Examples of podcast use within TCD
A renaissance for audio and video in learning
1. Flexibility and learner control
Podcasting can offer a wide range of flexibility in:

time of study (student's choice)
location of study (location of student's choice)
pace and sequence of studying (faster..slower..repeatability)
fresh, topical material (news, content contributed by peers)
alternative "channels" (many students liked to listen, rather than observe or read)
fresh forms of communication (such as feedback from teachers)
2. Learner motivation and engagement
Spoken words can communicate emotions and create a sense of intimacy; they can enable learners to identify and interpret personalised content in ways that print material cannot
(Power 1990)
Improved speaking skills for students who use podcasts (especially in peer review context)
Short, informal clips can increase a sense of belonging in a learning community and increase retention of distance learners
Not good for remembering facts and figures
Podcasts are powerful for conveying feelings attitudes and atmosphere - improves emotional aspect of learning

3. Cognition and learning
http://webct.tcd.ie
Clarity of instructions for students eg; podcasts which focus on key concepts before a difficult lecture increases students' understanding of the lecture material
Podcasts can be used as a back up tool for the students
Revision
Missed class
Better note taking
Worry that recording lectures will lead to absent students
Research begs to differ. Students visit lectures to pick up interactions with lecturer and peers. they then use the podcast as revision
4. Novel way of presenting information and instruction
5. Learning locations
Podcasting can be used across learning spaces
eg; field trips
Equipment can be lent to students to produce podcasts
German Speakwise project - peer reviewed content
6. Fostering learning discussions
Students who are involved in producing a podcast can improve their communication, time management and problem solving skills

Involvement of student encourages them to listen
Podcasting enables learners to gain access to the tacit knowledge and experience of peers and senior students
Tacit knowledge is defined as knowledge that resides in individuals' experience and actions (Shin et al. 2001)

It is a form of knowledge often acquired "on the job"
(Sternberg and Caruso 1985: 146)
Podcasting also has the potential for enhancing informal learning as well as supporting formal and structured learning experiences
informality can lie in the voice of the lecturer, as well as in contributions from students and other people, in varied forms of conversation and discussion
Students' media players can have a double life . . .
. . . . one for entertainment and another for learning
For this valuable transformation to occur, we propose five basic guidelines:
1
Integrate podcasts into online courses with strong links to other activities and resources, especially if they encourage active learning and / or collaboration with others
2
Record them afresh each week and include up-to-date news and feedback
3
Make them partly reusable and recyclable by including some sections that are not dependent on news or feedback from that week
4
Make sure the size is small enough so that they are downloadable onto any mobile device offering MP3 playback, as well as tethered computers
5
For audio podcasts follow a "radio magazine" style  rather than a lecture
For video use images to supplement your audio

7. Contributing students
Peer to peer learning

Reflection is facilitated because students consider content creation as well as discussion of content and then possible modification
Benefits for students with visual impairment and dyslexia
8. Accommodating "different strokes"
Listening is easier than reading:
"listening is instinctual, reading and writing are not"
(Clark and Walsh 2004:5)
Auditory learners "learn best through verbal lectures, discussion, talking things through and listening to what others have to say . . . For those learners, written information may have little meaning until it is heard"
(Sun et al. 2003:4)
9. Moving from entertainment to learning
Research has shown that students clearly differentiate between using their media player as an entertainment device and as a learning tool
Podcasting for learning in universities is pretty easy and cheap - a true "high value, low cost" approach

There are a wide range of intrinsic advantages in trying it in education
http://www.zamzar.com/
Workshops available from CLT 

eLearning - Effective Design
Using technology to enhance group work
eModerating Discussions/Blogs (online)
Social Networking and informal learning
National Digital Learning Repository (NDLR)

http://www.bbc.co.uk/6music/shows/adamandjoe/
AUDIO
Adam and Joe
BBc 6music
http://www.ndlr.ie/
What is a podcast?
A podcast is an audio or video file that can be listened to or watched on your computer or media player

You can create a podcast using free software and microphone
Podcasting in Plain English
Research begs to differ. Students visit lectures to pick up interactions with lecturer and peers. They then use the podcast as revision
Tacit knowledge is defined as knowledge that resides in individuals' experience and actions (Shin et al. 2001)

It is a form of knowledge often acquired "on the job"
(Sternberg and Caruso 1985: 146)
Informality can lie in the voice of the lecturer, as well as in contributions from students and other people, in varied forms of conversation and discussion
What next?
http://tcdpodcasting.pbworks.com/
Sign up to this collaborative environment where you can:
Read support material
Start planning your podcasts
Find useful resources
Upload interesting case studies
You can also:
Liaise with CLT (CAPSL)
Talk to your colleagues
Ask your students
Special thanks to:
Paul Gormley & Michelle Tooher (NUI Galway)

Gilly Salmon & Palitha Edirisingha (Podcasting for Learning in Universities)
http://www.atimod.com/podcasting/lookinside.shtml

Damien Raftery (IT Carlow)

CLT & IS Services (TCD)

NDLR
Podcasting for eLearning
Convert documents to mp3 audio files using this online tool
https://podcast.tcd.ie/users/
VIDEO

Chris Martenson
Crash Course
http://www.chrismartenson.com/crashcourse
How to lessen the cognitive load for your learners
http://www.articulate.com/community/blogdemo/celltower03/player.html