Podcasting

A world in your ear: Podcasting in the classroom Author: Stephen Fessey CLC Manager: Mohammed Ishaq

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CONTENTS FOREWARD 2

Podcasting in the Classroom

ABSTRACT 3

Stephen Fessey

INTRODUCTION 4 BACKGROUND 5 MAIN REPORT 6

FOREWARD

CONCLUSION 11 REFERENCES 12

Central Birmingham City Learning Centre is proud of the work it does with its network schools and wider partners. We are constantly testing new technologies and their potential use in education and using established technologies in new and innovative ways.

Technology, by its very nature, is a constantly changing force and the pace of change today is as fast as ever. Emerging web technologies and online learning will shape education in the future and it is essential that these developments are used for sound pedagogical reasons.

We have been at the forefront of researching technologies and passing that research on to schools and partners since we opened in 2002. Our aim is to provide clear guidance on practical classroom use with an understanding of the issues involved in school.

The research undertaken by Central Birmingham City Learning Centre is designed to help teachers and to directly influence their practise. It is hoped that this report will inspire you and create exciting learning opportunities for pupils.

Mohammed Ishaq Central Birmingham CLC Manager

“Podcasting is best kept simple”

ABSTRACT This research looks at the use of podcasting in the classroom. It results from numerous sessions at CBCLC where staff taught pupils and teachers to podcast. This document brings together and shares the best practice that was generated. Podcasting became a focus for CBCLC because: - It is an engaging tool for learners - It can be used with all ability levels - It is particularly suitable for EAL learners - It is an ideal tool to be used in cross-curricular projects as recommended in the Secondary National Strategy CBCLC ran approximately 12 sessions with pupils and 4 sessions with teachers where podcasting was taught and then used by the pupils/teachers. In these sessions different software and hardware was evaluated.

“Podcasting is another tool for classroom engagement and is extremely

1 INTRODUCTION Central Birmingham City Learning Centre (CBCLC) is increasingly asked to run podcasting sessions for classes or training for teachers. During the course of the academic year 2007/8 Central Birmingham CLC ran several sessions using various packages (on PC and Mac) until we settled on a format that was workable, easy to use and versatile for all the schools we work with.

versatile.” This report outlines the key findings of our research into podcasts and presents it in a practical way for the classroom teacher. It is hoped that the report will help teachers to use podcasts in their own classroom and to create their own. Podcasting is another tool for classroom engagement and is extremely versatile. They are particularly useful in “enlivening” dry topics and are a natural fit into primary schools, the new Key Stage 3 strategy [DCFS, 2008] and the trends of 14-19 education.

Teachers looking to use podcasts can: 1. Download existing podcasts 2. Edit existing podcasts 3. Create new podcasts 4. Have pupils create new podcasts. It is hoped this report might inspire teachers to experiment with podcasts and to create their own.

“Because podcasts are so much a part of children’s lives they tend to respond positively to them.”

2. BACKGROUND Despite fears of the demise of radio, listening figures have actually increased in recent years, the main reason being the boom in podcasts and online radio [Plunkett, 2007] Podcasts are part of many children’s lives who subscribe to regular podcasts or download occasional episodes.

Podcasts are becoming increasingly used in education as revision aids and innovative presentations. Because podcasts are so much a part of children’s lives they tend to respond positively to them. There are several internet services that host podcasts, some for free and some charge a fee. KEYWORDS:

A podcast can best be thought of as a radio programme and it can take the form of anything radio can achieve: a music show, a play, a talk show, discussion etc. The reason they are called podcasts is that the programme (or broadcast) can be downloaded as an MP3 file and put onto your MP3 player to listen back to later. The market leader in MP3 players is the Ipod - hence “pod cast”.

It is this “anytime anywhere” feature which makes podcasts so popular [Deal 2007]. Most BBC radio programmes end with words similar to: “ and if you missed that programme visit our website to download the latest episode.”

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PODCAST: An audio broadcast that has been converted to an MP3 file or other audio file format for playback in a digital music player or computer. HOST: A Web host is in the business of providing server space, Web services and file maintenance for Web sites controlled by individuals or companies that do not have their own Web servers. MP3: (MPEG Audio Layer 3) An audio compression technology that compresses CD-quality sound by a factor of roughly 10, while retaining most of the original fidelity; for example, a 40 MB CD track is turned into a 4 MB MP3 file.

3. PODCASTING IN THE CLASSROOM

Suggested websites to sample podcasts:

3.1: Existing resources

http://www.podbean.com/

Perhaps the most useful way of starting with podcasts is to explore what is already published on the internet.

http://www.podcast.net/

For the most part podcasts are an “amateur” affair produced at home by enthusiasts and covering their favourite music, hobbies or interests. There are lots of sites that host these podcasts and you can easily search or browse through them. It’s worth pointing out though that because these sites are open to all the content cannot be fully checked for use in the classroom. Usually content that is overly offensive is cut after complaints but teachers are advised to check out podcasts before using them in the classroom and to use discretion when allowing pupils to browse through them individually.

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http://podcast.com/ http://www.bbc.co.uk/radio/ podcasts/directory/

“Podcasting is all about simplicity and lo-tech solutions.”

3.2: Creating a podcast 3.2.1: Technology used There are numerous ways to create a podcast. CBCLC has trialled a number of different methods, outlined below. To begin with, CBCLC invested in “radio kits” which were distributed to partner schools. These consisted of a mobile desk, computer, mixer, music keyboard, MP3 player, headphones and microphones.

As a result we moved towards podcasts, created using low cost headphones with a microphone attachment. These have proved highly successful. They focus pupil attention and allow real independent work. A drawback is that only one pupil can hear the audio at a time. Headphone splitters would help solve this problem. 3.2.2: Software used

CBCLC have used a variety of software to record podcasts. There are two which have proved This kit could then be set up in a most effective: Garageband on quiet area to be used to record Mac computers and Audacity on “live” discussions with the microphones or to edit recordings. PC. Whilst the kit was effective, particularly at creating a “professional air” which engaged pupils quickly, it was relatively costly. Podcasting is all about simplicity and lo-tech solutions.

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Garageband is a Mac-only program that is graphically attractive, easy to use and creates a professional product. Users are able to include music loops and sound effects from a vast number available with the program.

Garageband also allows the freedom to add video content if users want to take a plunge into vod casting (like pod casting but with images/video). More information can be found on Apple’s site at: http://www.apple.com/ilife/garage band/ Audacity is a free, open source sound editor and is the software we use when podcasting on the PC. It is simple to use and recordings can be easily trimmed and edited. Projects can then be exported as an MP3 - the standard for podcasting. More information can be found at: http://audacity.sourceforge.net/

Footnotes

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The screen shot on this page gives an idea of how Audacity works when sound is recorded it shows as a wave form which can then be trimmed easily. When the user records another piece of sound it appears as a new wave form underneath the existing one. Recordings can then be shifted around to make a time line. As Audacity is free CBCLC recommends that schools download and install it across their network. As a learning tool it is versatile and can be used creatively by teachers. With both pieces of software and with podcasting in general CBCLC recommends using Soundsnap to find sound effects. This is a free online sound library that allows people to share and download samples in the most common audio formats. http://www.soundsnap.com/

“Publishing a podcast should be easy.”

3.4: Subscribing to a podcast

3.3: Publishing a podcast

Once uploaded to a hosting service podcasts can be accessed and downloaded by anyone (or restricted users if it is a private podcast). As long as the person knows the web address of the Published podcasts need to be podcast they can listen hosted by a hosting service. CBCLC trialled the use of several to/download the MP3. hosting services including: Increasingly though users are subscribing to podcasts. This http://www.jellycast.com means that users do not need to http://www.podcastfm.co.uk keep checking a website to see if CBCLC now uses podbean.com to a new podcast has been updated. host podcasts and to train staff. It is a flexible and free service that To do this, a user needs to use an RSS Reader. All podcasts contain also allows for blogging and the RSS data which contains addition of video. It also allows for podcasts to be made private if information on the podcast. The RSS Reader will show that data. necessary. Publishing a podcast should be easy. Like recording it should be quick and users should be able to share content straight away.

There are two types of RSS reader:web-based and programme based.

http://www.podbean.com/

In terms of web-based RSS Reader CBCLC recommends Google Reader. For a programme based RSS Reader CBCLC recommends the built in features of either Firefox internet browser or Internet Explorer 7.

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Because of the ease of podcasting many pupils are now creating Podcasting is a relatively new tool them [Ishizuka, 2005]. With for education and research on its both software titles highlighted in benefit is sparse but emerging section 3.2.2 it is an easy process [e.g: Abtl and Barry, 2007]. to create a discussion, talk show, radio play, soundscape or any Podcasts are being used in two other type of podcast. main ways: teacher created content and pupil created content. Ideas for podcasts include: - a local survey Teachers are beginning to use - an audio tour of the school podcasts for revision purposes - an interview with their family and to help students who are - create an audio resource for absent. These podcasts work very visually impaired users well when the lesson is in a - foreign language podcasts “lecture” style format [Seattle - storytelling Times, 2005]. - music shows 3.4 Podcasting in the curriculum

Podcasts can - and should - be more creative though. Teachers are beginning to use podcasts as lesson starters and discussion points.

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Of course, Podcasts are an ideal way to work collaboratively and to use higher order skills of evaluation.

“Teachers and

4. CONCLUSION

pupils can use

CBCLC has seen a steady increase in the number of teachers coming to the centre for podcasting training. Teachers in our network are following the global trend [New York Times, 2005] by making podcasts that are innovative and educational.

podcasting to create genuinely innovative and educational content”

There are countless ways to create and publish podcasts but CBCLC has found that it is best to choose one method and use that across all curriculum areas; the software and hardware recommended in this report would be suitable across all subject areas. Although there are numerous tools and site available, CBCLC is able to recommend Garageband and Audacity as software to create podcasts and Podbean to host them.

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In general it was found that podcasting is best kept simple with podcasts working well when they are short and precise. A clear purpose (revision, discussion etc) is needed. Podcasts were seen by teachers as a valuable educational tool and by pupils as engaging and fun. It is clear that as online learning takes a bigger role in education [Downes, 2007] that educational tools such as podcasts, blogs and wikis will become increasingly important. Teachers and pupils can use podcasting to create genuinely innovative and educational content. Combined with a sound pedagogical purpose they have the ability to transform lessons and learning.

REFERENCES Abt1, Grant and Barry, Tim “The Quantitative Effect of Students Using Podcasts in a First Year Undergraduate Exercise Physiology Module” http://www.bioscience.heacademy.ac.uk/journal/vol10/beej-10-8.htm December 2007 DCFS, “Secondary National Strategy” http://www.standards.dfes.gov.uk/secondary/keystage3/ April 2008 Deal, Ashley “Podcasting: A Teaching with Technology White Paper” http://connect.educause.edu/files/CMU_Podcasting_Jun07.pdf April 2007 Downes, Stephen “Learning Objects, Metadata, Blogs And RSS: The Future Of Online Education” http://www.masternewmedia.org/news/2004/12/12/learning_objects_me tadata_blogs_and.htm 2007 Ishizuka, Kathy “Tell Me a Story A media specialist promotes reading with podcasts” http://www.schoollibraryjournal.com/article/CA6253062.html 2005 New York Times, “New Tools: Blogs, podcasts and virtual clssrooms” http://chatt.hdsb.ca/~magps/boylit/New%20York%20Times%20podca st%20article.pdf 2005 Plunkett, John “People listen more and more via mobiles, digital TV and the net” http://www.guardian.co.uk/media/2007/apr/30/mondaymediasectio n.radio April 2007 Seattle Times, “Teachers see iPods as educational tool” http://seattletimes.nwsource.com/html/education/2002571859_pods chool20.html 2005

About the Author Stephen Fessey has taught for eight years and has used ICT in his lessons and planning across many curriculum areas. His work at Central Birmingham City Learning Centre has allowed him to expand and develop this interest by using state-of-the-art equipment and sofware. This work is then shared with teachers and educators across the centre’s network. Stephen is currently pursuing a Masters in Education focusing on Elearning. About Central Birmingham City Learning Centre CLCs were set up to be innovative practitioners of ICT and therefore most of what we provide has an ICT focus. Central Birmingham City Learning Centre is a state-of-the-art technology centre set up for the benefit of central Birmingham schools. Our key work is with pupils and staff. We offer sessions and work with departments on most curriculum areas and to most Key Stages. We also offer a varied CPD programme.

Central Birmingham City Learning Centre Naseby Road Alum Rock Birmingham B8 3HG tel: +44 (0)121 464 8106 fax: +44 (0)121 464 8107 e-mail: [email protected] www.parkviewclc.bham.org.uk

Creative Commons All rights reserved; Central Birmingham CLC has an open access policy which encourages circulation of our work, including this report, under certain copyright conditions - however, please ensure that Central Birmingham CLC is acknowledged.