, and cassettes have also been found to be more appropriate than audio for controlled, didactic teaching (Bates, 1981). More sophisticated multimedia elements such as video, animation and interactive media like simulations and games may have a high success rate in terms of boosting attention, motivation and interest, but they are expensive and time consuming to develop, typically requiring a great deal of technical expertise. If well designed, they may be optimised for reuse from semester to semester, but are difficult to create or modify mid-semester to suit the needs of a particular cohort. Digital audio, on the other hand, is cheap and simple to produce and manipulate, due to the availability of basic sound recording and playback hardware and software in homes and educational institutions. Portable video players remain a wild card, given their unproven demand and the infancy of commercial digital video services (IDC, 2005). Although the portability of other digital media forms for learning will gradually become more viable, listening liberates learners form the tyranny of the (small) screen so learning an coincide with other activities rather than replacing them, paving the way for true m-learning. Enter Podcasting Podcasting may offer the “best of both worlds” in audio by combining the benefits of the broadcast nature of radio with the flexibility, learner control and personalisation afforded by recorded audio. Podcasts may be thought of as time shifted radio broadcasts over the web – Through podcasting, audio content from one or more subscribed feeds (channels) can be automatically downloaded to one’s computer as it becomes available, then later transferred to an iPod or other portable media player to be listened to at a time and place convenient to the owner.
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Users who do not have access to a portable music player can simply listen to the content on their PCs. The prohibitively large bandwidth requirements of streaming audio and video, which by definition involves playing this media while it downloads from across the Internet, often lead to poor performance for many users, leading to a “click and wait” situation that negatively affects the quality of the listening/viewing experience. Podcasting overcomes this through what Adam Curry, of MTV fame and one of the pioneers of podcasting, calls “The Last Yard” (Curry, 2004). This involves having a computer continuously connected to the Internet so that content that bandwidth-intensive content can be “dripped in” and made available when ready, thereby eliminating the “click and wait”. In this sense, podcasting has also been likened to a TiVo, ReplayTV or similar personal video recorder (PVR) that uses a process of time shifting to allow for flexible viewing at a time convenient to the user. Podcasting has its roots in RDF Site Summary (RSS – formerly Rich Site Summary, and sometimes also known as Really Simple Syndication). RSS-enabled web sites generate a feed of XML data summarising the content of the site, which may be anything as diverse as news headlines, stories, weather and stock market data, community-specific announcements and discussion board postings. Programs called aggregators periodically poll one or more subscribed feeds for updates and deliver or syndicate them directly to the user’s desktop. RSS content can be filtered based on user-defined criteria, and content can be aggregated from multiple feeds. RSS is a time saver as the user does not have to manually plough through a plethora of sites for relevant content; nor is there a need to continually monitor sites for updates. Because podcasting is based on RSS, users can filter and search podcasts downloaded from a single feed, or across multiple feeds, opting to listen to only those podcasts that are of
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interest to them. The subscription-based nature of RSS and podcasting means that they are not subject to unsolicited material like spam. Moreover, subscriptions can be added or cancelled at any time. Technical overview of podcasting Podcasting is made possible by a feature of the RSS 2.0 specification (2005) known as enclosures. RSS documents must be well formed and valid documents conforming to the XML 1.0 specification. The document is published on a web server, and is maintained either manually through editing by hand – a process that is simpler than authoring HTML for a web page – or more commonly, generated by server-side software. For example, many weblog (blog) and content management systems automatically syndicate RSS. These systems can often be easily configured to do podcasting. An example of a valid RSS 2.0 document appears in Figure 1. At the document root is a element with a mandatory “version” attribute. Subordinate to this is a single element, which contains the channel’s metadata as well as its contents in the form of elements. Because RSS was developed to syndicate summaries of the content of dynamic web sites such as newspapers or magazines, an item may represent a “story” or article; if so, the contains a synopsis and the points to the complete story. In the case of a blog, each item denotes a single blog entry or posting. An item may also be complete in itself rather than referring to a web page or other resource, in which case the description contains the text (entity-encoded HTML is allowed); the link and title may be omitted (RSS 2.0 specification, 2005). An explanation of the elements used in Figure 1 can be found in Table 1 and Table 2. This is not an exhaustive reference but includes all mandatory elements and most optional elements from the RSS 2.0 specification.
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[Insert Figure 1 here] [Insert Table 1 here] [Insert Table 2 here] On the client-side, podcasting-capable aggregators or “podcatchers” (see Table 3) are used to download podcasts. They are configured to do so by supplying them with the URL of the relevant RSS 2.0 feed. The podcatcher monitors the feed for enclosures, which are specified by means of the element (highlighted in Figure 1). This element contains a “url” attribute that provides the location of the MP3 file, as well as “length” and “type” attributes that indicate the size (in bytes) and MIME type of the file. For MP3 files, the MIME type is “audio/mpeg.” [Insert Table 3 here] Exploring Podcasting at Charles Sturt University The constructivist classroom is founded on the premise that students learn by reflecting on their experiences and social interactions, from which they formulate “mental models” representing their own understanding of the concepts. The provision of effective instruction is therefore highly dependent on comprehending the mental models that students use to perceive the world and the assumptions they make to support those models (Brooks & Brooks, 1999). In the words of Powers & Powers (2000), “the old knowledge affects the new” (p. 2) – Students’ existing knowledge is used as the starting point in guiding them through their search for understanding, and quest of making personal meaning. Their preconceptions therefore have a profound impact on the learning process, right from the outset. Another issue that has surfaced in recent years is the effect that students’ attitudes or beliefs about a subject have on their anxiety. Any anxiety students have about a subject will
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affect the learning styles they exhibit (Ramsden, 1992). Research has shown that the same student can have “deep”, “surface” or “strategic” learning styles, even within the same subject (Prosser, 1994). Biggs (1987) suggests a close association of deep learning strategies with active participation and social interaction in an “affective” setting. This affective domain of student learning is often left to chance by university educators. A project is underway to examine how podcasting can be used to address the preconceptions and anxiety that students bring into the university classroom. Based on their review of the literature and their own observations and experiences as tertiary educators, the authors put forward the following theses: 1.
Short pre-class listening segments, delivered through podcasting, are more effective than (web or print-based) pre-reading in addressing students’ preconceptions and anxiety;
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Podcasting of such audio material can be easily integrated into the professional practice of most university teachers.
The first thesis is based on the premise that student preconceptions must be addressed upfront. Assigning pre-class reading without proper planning and guidance for students can do more detriment than good to their understanding, and ultimately their confidence. This causes a vicious cycle where misconceptions lead to further misconceptions and anxiety. Students are more likely to spare a few short minutes of their “wasted” time (e.g. while travelling to and from university or walking between classes) listening to audio on their MP3 players than to read large amounts of text. Conversely, students who fail to successfully complete their assigned pre-class reading may come to class feeling ill-prepared. This has a negative, compounding effect on their confidence and motivation. Hence it may be more
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beneficial to students to simply whet their “learning appetites” by means of small, “bite sized” audio clips. Whilst one might quite justifiably question the pedagogical soundness of compressing lesson material into a few short minutes of audio content, it must be noted at this point that in no way are the authors proposing that this be utilised as a strategy for replacing regular lectures and tutorials. Rather, they believe that such material, when used in conjunction with traditional teaching and learning methods, may be able to greatly enhance the teaching and learning process and its outcomes. Additionally, as opposed to posting the MP3s on a web page or distributing them on CD at the start of semester, podcasting allows fresh content to be delivered to students’ desktops and handheld devices, as it becomes available. This lets us tailor content “just-in-time” to suit their needs, promoting a sense of currency and relevance. Research methodology The research methodology involves an Action Research (AR) case study in two cycles or stages. Stage AR-1 is being used to show “proof of concept” through a pilot study involving students enrolled in a first year undergraduate information technology subject, ITC125 Information Superhighway, offered by the School of Information Studies at Charles Sturt University. In preparation, a questionnaire and a focus group were conducted with students in the Autumn 2005 offering of the subject, the same cohort mentioned earlier in the present article. A trial podcasting implementation is being carried out in the subsequent offering of the subject (Spring 2005 semester), beginning in August 2005. Reflection on the research in AR-1 will result in a revised plan and research questions leading to further actions, observation and reflection in the next stage, as per Kemmis and McTaggart’s (1988) iterative model of the Action Research process. Further work in Stage AR-2 will see the project expand to more subjects and involve the development of a resource kit
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incorporating technical guides or HOWTOs relating to MP3s and podcasting, plus best practices for the design, creation and distribution of audio learning objects for addressing students’ preconceptions and anxiety. Preliminary results To obtain an indication of students’ accessibility to MP3-capable equipment and gauge their willingness to partake in additional material made available in this format, a questionnaire was distributed to the ITC125 students at the end of the Autumn 2005 semester. A number of volunteers also participated in a focus group to help brainstorm ideas for the content of the podcasts. End-of-semester questionnaire. The results obtained from the questionnaire are summarised in Tables 4 and 5. All 26 respondents reported owning or having access to an MP3 player. A portable MP3 player, or both a portable as well as a PC-based player, was accessible to half (50%) of these students. Almost all (96%) respondents answered “yes” to a willingness to listen to additional MP3 material. [Insert Table 4 here] [Insert Table 5 here] The data also suggests that these students did not appear to be overly concerned with the length of the material within 3 to 10 minute range. Focus group. The focus group participants raised the following concerns that they had about the subject, which they felt could be addressed through the use of podcasts: • Campus orientation – “finding my way around”; • Time management, i.e. balancing work and play; • Following the course content, taking notes and the fear of missing content;
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• Social aspects of the subject (seating arrangements, different characteristics of students: talkers, note-takers, etc.); • Fears of not being able to talk to anyone, leading to helplessness; • Assignment details and submission procedures. Discussion In attempting to determine the optimum length of the podcasts for the trial, the authors noted that students who reside on-campus at Charles Sturt University, Wagga Wagga take 8 to 10 minutes each day to walk from their halls of residence or dormitories to the lecture block. Some students spend 10 to 30 minutes on a university bus, and those who travel by car will take at least 5 minutes to walk from any of the car parks to the classrooms. This “wasted” time or “deadtime” is too short to listen to a full music album. Hence, the idea of a 3 to 5 minute audio clip became a possibility. This philosophy is consistent with the views of Walsh (2004), who advocates designing audio learning material in adherence to the metaphor of a song: “There’s a reason most songs are less than four minutes. If you haven’t gotten to the hook by then, you’re not going to make it in the next nine. People go to the bar during the drum solo. They do the same in their minds when you don’t tell it quick and tell it straight in your learning delivery...” (p. 24). The authors used the work of Laaser (1986) to help them decide on the design and format of the proposed podcasts and resolved that a dramaturgical design, i.e. interaction between persons participating, would be best. As far as possible, the students themselves should be actively involved and take ownership of the production process. To his end, it was decided that the podcasts be structured as a series of weekly, 3 to 5 minute talkback radio-style episodes, with two or more students from the current and/or previous cohort holding discussions on pertinent
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issues related to the subject and its content in a relaxed and informal style. The lecturer and other subject matter experts may occasionally be brought in as “guests” to offer insight into, or clarification of, the more complex or difficult topics and issues. By listening to background material and being exposed to the terminology used in the subject, such as computing jargon, students will be better prepared to participate in formal classes, and to do so with motivation and confidence. The material will also help allay students’ concerns about issues such as the scheduling of classes and the subject’s assessment. A prototype podcast, recorded with volunteer students from the Autumn 2005 offering of the subject, will be presented at the conference. Future Plans In the near future, the authors hope to examine the following areas, possibly in collaboration with others: •
The specific types of pre-class listening that are effective in addressing students’ preconceptions and anxiety, from a content perspective;
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The use of music to enhance pre-class listening material from a cognitive and affective standpoint, as well as improving overall appeal;
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The distribution of post-class listening material for revision and reinforcement;
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The application of the technology to collaborative learning and teaching practice, by supporting the sharing of student-generated audio content through a model for community building and knowledge construction;
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The benefits of participation in this type of community in relation to enhancing subsequent face-to-face classes (see Dietz-Uhler & Bishop-Clark, 2001);
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The use of podcasting to promote inclusiveness for distance education students who are part of a “mixed mode” cohort.
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Conclusions The authors firmly believe that the affective and cognitive benefits associated with audio, along with its cost-effectiveness, make it worthy of serious consideration as a medium for enhancing and supplementing, but not replacing, teaching and learning activities. The proliferation of portable, MP3-capable devices opens up exciting new possibilities for mobile learning (m-learning) that will have a high level of social cachet and appeal amongst the target audience, and can deliver educational value in their “deadtime.” It is anticipated that the aforementioned study at Charles Sturt University, when complete, will show that these factors, combined with the use of podcasting as a time-shifted, syndicated mechanism to “push” content to students’ desktops and mobile devices as it becomes available, hold massive potential in the way of producing and disseminating both instructional material, as well as student-generated content for collaborative learning and community building. In a technical sense, podcasting is relatively simple to implement using the Spartan approach of coding the underlying RSS document. This is easy to learn for those with a rudimentary knowledge of (X)HTML. Increasingly, web server platforms automatically syndicate RSS and can be easily configured to podcast. Finally, it is hoped that the podcasting project at Charles Sturt University will continue to help uncover the potential that this technology has for delivering educational value as a tool for mobile ubiquitous learning, easing its integration into contemporary university curricula and promoting its uptake amongst tertiary teachers and students.
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Author Biographies Mark J.W. Lee is a Lecturer within the Postgraduate Professional Development Program, Division of Information and Communications Sciences, Macquarie University, N.S.W. 2109, Australia. E-mail:
[email protected]. He also an Adjunct Lecturer with Charles Sturt University, and managing director of his own consultancy, Enable Learning Solutions. Mark is a director of the International Board of Standards for Training, Performance and Instruction (ibstpi), in addition to serving on the Executive Committee of the Open and Distance Learning Association of Australia (ODLAA) and the New South Wales Council of the Australian Institute of Training and Development (AITD). Previously, Mark lectured at the Charles Sturt University, La Trobe University and Oxford Brookes University satellite campuses in Sydney. Prior to that he was Head of the IT Faculty within the vocational education division of Australia’s largest private education provider. His broad research interests lie in the areas of computer-supported collaborative learning (CSCL), assessment and evaluation (particularly within a distance education context), instructional gaming and mobile learning. Anthony Chan is a Lecturer in Information Technology with the School of Information Studies, Faculty of Science and Agriculture, Charles Sturt University, Wagga Wagga, NSW 2678, Australia. E-mail:
[email protected]. He worked for eight years in the information technology and telecommunications industries as a Business Development Manager for the Asian region. Following this, he taught with a partner institution of Auckland University of Technology, Curtin University of Technology and RMIT University in Malaysia. He was involved in both administration and teaching of Charles Sturt University offshore partner campuses in Hong Kong, Singapore and Malaysia. His experience in tertiary education amounts to over ten years. He arrived in Australia about three years ago and is currently completing his
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doctorate in education. Anthony’s research interests lie in the areas of instructional technology, telecommunications and mobile learning.
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Table 1. Explanation of RSS 2.0 sub-elements that appear in Figure 1 (adapted from RSS 2.0 specification, 2005). Element
Description
Required
title
The name of the channel. If there is an HTML website that contains the same information as the RSS file, the title of the RSS file should match that of the website.
Yes
link
The URL to the HTML website corresponding to the channel.
Yes
description
Phrase or sentence describing the channel.
Yes
language
The language the channel is written in.
No
copyright
Copyright notice for channel content.
No
lastBuildDate
The last time the content of the channel changed. Must conform to the Date and Time Specification of RFC 822, although the year may be expressed with two characters or four characters (four preferred).
No
pubDate
The publication date-time for the content in the channel. Format requirements are as for pubDate.
No
category
Specify one or more categories that the channel belongs to.
No
docs
A URL that points to the documentation for the format used in the RSS file.
No
managingEditor
E-mail address for person responsible for editorial content.
No
webMaster
E-mail address for person responsible for technical issues relating to channel.
No
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Table 2. Explanation of RSS 2.0 sub-elements that appear in Figure 1 (adapted from RSS 2.0 specification, 2005). Element
Description
Required
title
The title of the item.
Yes
link
The URL of the item.
Yes
description
The item synopsis.
Yes
author
E-mail address of the author of the item. In a collaborative weblog, the author of an item may be different from the managing editor or webmaster of the channel.
Yes
enclosure
Describes a media object that is attached to the item. Podcasting simply involves using this element to refer to digital audio files (normally in MP3 format).
Yes
category
Includes the item in one or more categories. It has one optional attribute, domain, a string that identifies a categorisation taxonomy. The value of the element is a forward-slash-separated string that identifies a hierarchic location in the indicated taxonomy. Processors may establish conventions for the interpretation of categories. There is no limit to the number of category elements that may be included, for different domains. An item may also be cross-referenced in different parts of the same domain.
Yes
pubDate
Indicates when the item was published. If this is a date-time in the future, aggregators may choose to not display the item until that date-time.
Yes
Podcasting in Higher Education Table 3. Common podcasting clients (most are freeware). Windows
Mac OS X
GNU/Linux
Cross-platform
Doppler
iPodderX
Podget
iPodder
NIMIQ
PodSafe
flashPodder
iTunes (Windows & Mac)
Podfeeder
PlayPod
BashPodder
Primetime
PoddumFeeder
PerlPodder
RSSRadio
Pod2Go
CastGrab
HappyFish
Podcast Tuner
get_enclosures
BlogMatrix Sparks!
jPodder
BlogMatrix Jäger
pyPodder
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Podcasting in Higher Education Table 4. ITC125 Autumn 2005 student responses Question 1 of MP3 questionnaire (N = 26). Frequency
Percent
a. Do you own or have access to an MP3 player? Yes
26
100.0%
No
0
0.0%
Portable audio player (iPod, mobile phone, PDA)
2
7.7%
PC (desktop or laptop)
13
50.0%
Both
11
42.3%
b. If yes, what type?
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Podcasting in Higher Education Table 5. ITC125 Autumn 2005 student responses Question 2 of MP3 questionnaire (N = 26). Frequency
Percent
a. If additional material (not covered in lectures/tutorials) were made available for download in MP3 format, would you listen to this audio material? Yes
25
96.2%
No
1
3.8%
b. If yes, how many minutes would you be willing to listen to such a recording per week? 3 – 5 minutes
7
29.2%
6 – 8 minutes
6
25.0%
9 – 10 minutes
11
45.8%
Invalid response
1
-
29
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Figure 1. An RSS 2.0 document containing an item with an MP3 enclosure that may be used as a podcast feed.
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