Podcasting, pupils and pre-service-teachers

This Action Research conforms to Cohen's definition (2000) as "small scale intervention in the functioning of the real world and a close examination of the effects of such an intervention." It is a pilot study that uses a small, but representative group of students with a view to establishing generalisations about the wider applicability of the methods explored. (Burns, 2000, pp. 460-461) The authors examine the use of podcasting - a popular contemporary method of delivering audio content through computers and portable media players. Many rationales for their use in education can be advanced, for example Freedman (2006) lists sixteen reasons including the potential for students to access the podcasts at their own convenience. See also Maag (2006) and Kollar (2006). The study group included six undergraduate, pre-service science teachers who were completing a BSc (Honours) in Bioscience with Teaching. They had previously undertaken course assessments which incorporated presentations to peers and tutors. The pre-service science teachers had already completed block and serial school placements and were considered as being skilled in planning and delivering short presentations as part of their classroom practice. Their presentations had invariably been supported with well constructed and illustrated PowerPoint presentations. The Benchmark Standards for Initial Teacher Education (ITE) (General Teaching Council for Scotland & Quality Assurance Agency for Higher Education, 2006) relate to classroom to whole school standards for ITE in Scotland. They make specific reference to the significance and the expectations for Information and Communication Technology (ICT). ICT is viewed (paragraph 3.1) as a "Core professional interest" and student teachers should be "undertaking a range of approaches to teaching to facilitate the learning of pupils, including the appropriate use of information and communications technology". Also, ICT provides the potential "to contribute to a process of change". Boud (2000) was critical of assessment practices in higher education institutions and suggested "The purposes of assessment should be extended to include the preparation of students for sustainable assessment". Draper and Maguire (2006) explored the use of podcasts in campus based teaching with first year undergraduates in the Re-engineering Assessment Practices (REAP) project. These considerations helped motivate the authors to explore podcasts as a means of promoting sustainable assessment with fourth year undergraduates and consider their potential within professional graduate courses. The research explored the following questions: - Did the process of preparing podcasts extend their professional learning? - Can pre-service teachers deliver a well planned, coherent and well organised presentation to demonstrate their understanding of principles of learning and teaching? - Can pre-service teachers prepare a podcast to describe their own action research findings? Pre-service science teachers found the process challenging and rewarding. Pre-service teachers prepared podcast presentations that described their own action research findings. Pre-service teachers delivered well planned, coherent and well organised presentations to demonstrate their understanding of principles of learning and teaching. The process of preparing podcasts extended their professional learning in a variety of ways - base level technical competence in managing the software; pedagogically in identifying and supporting a teaching and learning resource; and professionally in relation to the Benchmark Standards for ITE. The approach is transferable to further study with a larger group of PGDE pre-service teachers

Inside the digital society: digital (in)equality

David Souter, a tech governance consultant and researcher, writes here about the causes and implications of digital inequality, inspired by LSE Professor Ellen Helsper‘s book, The Digital Disconnect. Many of these inequalities shape the way children can access, use and benefit from digital technologies. Back in the day, digital folks would say that ICTs were ... Continue

Inside the digital society: lessons from little laptops

Once again, children are trying to learn from home, often on an inadequate device and with hard-pressed and under-supporting parents struggling to cope. Even for families lucky enough to get a government laptop, is this enough? What can we learn from previous efforts to drop tech into homes and expect children to keep up with their education? In this blog, David Souter discusses evidence from a much-publicised initiative in developing countries to explore the value of technologies for education and how pitfalls such as technological determinism and lack of sustainability might limit their real-life development potential

Co-producing and re-connecting: a pilot study of recovery community engagement

Purpose: The purpose of this paper is to discuss the design and methodology of the REC-CONNECT project and to determine whether a co-produced approach to research in this area between those with lived experience, those delivering recovery support, and those investigating recovery evidence, generated greater project impact. Design/methodology/approach: A co-productive approach was taken during project planning, training delivery, data collection and community connecting activity. Workshop evaluations were collected at each training session that provided data on worker/peer volunteer wellbeing, workshop efficacy and organisational factors. Community connectors used REC-CAP for evaluating improvements in clients’ community engagement. Findings: Whilst co-production as a research approach broke down barriers between theory and practice and delivered a wider community asset map, a number of hurdles emerged: buy-in of all participants; culture/competing agendas; overcoming sense of disenfranchisement of people in recovery; and resources, tools and timescales of research requirements. Research limitations/implications: This is a small study in Sheffield. As such, data are limited. However, the implications spread to other vulnerable groups in other areas are evidenced, and the principles offer sustainability and partnership that go beyond time-limited projects. Social implications: Co-production as an approach to research in the substance misuse field has a meaningful impact on the “end-user” of people in recovery through empowerment, better connected recovery pathways and evidence-to-practice-based support models. Originality/value: The project advanced the emerging principle of reciprocal asset-based community development and designed a co-produced model to create a team of professional, volunteer and peer community connectors to engage and connect new individuals to recovery with existing community assets, and who themselves emerged as a community asset through the projec

Políticas de información, bibliotecas universitarias y desarrollo: reflexiones desde la cooperación universitaria

Reflexión sobre la interacción entre políticas nacionales de información y proyectos de cooperación al desarrollo en el campo de las bibliotecas universitarias y de investigación. Se analiza la evolución del concepto políticas de información, su relación con la cooperación al desarrollo, y el papel central que durante casi setenta años ha tenido en la Unesco en dicha dinámica. Finalmente se reflexiona sobre escenarios de cooperación en los que los profesionales de las bibliotecas universitarias y de investigación de países en desarrollo podrían desarrollar proyectos alineados con las políticas nacionales de información

Formative Research Using Settings and Motives to Explore Child Faeces Disposal and Management in Rural Solomon Islands.

Unsafe child faeces management can lead to adverse health and wellbeing outcomes for children. In Solomon Islands, diarrhoeal disease is a leading cause of under-5 mortality, though there is limited research into CFM practices and promotion of safe behaviours. The formative research applied a Behaviour-Centred Design framework to investigate the habits, motives and settings related to child faeces management in rural Solomon Islands villages. Data were collected through structured recall demonstrations by caregivers (n = 61), household infrastructure observations (n = 57), semi-structured interviews with caregivers (n = 121) and community leaders (n = 30), focus group discussions (n = 26), and three participatory activities with caregivers. The findings identified a range of CFM-related behaviours, some of which would be considered safe and some, such as outside defecation and disposal to a waterway, as unsafe. Convenience is important in shaping CFM practice and may help health benefits to be achieved without women bearing the cost of an increased work burden. Nurture and disgust may provide the basis for behaviour change communication in SI as they have elsewhere. Critically, the participation in and promotion of safe CFM by fathers in households should be promoted, and motivating such behaviours might be achieved through focus on nurture as a motive