Ideas Group 1 (A-B)

Please develop any of the ideas here either by changing them or adding to them. If the ideas leave you asking questions... ask them! Leave your name and contact information at the bottom of the page so you can be added as a contributor please.

001 Title: Diary of a 'nobody'
Each student keeps an audio diary, which acts as a formal record of learning and formative, self-assessment. The diary is shared with the tutor keep.
Some questions:

002 Title: Talking textbook
no information yet
Some questions:

003 Title: Welcome to our world
Induction audio podcasts
Induction audio podcasts for students entering HE/FE who are often bombarded with information. Much of this information can be recorded as audio podcasts so that they can be downloaded to MP3 players and revisited at the student's leisure - an informal approach is popular with students and may help reduce anxiety during induction.
Some questions:

004 Title: Expert Speak - The Pro will Know!
Educational podcasts do not need to be limited to the voices available within the organisation. Experts and specialists in particular fields can contribute too, assisting with practical information and giving insights into their professional life and this can also forge community links.
Some questions:

005 Title: Media faces up
Video podcasts of sample genres from television (e.g. gameshows) are used to teaches the basics of media production and are made by media technicians and/or students. In this approach a lot of video production goes on amongst the Media students. There is a great potential for publishing on the Web.
Some questions: Is this an approach that could reasonably be used with non-media students? Howe much time is required by the students involved in designing and producing these and do they work together - if so, how?

006 Title: Art for Art's Sake
Art subject areas can produce videos of exemplar work. To act as a prompt for students to see expectations and opportunities for development of their work.
Some questions: Presumably this approach could be taken with students involved in producing any visual artefacts? This could work as audio with embedded images too - do you agree?

007 Title: A Word in Your Ear Please
1-2-1 recorded feedback from staff for students. The recordings are informal and personalised and produced using Audacity and then emailed to each student at the end of assessment. Staff tend to give more orally than in written feedback. The benefits are a more personalised approach that develops relationships and is not scrawled.
Some questions: There are several contributions that feature ideas for audio feedback, so I may try to do a section on this. Do you have any specific examples of this at LJMU? If so how have these gone? What have students said? Has anyone written about them? What is the context (subject, ICT skills of staff and students, pedagogical philosophy, etc, etc)?

008 Title: Campod (Campus Podcast)
A student 'magazine' podcast intended for other students in general. Produced by students, especially where it draws upon and aids the development of existing expertise, e.g. Journalism students. The podcast episodes are made up reports that interest them.
Some questions: Individual report files or an episode of 30/40 minutes featuring a variety of voices and topics? Similar to the talking newspaper for the blind that I am involved with

009 Title: no title yet
Any group presentational practice can be mapped across and developed as a podcast with benefits that include learning through collaboration, debating and negotiating skills, as well as the development of technical skills.
Some questions:I'm not sure what you mean here by 'mapped across' - do you mean something like 'Podcasting can provide a useful option for the production and distribution of student presentations'?

010 Title: Look who's talking too! Talk Radio
I Intended for students studying Film Criticism. Using Wimba discussion board staff start an audio discussion and ask students to then contribute to the discussion.
Some questions: Could you explain a little more about Wimba discussion board for readers who would not be familiar with it, e.g. would it be enough to say something like 'an asynchronous audio discussion board used by student and tutor participants'?

Are the conversations sometimes synchronous? Is this a tool that could be used by people wishing to release a regular discussion based podcast?

131 Title: How Great Am I!
A student self-assessment podcast made by the student for both the tutor and themselves. The student completes a self-assessment each time they hand in an assignment. The benefits are that this can be more flexible and easier to understand than writing.
Some questions: I like the idea of using audio for making reflective notes. Listening back to your own mind working is a very rewarding way of checking progress.
132 Title: Listen to yourself
The dyslexic learner records reflections instead of writing them enabling the student to focus on the reflective process rather than the difficulty of writing.
Some questions:




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