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Podcasting in an Elementary Setting

CEP 810 SIG Group Presentation
by

Danielle Bigi

on 18 June 2012

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Transcript of Podcasting in an Elementary Setting

Podcasting Video Podcasting Video Webcasting
Video blogging
Videocasts
Vidcasts
Vodcasts

No matter what you call it, this is the ability to add a visual element to an audio podcast. Capturing Video Many teachers have document cameras available. Using the video option and a microphone, a teacher can capture what they are doing in class with the touch of a button. If you own a smart phone, you probably already have the tools to record a video and simply hit a button to send it to the land of You Tube. What do I need a video podcast for? For Students From Students For Other Teachers For The World Directions recorded Sample of work Sharing work, distribute info You can record pictures or video easily using the free program Jing. Whatever you record can be saved to your computer or stored in a cloud and pulled up anywhere, or you can share the link for anyone to watch what you created. What is a cloud? Catie Barber Using Podcasts in the classroom... An experiment... In order to research podcasting I decided to jump right in and have my class do a quick podcast book review for our library website. 1 2 Research In Action The Research Process 1. Introduction of podcasts. For this part I used Audacity to record. our tech integrator sent me a great pdf. that helped me get started with the settings and the basics of recording. A link to a Jing I made of our first podcast in class 3 Conclusions Did the kids like it? See the results of this survey for 5th graders at my school. Most of them were extremely hard graders and saw much potential for self-improvement. I enjoyed seeing the reflection process they experienced. Resources and Samples What is it? What do I do when my podcast is ready to be published? Danielle Bigi 1. Put the podcast on a blog or website 2. Promote the podcast 3. Track comments and listeners 1. Adding a Podcast to a Blog or Website An easy way! Try this!
I recorded students with Audacity and used a document camera to photo students' drawings. Photo Story 3 is available for free. Load photos into Photo Story 3. Add Audacity as the soundtrack. Adjust length of photo duration to match the length of audio. To view a walkthrough, click on the link below to watch. Directions for the creation of a science booklet A student reads a haiku Students record their reading and assembly pictures to show fluency and comprehension. How can podcasts be used
in a school or classroom?
Duane B. Karlin There are 3 types of podcasts, of which any
could could be utilized in a school or classroom. Clip art licensed from the Clip Art Gallery on DiscoverySchool.com This is a sample of one of my student created blogs. There are examples of vodcasting and various other fun projects. Once a podcast is in an mp3 format, it can be added to a host site to get URL for the podcast. There are several free host sites available for use. One of these host sites is http://www.box.net
After this, it can be added to a blog or your own personal website using the URL provided from your host site. 2. Promoting a Podcast It is important for people to know that your new podcast exists. Therefore, you need to promote it so that people will listen to it. 3. Tracking Listeners and Comments A final helpful step when creating a podcast is to have some way to interact with your listeners.
While a podcast does not allow for an instant interaction, it is possible for listeners to leave comments about the podcast using a program called Feedburner. http://www.feedburner.com An example of a rubric for podcasting in groups. You can see that video casting won out as number one! Getting Started Creating & Editing A Podcast Myna ~ A browser based audio recorder and mixer. http://tinyurl.com/3n8eczx Create
& Edit Publish Publishing A Podcast 3) iTunes ~ Requires audio file to be hosted somewhere else and then published on iTunes. Many people use iTunes to access podcasts. To distribute your podcasts through iTunes, take your RSS feed from your host (i.e. PodOmatic or Feedburner) and submit it to iTunes. For publishing: To submit your RSS feed from PodOmatic to iTunes: The Audacity instructions my Tech coordinator gave me. Julie Gill There are three steps. Photo Attribution
Original Image: "feedburner sticker" http://www.flickr.com/photos/indieflickr/200159071/
By: Doctor Hyde
Released Under and Attribution-Share Alike License
http://creativecommons.org/licenses/by-sa/2.0/deed.en Videos created by students can be shared to the world using blogs and You Tube Presentation by:
Ben Bailey, Catie Barber, Danielle Bigi, Julie Gill, and Duane Karlin
CEP 810 - Summer 2011
Group Annotated Resources: http://groups.diigo.com/group/tech_heads
Twitter Hashtag: #cepschoolcast Ben Bailey -- The Video Element What's next? This allows internet users to easily access the podcast and be able to listen to it. It will give students, parents, teachers, or any other interested party a simple way to access each new podcast that students or teachers have created. It will be on a webpage (your blog or website) that they are likely already familiar with and may access on a somewhat frequent basis. Why is this necessary? If you do not put the podcast on a blog or website, no one will be able to access the file you have created Another way to advertise is by putting a podcast icon on your blog or website. There are many different ways to do this, but the most important is giving your podcast the proper tags. This allows listeners to know exactly what your podcast is about before they begin listening. To get the largest number of people possible attracted to your podcast, you can submit it on a podcast search engine like Podcast Directory. http://www.podcastdirectory.com While all of this promotion is great, some teachers may be concerned about privacy. If that's the case, simply provide parents, students, and those that may want to listen a link to your blog or website so that they can listen to it. This will keep the podcast more private. Feedburner allows users to track how many people have listened to a podcast.
Additionally, users can leave comments about a podcast, allowing interaction between the creator and listeners. This can give the podcast creator feedback and some idea of what their listeners may want to hear about next. The first steps to creating a podcast will be to record the audio that you want to feature in the podcast. To do this you will need an audio tool to capture and edit the audio for your podcast. Once you have created and edited your podcast you're ready to move on to the publishing stage! After creating and editing your podcast you will be ready for publishing. There are many reliable options for publishing your podcasts for others to use. Audacity ~ A downloadable sound recorder and editor.http://tinyurl.com/m3prau PodOmatic ~ Record from browser window using a webcam or microphone. You can also record audio through PodOmatic's easy to use wizard. http://www.podomatic.com/help/article/56 Three popular options are: 1) PodOmatic ~ Wizard driven and likely the easiest to use.http://www.podomatic.com/help/articles 2) Blogger ~ Some people are hosting podcasts directly in blogger rather than using a different site such as iTunes or Podomatic. The first type of podcast
would be strictly audio. While improvisational skills might be important if the broadcast was a live performance, podcasts are generally recorded, so there would be less room for unexpected "issues." The second type of podcast is
an enhanced podcast that
uses photos and chapters. An enhanced podcast would enable
students to share a story or provide visualexamples of their work or a work they were discussing. The third type of podcast
students could use is a
video podcast. A video podcast would have the same
components of the first podcast, but
now students would film themselves
presenting their information. So what could podcasts be used for in a school? Podcasts could be used in a school by students and all members of a faculty. For students...
to share their work
for presentations (book reports, sharing a lesson)
to discuss a content area in which they may have extensive knowledge
as an informative "radio" show
to share class or school announcements For teachers...
to highlight student work
to post lecture notes for absent students
for conveying class-related assignment information
for making announcements Also, if the podcast is longer than usual, breaking it into chapters with appropriately labeled titles would enable listeners to tune into the parts that they specifically wanted or needed to hear. This would enable students to become more confident with public speaking as they shared their work with a potentially global audience. To avoid these issues and enable students to produce their best work with fewer tries (or takes), they would begin their podcasting journey by writing out a script. For example, if they were discussing the differences betweeen Greek and Roman gods and goddesses, they would conduct their research and formulate a script about what they wanted to discuss. This would help the students to focus on what they wanted to say in a clear and concise manner. When they had completed this step, they would submit it to their instructor or their peers for editing and critique. Once their script was prepared, rehearsal time would be needed to allow the students time to work out any awkward or tricky sentences. Having students record these early sessions would also give them a chance to listen to their "performances" and decide what worked and what did not work so they could make changes to their final presentation. I borrowed a snowball microphone, downloaded Audacity and read a short tutorial on how to edit Audacity files. I did this in order to prove to myself how easy or difficult the task would be with a group of fifth graders. Here is the process I used and notes about the process. 8. Present to class and email parents. As a class we sat and had popcorn and listened to our podcasts. It was great! They were really surprised at how fun it was! 2. Discussion of what items to include in a podcast book review and examples of written book reviews. How are the written ones different from a podcast? As a class we listened to many different classroom examples of podcasts and talked about each one. I tried to focus the class discussions on quality of voice, pace, enthusiasm and content. 3. Writing of book reviews. In class, timed piece of no more than 2 minutes. 4. Mrs. Barber reads sample book reviews in a variety of voices, speeds,and clarity, students grade with rubric. Using student book reports I read them aloud and gave examples of going too fast, breathing too hard, funny voices (British, cowboy) and no emotion. 5. Recording time in the storage room. We set up a snowball microphone in the storage room and I trained two technicians to run the recording. Students recorded one at a time. 6. Editing time. Removed bloopers and added a little music. 7. Post to the website (try on my blog first). After extensive reading about posting podcasts it was apparent that there were many ways to do this. I really wanted to be able to post with a little slider so the podcast could be played immediately on the blog. But that proved too time consuming. I settled for a link and a download. As a tool for projects podcasting is very effective for oral literacy and writing. It provides a non-threatening medium for students to create dramatic presentations. Many of my students remarked how comfortable they felt just reading and not having to act (we use the FLIP cameras a lot in my class). Next year I would like to try some reader’s theater with students. Verbal projects are especially effective in an international or ELL (English Language Learners) setting as sometimes we concentrate too much on comprehension instead of on fluency and pronunciation. While researching and reading about podcasting I came across many lesson plans that used podcasting, recording and vodcasting as a self-assessment tool for students. After we tried our first project and then listened to the finsihed podcasts, the students assessed themselves, their voices, the quality of the book review, etc.
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