USF College of Education joins the podcasting revolution by offering video lectures for download.
http://www.coedu.usf.edu/main/Submitted by: Gloria Schramm
The years 2002-2007 brought with it fast moving technology, from podcasts to internet presidential campaigns to myspace. I believe the technology with the most impact on distance education is podcasting. Dave Winer, developer of the Really Simple Syndication (RSS) format released a new version of RSS in September 2003 that supported audio and video blogs in addition to text-based blogs. By February 2004, the term “podcasting” was born. Today podcasting is used by industry and academia alike. The learner does not need to have an iPod, the podcast can run directly on the computer. Using an iPod to watch and/or listen to a course gives new meaning to “just in time” learning.
As a long time iPod user, I would relish the opportunity to multi-task while I listen to a class lecture or work-related information, such as a white paper.
A recent example of academic use spotlights a USF Special Education student teacher who designed an audio/visual test using the Notes feature of the iPod. This test allowed the special education students to listen to the test questions and read them at their own pace while they remained in the classroom with the other students. The Notes feature in combination with podcasting can be a tremendous boon to distance education. As with any innovative technology, the criteria for instructional design standards must be re-evaluated for use in this medium.
Comments:
DistEd (June 4, 2007. 03:06pm)
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The years 2002-2007 brought with it fast moving technology, from podcasts to internet presidential campaigns to myspace. I believe the technology with the most impact on distance education is podcasting. Dave Winer, developer of the Really Simple Syndication (RSS) format released a new version of RSS in September 2003 that supported audio and video blogs in addition to text-based blogs. By February 2004, the term “podcasting” was born. Today podcasting is used by industry and academia alike. The learner does not need to have an iPod, the podcast can run directly on the computer. Using an iPod to watch and/or listen to a course gives new meaning to “just in time” learning.
As a long time iPod user, I would relish the opportunity to multi-task while I listen to a class lecture or work-related information, such as a white paper.
A recent example of academic use spotlights a USF Special Education student teacher who designed an audio/visual test using the Notes feature of the iPod. This test allowed the special education students to listen to the test questions and read them at their own pace while they remained in the classroom with the other students. The Notes feature in combination with podcasting can be a tremendous boon to distance education. As with any innovative technology, the criteria for instructional design standards must be re-evaluated for use in this medium.
http://en.wikipedia.org/wiki/History_of_podcasting#Podcast_timeline
http://www.coedu.usf.edu/main/spotlight/spotlight_papke.html
Submitted by: Gloria Schramm