Ebook Podcasting For Learning In Universities

Podcasting for Learning in Universities details several examples of research to practice for the successful use of podcasts in Higher Education, drawing from studies in the UK, Australia and South Africa. The book offers a practical transferable model and guidelines for integrating podcasts in higher education contexts. There is a dedicated website at www.podcastingforlearning.com with further links and examples. "The sheer range of ideas for using podcasts shown by the case studies, will hopefully spark off a number of ideas for ways in which practice in one subject can be re-used in another. Case studies covering reflective learning, active learning, students voices, fieldwork, distance learning and learning transferable skills, show that podcasts are flexible enough as a medium to deliver effective learning outcomes regardless of the subject." ESCalate, 2nd October 2008. To read more of the ESCalate review click here. "This book is exactly what is required for a wide range of potential readers - it is practical, yet derived from research; it is focused on student learning, yet has a technical component; it is leading-edge, yet it draws on many case studies." Professor Robin Mason, The Open University, UK "I recommend this book to all academics in higher education." Peter Bullen, Ford Professor of Automotive Engineering, University of Hertfordshire, UK "This book shows how podcasts can help transform the teaching and learning experience in Higher Education...a blueprint for podcast use." Professor David Nicol, University of Strathclyde, Scotland "The students' views are represented strongly throughout the book, which helps to make it a compelling and extremely worthwhile read." Dr Linda Creanor, Glasgow Caledonian University, Scotland "Finally, a Podcasting Bible for education!" Mazlan Hasan, Senior Instructional Designer, National Institute of Education, Singapore "The 10-step pedagogic model for developing podcasting provides an essential step-by-step guide for anyone venturing into this area for the first time." Richard Wallis, TwoFour Learning "After reading this book, I am attracted to offering another flexible learning choice. Podcasting affords active learning whether individual, cooperative or collaborative contributions, either formal or informal." Denise Nelson, Course Designer, SIAST Virtual Campus, Canada Contributors: Marialuisa Aliotta, Simon Bates, David Bell, Keith Brunton, Chris Cane, Annette Cashmore, Claire Chambers, Brian Cox, Chris Dennett, Stuart Downward, Palitha Edirisingha, John Fothergill, Derek France, Martin Jenkins, Mark J. W. Lee, David Livingstone, Jo Lonsdale, Kenny Lynch, Raymond Macharia, Matthew Mobbs, Richard Mobbs, Nick Mount, Dick Ng'ambi, Ming Nie, Chris Ribchester, Libby Rothwell, Gilly Salmon, Nick Short, Adam Stevens, John Traxler, Belinda Tynan and Kim Whittlestone.

"Few other technological developments have the same potential for transforming teaching and learning as podcasts … This step by step guide can help the fledgling podcaster take the first few steps to using podcasts and can encourage those already dabbling to improve their practices by understanding underlying principles … I can only urge you to give it a go." Dr Stephen Gomez, National Teaching Fellow and Principal Lecturer, University of the West of England, UK "With podcasting now really taking flight, this highly practical book is just what teaching practitioners need. It is refreshingly accessible in its use of language, making it suitable for those of us that don't know our vodcasting from our podcasting." Dr Gwen van der Velden, Director of Learning and Teaching Enhancement, University of Bath, UK "Podcasting is now at a tipping point and ready to provide universal 24/7 access to learning. This book provides the background and an invaluable "how to" guide … It deserves to be in every library and faculty office." Dr Bill Ashraf, Director of Technology Enhanced Learning, University of Sussex, UK "Given the dominance of text-based formats, this timely book demonstrates that media-diversification is a MUST.." Dr Thomas Hülsmann, Program Director of the Master of Distance Education (MDE), Carl von Ossietzky University Oldenburg, Germany "'Podcasting made easy' - does that sound like a contradiction in terms? Well now you don't have to struggle with the technicalities because this book really does describe how easy it is to create and utilize podcasting in teaching … I thoroughly recommend it…" TingTing Zeng, Learning Technologist, Imperial College, UK "While the book is a mine of information, both pedagogical and practical, it is the hands-on aspect that captured my heart. Clearly written by experts, the process of creating podcasts is described in an easy-to-understand, practical way that is accessible to novice and experienced podcast author alike … If you've been toying with the idea of podcasts, this is for you. If you've tried the basics and want to go the next step, this is for you. How to create Podcasts for Education will not merely be on your bookshelf; I predict that it will be well-thumbed!" Ruth Brown, Academic Developer, Learning and Teaching Enhancement Unit, London South Bank University, UK Further information on the theory and practice of podcasting can also be accessed on the dedicated website at www.podcastingforlearning.com.

Education and Technology for a Better World was the main theme for WCCE 2009. The conference highlights and explores different perspectives of this theme, covering all levels of formal education as well as informal learning and societal aspects of education. The conference was open to everyone involved in education and training. Additionally players from technological, societal, business and political fields outside education were invited to make relevant contributions within the theme: Education and Technology for a Better World. For several years the WCCE (World Conference on Computers in Education) has brought benefits to the fields of computer science and computers and education as well as to their communities. The contributions at WCCE include research projects and good practice presented in different formats from full papers to posters, demonstrations, panels, workshops and symposiums. The focus is not only on presentations of accepted contributions but also on discussions and input from all participants. The main goal of these conferences is to provide a forum for the discussion of ideas in all areas of computer science and human learning. They create a unique environment in which researchers and practitioners in the fields of computer science and human learning can interact, exchanging theories, experiments, techniques, applications and evaluations of initiatives supporting new developments that are potentially relevant for the development of these fields. They intend to serve as reference guidelines for the research community.

In recent years there has been increasing use of virtual worlds in Higher Education, particularly in Second Life. This practical handbook is a pedagogically-informed text that guides staff in the use of Second Life in the fields of further and higher education. The book has been designed to support teachers who want to use Second Life and provides both an overview and a detailed consideration of the opportunities this immersive world offers for teaching, learning, assessment and research. To assist readers, Maggi Savin-Baden has included: A glossary of terms Details of challenges and mistakes to avoid Examples of good practice Links to websites and other sources of help This book is designed both for those new to Second Life as well as those with experience of teaching in virtual environments. It will help teachers to progress from getting started with Second Life to developing their teaching within the environment.

Intended for educators of various levels and disciplines who want to understand the Internet tools and learn how to use them effectively in the classroom, this work offers advice on how teachers and students can use the Web to learn more, create more, and communicate better.

The use of Academic Podcasting Technology and MALL (Mobile Assisted Language Learning) is reshaping teaching and learning by supporting, expanding, and enhancing course content, learning activities, and teacher-student interactions. Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes shares innovative and pedagogically effective ways to improve foreign language education by identifying the instructional uses and benefits of academic podcasting technology and MALL in foreign language acquisition. These include instructional uses, students? perceived learning gains, how instructors can use/have used the technology (successes and challenges), study abroad experiences with the technology, pedagogical impact, and economic perspectives on its use.

How do you tell the story of a feminist education, when the work of feminism can never be perfected or completed? In A Sentimental Education, Hannah McGregor, the podcaster behind Witch, Please and Secret Feminist Agenda, explores what podcasting has taught her about doing feminist scholarship not as a methodology but as a way of life. Moving between memoir and theory, these essays consider the collective practices of feminist meaning-making in activities as varied as reading, critique, podcasting, and even mourning. In part this book is a memoir of one person’s education as a reader and a thinker, and in part it is an analysis of some of the genres and aesthetic modes that have been sites of feminist meaning-making: the sentimental, the personal, the banal, and the relatable. Above all, it is a meditation on what it means to care deeply and to know that caring is both necessary and utterly insufficient. In the tradition of feminist autotheory, this collection works outward from the specificity of McGregor’s embodied experience – as a white settler, a fat femme, and a motherless daughter. In so doing, it invites readers to reconsider the culture, media, political structures, and lived experiences that inform how we move through the world separately and together.

“This is a timely and important book which seeks to reclaim universities as places of learning. It is jargon free and forcefully argued. It should be on every principal and vice-chancellor's list of essential reading.” Jon Nixon, Professor of Educational Studies, University of Sheffield The ability to have or to find space in academic life seems to be increasingly difficult since we seem to be consumed by teaching and bidding, overwhelmed by emails and underwhelmed by long arduous meetings. This book explores the concept of learning spaces, the idea that there are diverse forms of spaces within the life and life world of the academic where opportunities to reflect and critique their own unique learning position occur. Learning Spaces sets out to challenge the notion that academic thinking can take place in cramped, busy working spaces, and argues instead for a need to recognise and promote new opportunities for learning spaces to emerge in academic life. The book examines the ideas that: Learning spaces are increasingly absent in academic life The creation and re-creation of learning spaces is vital for the survival of the academic community The absence of learning spaces is resulting in increasing dissolution and fragmentation of academic identities Learning spaces need to be valued and possibly redefined in order to regain and maintain the intellectual health of academe In offering possibilities for creative learning spaces, this innovative book provides key reading for those interested in the future of universities including educational developers, researchers, managers and policy makers.