A renaissance of audio: podcasting approaches for learning on campus and beyond

In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students’ assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we answer the important question for EDEN attendees: can podcasting approaches like these be converted for distance education? On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner

A renaissance of audio: Podcasting approaches for learning on campus and beyond

In this paper, we urge practitioners to consider the potential of podcasting for teaching, learning and assessment. Our perspective is drawn from research on IMPALA (Informal Mobile Podcasting And Learning Adaptation), which showed that there is a range of successful podcasting approaches for students on campus. After briefly surveying the background literature, we provide examples of three approaches, from three different universities: 1) helping students to prepare presentations and assessed work, 2) offering feedback from staff on students' assessed work, and 3) assisting undergraduates to make the transition from school or college to university. Finally, we would like readers to consider how podcasting approaches like these can be converted for distance education. On the evidence available to date from IMPALA and other studies, we feel confident in predicting that podcasting will be integrated more and more into distance education, to the immense benefit of the long distance learner

Design and Implementation of a Podcast Recording Studio for Business Communications

Podcasting is the creation of recorded information and its delivery over the Internet, using web syndication technology. Businesses around the world are increasing their use of podcasts as a means for delivering information to their customers and employees. The purpose of this project paper is to examine the business need for podcasting, and to demonstrate that businesses can assemble an inexpensive recording studio to create podcasts. The review of previous literature included an examination of why podcasting has become important to business communications; how some businesses are currently using podcasting as a communications tool; the technology involved in podcasting; and the tools needed to create podcasts and how web syndication is used to distribute the finished recordings to end users. The paper includes information on the audio recording software that is necessary to record and edit the podcast. Also included is a discussion of the additional audio hardware such as microphones and mixers that are required to record audio. Configuring the equipment in the podcasting studio is described. This includes setting up the computer to be used for recording, attaching the audio mixer to the computer, and connecting the microphone to the audio mixer. The installation of the recording software is also described. The paper concludes with recommendations for businesses to find ways to track the results of podcasts. Also included is a recommendation for further academic study of the uses of podcasting

Institutional innovation: synthesis of programme outcomes

Report of the work of the Projects funded by the JISC Institutional change/innovation Programme 2008-2010. Report produced by the Synthesis and Benefits Realisation Team linked to the Programme

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Emerging technologies for learning (volume 1)

Collection of 5 articles on emerging technologies and trend

An Analysis of Data Quality Defects in Podcasting Systems

Podcasting has emerged as an asynchronous delay-tolerant method for the distribution of multimedia files through a network. Although podcasting has become a popular Internet application, users encounter frequent information quality problems in podcasting systems. To better understand the severity of these quality problems, we have applied the Total Data Quality Management methodology to podcasting. Through the application of this methodology we have quantified the data quality problems inherent within podcasting metadata, and performed an analysis that maps specific metadata defects to failures in popular commercial podcasting platforms. Furthermore, we extracted the Really Simple Syndication (RSS) feeds from the iTunes catalog for the purpose of performing the most comprehensive measurement of podcasting metadata to date. From these findings we attempted to improve the quality of podcasting data through the creation of a metadata validation tool - PodCop. PodCop extends existing RSS validation tools and encapsulates validation rules specific to the context of podcasting. We believe PodCop is the first attempt at improving the overall health of the podcasting ecosyste

An Analysis of Data Quality Defects in Podcasting Systems

Podcasting has emerged as an asynchronous delay-tolerant method for the distribution of multimedia files through a network. Although podcasting has become a popular Internet application, users encounter frequent information quality problems in podcasting systems. To better understand the severity of these quality problems, we have applied the Total Data Quality Management methodology to podcasting. Through the application of this methodology we have quantified the data quality problems inherent within podcasting metadata, and performed an analysis that maps specific metadata defects to failures in popular commercial podcasting platforms. Furthermore, we extracted the Really Simple Syndication (RSS) feeds from the iTunes catalog for the purpose of performing the most comprehensive measurement of podcasting metadata to date. From these findings we attempted to improve the quality of podcasting data through the creation of a metadata validation tool - PodCop. PodCop extends existing RSS validation tools and encapsulates validation rules specific to the context of podcasting. We believe PodCop is the first attempt at improving the overall health of the podcasting ecosyste

Keeping Current: Staying Abreast of Legal Topics Plus a Sneak Peek at Emerging Technologies

There are several ways to keep current with the latest legal news and trends. One of the simplest methods is to become familiar with legal news web sites and visit them regularly. Many legal news web sites offer the option for visitors to sign up for e-mail alerts that can provide up-to-the-minute news delivered to your e-mail inbox. It is also possible to use a combination of web resources and e-mail to monitor court dockets. If you need in-depth information about a topic, you might consider joining a legal listserv or e-mail discussion list. Finally a recent strategy for staying on top of current legal topics is to become acquainted with legal blogs and how to access them. The latest expansion of blogging that is useful for obtaining current information is podcasting or sending soundfiles via the Internet. It’s important to note that in today’s wired world that many people report being overwhelmed by information especially in electronic format. Rather than try to regularly use all of the methods and resources described below, my suggestion is that you sample them and try to figure out which ones best suit your needs. You should probably limit yourself to a few current awareness resources daily. Don’t forget to take time to contemplate the implications of the news you discover and try not to allow your attention to get too fragmented