Source: englishwithatwist.com
Audio and video podcasts can provide learning opportunities
when integrated in adult education curriculum. King and Cox (2011) determined that podcasting
provides an opportunity for students to create their own learning opportunities.
Students remain more engaged and critical thinking skills are utilized and
enhanced with the use of digital media such as podcasting (King & Cox, 2011).
The King and Cox (2011) text and additional research
primarily support the benefit of using audio video podcasting as an educational
tool in the classroom. Since the origination of podcasts in 2004, a majority of
podcasts are related to learning and education (King & Cox, 2011). This
increasing trend and use of podcasts in education is essential information for
current and future curriculum development in adult education. The pros of
utilizing audio video podcasts in the classroom far outweigh the negatives.
Some benefits of using podcasts are, “the ability to connect content and creativity;
to build assignments that generate deeper research analysis, and knowledge
construction; and to raise the bar for the next generation of scholars” (King
& Cox, 2011, p. 34). As an adult learner
myself, I firmly believe in the benefit of using podcast as an educational tool.
I like the idea of watching or listening to the podcast when my schedule allows
and as many times as necessary. Since I spend several hours each day in my car,
I also like the idea of listening to a podcast while driving or even at the gym
while walking on the treadmill. Podcasting may benefit online learners by integrating
students socially and academically into university life even though they may be
separated by geography (Lee & Chan, 2007).
Audio video podcasts have negative aspects as well. Higher
education views podcasting as equivalent to lecture webcasting which negates
creative discussion and critical thinking (King & Cox, 2011). For students
that attend live classroom lectures, participation be decline if podcasts of
lectures are made available (Scutter, Stuppens, Sawyer & King, 2010). Listening to podcasts might be considered anti-constructivist
theory which supports the notion that “learning takes place when a learner is actively
engaged in learning activities (Scutter, Stuppens, Sawyer & King, 2010, p.
182).
I must admit that prior to this class, I was unfamiliar with
podcasts. Tonight while preparing my blog, I looked at the apps on my iphone
and noticed a podcast app. I spent a better part of the evening searching all
of the nutrition podcasts that were available and I ended up subscribing to six
of them. I am looking forward to my morning commute so that I can listen to the
podcasts that have already downloaded to my phone. I can see the benefit of
designing a nutrition podcast for my patients. I am looking forward to the
opportunities ahead!
References:
King, K., P., &
Cox, T.,D. (2011). The professor's guide to taming technology :
Leveraging digital media, web 2.0,
and more for learning. Charlotte, NC: Information Age Pub.
Lee, M., & Chan, A. (2007). Reducing the effects of isolation
and promoting inclusivity for distance learners through podcasting. Turkish
Online Journal of Distance Education-TOJDE, 8(1), 85-104.
Scutter, S., Stuppens, I., Sawyer, T., & King, S. (2010). How
do students use podcasts to support learning? Australasian Journal of
Educational Technology, 26(2), 180-191.
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