PODCASTING FOR EDUCATORS

Helen Miller

Table of Contents......3 ID Model Rationale ...3 Analysis of the Learning Context.4 Analysis of the Learners5 Plan and Rationale.6 Survey..6 Report of the Data..6 Analysis of Learning Task13 Learning Goals....13 Task Analysis..13 Learning Objectives...13 Assessment15 References.17 Appendix A.18 Appendix B.19 Appendix C.20 Overview...3

Part 1.A. Overview The Washington County, SC school district has contracted SCID Inc. to design an interactive workshop for 160 teachers. The topic of the in-service training will be podcasting for educators. The training will be conducted on the Washington County, SC site with an availability of 40 computers. There are a total of three hours per session and the superintendent would like a follow-up included. The training will be split into two (morning and afternoon) two-hour sessions of 80 teachers paired up each. A one hour follow up will occur at the next in-service training session when teachers will be able to present their podcasts to one another.

1.B. ID Model Rationale In order to keep the learners actively involved we have decided to use ASSURE as a model. According to Gustafson & Branch (2002) ASSURE is an acronym standing for Analyze learner, State objectives, Select media and materials, Utilize media and materials, Require learner participation, Evaluate and revise (p. 23).

We chose this model because it stresses an emphasis on learner participation and is a systematic approach to the design of the course. We believe that due to anxiety some of the more novice computer users may have towards the use of technology that participation will be key to their success. The ASSURE model also places an emphasis on what media and materials will be used which will also be integral to the success of

this workshop. The evaluation of the course will help to further develop this workshop to be more successful in the future.

2. Analysis of the Learning Context

A thorough analysis of the learning context is necessary to ensure success in the podcasting for educators workshop. In an effort to further the use of technology in the classrooms of the Washington County school district the superintendent by recommendation of district technology experts has determined there is a need to introduce podcasting in the classroom. By meeting with a district technology coordinator, and interviewing a sample of teachers and administrators SCID Inc. will be able to learn the following about the learning context: 1. What sort of technology is the school already utilizing? 2. How is technology already integrated in to the classrooms? 3. What are the administrators and teachers expectation for using this new technology in the classroom? 4. What is the technical ability of the teachers in the school? 5. Is technology embraced or feared by the teaching staff? Students? School District? Community? 6. What are the characteristics of the classrooms and what are the typical class sizes? These questions will help SCID Inc. to learn more about the school district, the teachers and the community. The more SCID Inc. knows about the learning environment the

better we can customize the instruction to fit the Washington County School District needs. In order to assess the physical training location a walkthrough of the facility that will be used to conduct the training will assist in making sure there is enough space for the planned 80 participants per session. This will also give SCID Inc. a chance to see what additional technology will be available to the instructor in the form of smartboards, projectors, and other audio/visual equipment. The walkthrough showed that the instructor will have access to an LCD projector, smartboard, and 40 Windows based computers with microphones, and headsets. The final portion of this analysis will be to make sure the computers are adequately prepared for the workshop. 1. Is there broadband access? 2. Will microphones be made available? 3. Do all computers have the necessary ram and disk space for teachers to load Audacity?

3. Analysis of the Learners

3.A. Plan and Rationale We already know SCID Inc. will utilize online surveys to analyze the learners. In order to get as thorough an analysis as possible we will try to get as close to 100% participation as possible, the use of an online survey will make the survey accessible for all teachers. Currently all that is known about the learners is they are all fluent in English and they have varying abilities with computers and technology. The surveys will attempt to

discover general characteristics of the participants such as age, gender, anxiety level, motivations, attitude toward podcasting and technology, interests, level of experience using technology in the classroom, and any physical limitations.

3.B. Analysis Survey A link to a ten-question survey will be sent out from the superintendent via email requesting that all learners participate. Participants will be asked to fill the survey out within seven days. There will be a reminder email sent two days before the due date. Link to Survey (see appendix A for an example of survey).

3.C. Report of the Data The responses to the survey will help SCID Inc. in assessing the prior knowledge, anxiety level and expectations of the workshop participants. There were 145 responses to the survey resulting in an 87% response rate.

General characteristics of the participants were measured. When asked about the highest level of education 97% of respondents had at least a Bachelors degree or higher and only 3% indicating an Associates degree (see figure 3.1).

Of the 145 participants 58% teach at a high school level, 28% teach middle school students, 12% teach at an elementary school level and 6% do not teach (see figure 3.2).

The survey also measured the prior knowledge of participants. When asked if they knew what a podcast is, 82% of respondents knew what a podcast was while 18% did not (see figure 3.3).

The workshop will have to spend minimal time explaining what a podcast is but should include some sort of introduction and explanation as well as resources to learn more for those with little or no prior knowledge regarding podcasts. The comfort level using computers varied amongst respondents. Of the 145 participants 37% felt very comfortable using computers, 27% were comfortable, 31% were somewhat comfortable and 3% were not comfortable at all (see figure 3.4).

Participants were also asked what computer platform they were most comfortable with. Of those who responded 59% use Windows based computers, 40% use Macintosh, and 1% use other (see figure 3.5).

Due to the varying degree of comfort and ability participants should be paired up so those who are more comfortable are working with those who have less ability with

computers to even out the skill sets. The computers being made available for the workshop are PC based but the software being utilized, Audacity, is a free software available for both PC and Mac. Of the 145 respondents 65% have not had experience using Audacity and 34% percent have (see figure 3.6).

Participants experience with Audacity should also be taken into account when putting learners in their groups.

The survey briefly touched on the mental state and attitudes of the participants. According to the results 6% were extremely anxious, 69% were anxious, 6% were somewhat anxious and 17% were not anxious at all (see figure 3.7).

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Due to the number of participants that feel anxiety towards the use of podcasts the instruction should focus on ease of use and learner participation to attempt to relieve anxiety and build confidence. When asked if teachers were looking for ways to integrate podcasts into their classes 44% percent responded true, 13% responded false and 41% responded, I dont know (see figure 3.8).

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When questioned if they enjoyed professional development (PD) workshops such as this one 55% responded yes, 25% responded no and 20% didnt know (see figure 3.9).

Some of the comments regarding what they like about PD workshops were hand on activities, interesting speakers, practical skills that are easy to implement and

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lesson ideas. These results indicate the instruction should focus on hands on activities and practical ideas for implementation in the classroom.

Part 4 . Analysis of the Learning Task

Part 4.A. Learning Goal The learning goal of the workshop is for each person to leave with the introductory knowledge and skill of how to create an audio podcast with Audacity, upload it to their school web pages or blogs, and ideas of ways to use podcasts in their classrooms.

Part 4.B. Task Analysis The Podcasting for Educators workshop will require that participants have basic computer skills, knowledge of how to use the internet, an online web space to utilize (if not, one will be provided) the use of a microphone and headphones or speakers to be able to listen to their work. A task analysis diagram is available for viewing on the web at: Learning Task Analysis. (For big picture diagram see appendix B).

Part 4.C. Learning Objectives The learning objectives are necessary to accomplish the learning goals stated in section 4.A.

Learning

Learning Objective Learners create a Podcast,

Outcome Learners demonstrate

Assessment

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Task

upload it to the web and learn strategies for using podcasts in the classroom.

Procedures, Cognitive learning strategies and Psychomotor skills. Cognitive learning strategy. Use of a procedure, Psychomotor skills. Use of a procedure, Psychomotor skills. Formative observation. Formative observation.

1.0

Develop outline, script or narration for podcast

1. 1

Download and install Audacity

1.2

Plug in Microphone and test

1.2

Start a new project in Audacity

Use of a procedure, Psychomotor skills. Use of a procedure, Psychomotor skills. Use of a procedure, Psychomotor skills, Cognitive learning stragies.

Formative observation. Formative observation. Formative observation.

1.3

Record separate tracks using Audacity.

1.4

Edit tracks and mix them together

1.5

Save file as an mp3

Use of a procedure, Psychomotor skills.

Summative observation. Formative observation.

2.

Locate royalty free (pod safe) music from the Internet.

Use of a procedure, Psychomotor skills.

2.1

Download royalty free (pod safe) music from the Internet

Use of a procedure, Psychomotor skills. Use of a procedure, Psychomotor skills. Use of a procedure, Psychomotor skills, Cognitive learning

Formative observation. Summative Observation. Summative Observation.

2.3.

Take segment of music and create fade in or fade out.

2.4

Integrate music into podcast

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strategies. 3 Use web space or blog to upload mp3 recording to. 4 Podcasts for lectures Use of a procedure, Psychomotor skills. Use of a procedure, Cognitive learning strategies. 4.1 Podcasts for assignments Cognitive learning strategies. 4.2 Podcasting for parents Cognitive learning strategies. 4.3 Locating resources for more ideas on how to use podcasts in the classroom. Use of a procedure, Cognitive learning strategies. Formative Observation. Formative Observation. Formative Observation. Summative Observation. Formative Observation.

Prerequisite Knowledge
1. Possess basic computer skills and understand basic computer terminology. 2. Basic knowledge of using the Internet. 3. Be able to use mouse, keyboard and speak into microphone.

Part 5. Assessment of Learning

The assessment will consist of a informal formative evaluation occurring during the initial workshop and a summative evaluation consisting of a project that will be presented during the follow-up workshop. The formative assessment will be delivered throughout the workshop through feedback from peer partners and instructor feedback. The initial workshop will focus on the skills

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needed to create the podcast and allow for time for hands on practice. The instructor will be in the room and checking in on groups to be assist with any issues or problems the learners are having. This type of assessment will aid the learners in accomplishing their goal of installing and using the hardware and software, and relieving any anxieties the learners may have about asking questions and using new technologies.

The summative evaluation will occur during the follow-up workshop when partners will present their podcasts to their peers via an online website or blog. There will be a two week time period in which learners will need to create a podcast with their partner (See appendix C for rubric). After presenting and reviewing the podcasts of their peers learners will be able to self-asses themselves, and learn from the ideas of their peers how to use podcasts in their classrooms.

At the conclusion of the workshop learners will be asked to fill out an anonymous survey indicating what they learned and how they felt about the training session before they leave. This survey will aid SCID Inc. in improving future training sessions by pointing out the strengths and weaknesses in the workshop. Assessments will be reported to the Washington County School District for review.

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References

Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (Fourth ed.). Syracuse University, Syracuse, New York 13244: ERIC Clearinghouse on Information & Technology.

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Appendix A.

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Appendix B.

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Appendix C Final Podcast Rubric

Excellent 90-100% Topic Creative with good classroom application Moderate 80-90% Creative but not necessarily appropriate for classroom applications Audio Great sound. Sound is good, but could be improved Posting to Internet On website or blog, easily accessible. On website or blog, but difficult to navigate and listen to. Not on the website or blog Inaudible Insufficient 0-70% Not Creative, not for the classroom.

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