Categories
Teaching

Considerations for Podcasting as a Higher Education Assignment

My Podcast Set I

This morning, I’m doing a quick scoping of the teaching and learning resources related to using Podcasts as an assessment tool in the Higher Education classroom. The intended outcome of this environmental scan is to see what the evidence suggests as best practice for designing and facilitating Podcasting assignments. My sources are varied, from Blog posts to peer-reviewed journals (see the bottom of the post for relevant links to the literature).

Initial reactions

Generally speaking, the literature describes students as reacting positively to Podcasting as an assignment type in their course.

Curiously, much of the peer-reviewed literature around Podcasts seems to “peak” at the end of the oughts. Google’s trend data using the search term “Podcast” appears to support this: an explosion of searches for Podcasts, which reaches its relative peak in 2006 ((Curiously, there’s another peak in December 2014 which Google attributes to the Serial Podcast)). If this is the height of the Podcast hype, then it’s not surprising to see papers start to appear in the closing years of the 2000s reporting on the use of Podcasts in the higher ed classroom. But Podcasts, as an assessment type, seems to have moved along the educational technology “hype cycle“.

Rather than work that describes the use of Podcasts as a kind of assessment, I’ve noticed more research on the use of Podcasts as:

  • a kind of instructional technology (e.g. recording lectures as making them available as Podcasts) and
  • a way to provide student feedback.

Can’t help but think there’s an opportunity here for some kind of introspective and retrospective look at eLearning, using Podcasting as a case study.

Design & facilitation considerations

So, without further ado, here’s what people have said about creating Podcast assignments:

Design

  • It will take students more time to produce their Podcasts than you initially imagine.
    • Limiting the length of the Podcast can limit the scope of production and, subsequently, time.
  • Consider if it is a group assignment or an individual assignment: if creating Podcasts for the first time, students want to be able to troubleshoot tech issues with peers rather than feeling it’s up to them to solve their problems.
  • To help tackle the scope of the project, and help with the technical side of things, consider scaffolding Podcasting assignment: break down the Podcast production into discrete steps and have students submit these along the way, in addition to the final version of the Podcast.
  • Is the Podcast a means to an end or an end itself: are you assessing the quality of production or the quality of ideas?
    • Consider providing explicit direction on the amount of time student should spend on post-production.
    • Reflect this in the assignment rubric.

Podcasting as a skill

  • Don’t assume that the “digital natives” in your class know what tools to use to create Podcasts, or, how to use the tools: Podcasting is a skill and they need to be taught that skill.
    • Having exemplars of other students’ Podcasts can help student grasp the expectations and scope of the assignment; or, create an example yourself.
    • One suggestion is to consider creating a Podcast as a live demo in-class: it can set students at ease and can demystify the production process.
  • Make use of your campus’ technology resources when introducing the assignment; having the appropriate campus support introduce the tools and how to use them is a great first step but…
    • Be prepared to devote class time to addressing on-going technical issues.
    • Don’t assume that there is sufficient campus resources to offer individualized support for each group or individual in your class.
  • Keep the tools inexpensive and simple: Garageband (OSX & iOS, $5) or Audacity (Windows, Linux, OSX, Free) should suffice for production.

Evaluation

Other considerations

  • Who is the audience for the Podcast? Have a clear notion of who the intended audience is and be able to communicate that to students.

Podcast Resources

As an assessment tool

Podcasts as an assessment tool in Higher Ed (Blog Post, 2013)

Student Thoughts about Podcasting Assignments (Blog Post, 2012)

Four Mistakes I Made when Assigning Podcasts (Blog Post, 2012)

Can Creating Podcasts be a Useful Assignment in a Large Undergraduate Chemistry Class? (Conference Proceeding, 2010)

Podcasting (Blog Post, 2010)

As a feedback tool

Reflections on using podcasting for student feedback (Article, 2007)

It was just like a personal tutorial: Using podcasts to provide assessment feedback as an instructional tool (Conference paper, 2008)

As an instructional tool

Podcasts and Mobile Assessment Enhance Student Learning Experience and Academic Performance (Article, 2010)

The value of using short-format podcasts to enhance learning and teaching (Article, 2009)

The effectiveness of educational podcasts for teaching music and visual arts in higher education (Article, 2012)

Categories
Support

Logitech Professional Presenter R800 and Yosemite (OS X 10.10)

Though not officially supported on OS X by Logitech, I followed these instructions and can confirm that the R800 works in OS X Yosemite with PowerPoint (for Mac 2011).

Categories
Birding research

Using Radar to predict Bird Migration

1447 NEXRAD dome with clouds
Creative Commons License photo credit: kbaird

In my dissertation, I take some time to talk about the use and adoption of recently-available technologies (specifically digital cameras to take pictures of birds, nexrad radar to predict migration and the Internet to share bird sightings) by birders. I call the products of these technologies (so, the digital pictures, radar images & postings) “digital objects” that mingle with us (thanks to the recent proliferation of Smart Phones, for example) in more and more places. This movement to digital objects promises to change (and already has) how birding is done.

I enjoy the interpretation of New Jersey radar images that David La Puma does at Woodcreeper during the spring and fall migration. It was his website that really got me thinking about how birders might use these images in their practice. David recently posted that this work is, at best, interpretive after (it appears) some birders on the New Jersey birding listserv suggested that his forecasts were imperfect.

This back-and-forth neatly illustrates my concerns with the forecasts. As I write in the dissertation, field birders try hard to predict the unpredictable nature of birds. In my work, this meant that many field birders that I chatted with often spoke about winds from the north and cold-fronts associated with migrating birds. In this regard, birding connects the humans doing it to the world beyond the simple presence / absence of a bird. In short, its a kind of ecological knowledge. But it’s not perfect. And birders can go out and see nothing, or go out expecting nothing and stumble into some migratory bird biodiversity bonanza. The unexpected nature of the activity, birders reported to me, was part of the appeal of birding.

I, however, write:

Access to these radar images subtly re-frames the field birding experience. Now that birds’ presence can be predicted, there can be less motivation to go out birding on a morning that the radar shows has had little migration activity. While radar is not a discrete enough tool, if you will, to identify the species of birds that are migrating, it is one step towards removing the unexpected. Radar’s use as a prediction tool is an attempt to domesticate—bring further under human control—part of the act of watching birds. Figure 5, the radar image posted at Point Pelee [National Park, located in Southern Ontario and a migratory hotspot], is [hand]-titled “Image of the BIRDS”. That emphasis on birds (underlined and in caps) gives the impression that somehow these images are offering an objective truth about migrating birds.

And this is where the New Jersey birders appear to have got confused. As David writes in the post, “you begin to understand that predicting birding conditions based on weather and radar is both an art AND a science (with art trumping science under conditions where the predictive properties of weather or radar decline).”

I would further David’s caution about the interpretive nature of nexrad images by encouraging birders, if they are interested in using this tool, to learn to make interpretations of the imagery themselves. Again, from my diss:

While interpreting radar images is not beyond the ability of any birder with an interest, it requires cultivating something of an expertise in reading these radar images to discern just what is being seen. Thus, birders unfamiliar with these details can turn to websites, like Woodcreeper, to get that forecast. This moves the responsibility of interpretation elsewhere, erasing what is involved—cognitively, technically—with making the forecast. This recognition of interpretation and technological limitations can foreground that these images are not a new vision of BIRDS but a mediated version of the more-than-human, filtered through microwaves, antennae, websites and our own judgement about what is out there. While rendering something that previously was mostly invisible to us, it cannot provide, as promised, a whole version, or perfect vision, of the phenomena.

And that’s the kicker. Often it is understood that these technologies give us access to a better truth (i.e. Nexrad will tell me if there are birds present or absent, better than my own experience). The truth, however, is something different. While birders, prior to the deployment of Nexrad radar, couldn’t “see” migratory birds on the move, it isn’t the whole picture. The danger here, and here’s where I get somewhat philosophical, is what gets lost if we decide not to go birding on a particular day or we begin to ignore our first-hand experience of what predicts a “whizzer day” for birding.

Categories
Environmental Education

Wither Place and the Liveliness of Higher Education?

Kiev Mohyla Academy
Creative Commons License photo credit: MattSh ~ Roads Less Traveled

Bill Gates is quoted today in a post on TechCrunch as saying that higher education needs to be less “place-based”. The post goes on to suggest that Gates thinks that “technology is the only way to bring education back under control and expand it”.

An interesting assumption here, especially for environmental education and higher ed: that the physical, the first-hand, the experiential will take a back-seat to the placelessness of the web and the promised access to “the best lectures in the world”. I’m not about to get all Chet Bowers-esque here and suggest that computers, the Internet and the ecological crisis are so intrinsically linked that we enter into a double-bind to use these technologies to engage with this crisis. I do think differently and find the notion of self-education / EduPunks as particularly interesting development in higher ed. As a consequence, I believe that there is possibility in this particular “reform” movement, informed by educational resources including on-line “open” courses, for technology to re-define some of the relationships of power (i.e credentialism) that exist between institutions and learners. If this is what Gates is referring to in regards to technology, then I’m all for it.

It is telling, however, to examine the cannon of open courses that are being offered. Relevant for my approach to teaching and learning, it appears as though there are no natural history of X courses on offer. True, this is likely due to the paucity of courses being offered in these kinds of topics ((And here we go with the power of institutions, again. The natural history course that I taught at York for three years couldn’t be offered this year without being put on the official course list. As a (transient) PhD student, my faculty was not going to do that, so it simply wasn’t offered.)) in the first place. But the kind of teaching that I am interested in in higher ed is distinctly situated in place.

The notion of being less-place based is (obviously) threatening to my sensibilities, but it also continues to mark the evolution of what education ought to be for ((And here is where Chet and I get along quite well.)): competitiveness in the (job, economic) market. It furthers the notion that education isn’t a process, but a product and that if you have access to the “best” lecturers, that you will have the best product—you—out in the market. Admittedly, it is hard not to get sucked into this perspective: I am, for example, at the end of my PhD and looking out at what’s next. As I formulate this next stage, “getting a job” appears to be high on the horizon. It is telling that my foremost concerns are not a cultural relationship with the more-than-human—they’re all about if I can pay rent.

Perhaps its not surprising then, in a capitalist economy, that education becomes about reproducing that system and that one of the world’s richest men is a proponent of a further abstraction—away from place—of higher education. I’ll suggest that my concern here (after figuring out how I’ll pay rent) is that while there certainly is possibility in the freedom of placelessness in higher education learning, there is too much at stake for an educator like me, dedicated to students coming to know the more-than-human. That it is possible for any discipline to take learning completely on-line, absent of any kind of materiality (e.g. hands-on learning, a greeting from a classmate, sitting all together in a lecture hall / seminar room) already suggests that Universities have already begun the process of wringing out the liveliness of education. And learners need more, not less, liveliness.

Categories
Environmental Education

Pining for the bygone

Richard Louv writes, in Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, that children’s understanding & experience of nature has changed over time and that these changes have not been for the betterment of relationships with nature. Louv, in the book, writes about many practices in environmental education that are both effective and affective. Take his stance on unstructured time outdoors: I too have written that children’s free play at is integral the development of a pro-environmental ethic. Kids need more freedom to just be.

Yet, while reading Louv and now appearing elsewhere, a reflection that the “way it was”—recreating experiences of our youth for today’s youth—emerged and seems to be promoted as one answer to our culture’s disconnect to the more-than-human. Take, for example, this video blog from Mark Morey, founder of the Institute for Natural Learning, to Ontario environmental educators. Here’s the whole 4:24:

Morey has been invited by the P.I.N.E Project to come and share his experience “connecting people of all ages to nature“. And not to say that this isn’t intriguing or a noble cause I believe in. I was interested enough about Morey’s experience to want to join the talk at OISE on March 6th.

But I was interested in what Morey said at 3:11:

So I’m looking forward to coming up there and sharing more stories about how we can have a powerful life together. Happy families, healthy families. Look back to what it was that we had when we were younger and how we can renew those things again so we can be strong, resilient and joyful.

Categories
Dissertation

The Technology & Ethics of Reporting Bird Sightings

The following post includes ruminations and ideas emerging as I analyze the data collected for my PhD dissertation focusing on the act of birding. It doesn’t represent a final thought or particular endpoint: these are ideas in progress. I would be interested in hearing your opinion of my ideas, too.

SOMETHING I'VE ALWAYS LOVED TO DO
Creative Commons License photo credit: Peppysis

Sharing sightings

Birders, according my research, have embraced the Internet for information about birds. This includes general information about birds (websites such as Cornell’s All About Birds were mentioned by birders) but it would seem that the Internet is seen most importantly as a conduit of bird sightings. I conducted my research in Ontario, speaking with Ontario birders. When I would ask how birders decided where to go on a particular day, birders would often cite the Ontario Field Ornithologist’s (or OFO, for short) ONTBIRDS listserv as a source of information (often the primary source) for sightings.

Sharing bird sightings isn’t a new practise in birding. When I was a child visiting my grandparents, I remember the phone ringing, my grandparents answering and getting the latest news that species X had been seen at location Y. As members of the local field naturalist club, they were part of a telephone tree that spread news about rare bird sightings. After they collected the information, they would then call the two people “below” them in the tree. I imagine that in short order, the information about the birds was disseminated.

So the practise hasn’t changed. But the technology has. Before I talk about the implications of this, I want to bring in another thread into this conversation.

Categories
Dissertation

Collapsing space and freezing time in birding

The following post includes ruminations and ideas emerging as I analyze the data collected for my PhD dissertation focusing on the act of birding. It doesn’t represent a final thought or particular endpoint: these are ideas in progress. I would be interested in hearing your opinion of my ideas, too.

Birders

Many birding technologies appear to serve the function of augmenting the process of  identification of observed birds. These ID technologies seem to serve two broad functions to augment limitations birders face: the first is the the distance between themselves and observed birds and the second is the ability to identify a bird during the (unpredictable) length of time they have watching it. Putting the second another way, it’s the speed with which a birder can make an identification that they think is correct.

Birders attempt to correct the first by using technologies that collapse space  and seem to correct the second by using technologies that change the nature of time. Let me expand a bit because while I think collapsing space is easy to understand if you’ve birded, freezing time might be a bit more oblique.

Categories
Gadgeteria

Why I won’t buy and e-reader (but would really like to)

I like the idea of e-book readers. Rather than printing versions of all the journal articles I’ve downloaded over the course of completing a PhD, I save the PDFs on the computer. I’ve transitioned to reading these articles on my screen at home and have a system where I can annotate the articles I’ve read. Simply, I would love the ability to take these files with me and read them places “normal” books are read (reading on the subway or not having to schlep pounds of paper around are especially appealing).

Now ignoring that Amazon’s Kindle looks like a beast, charges you money to upload PDF or Word files (so is quite the closed system and locks you into buying books from Amazon) and isn’t available in Canada, Sony’s reader is starting to look a lot better than it did just a while ago. The reader software was updated in the summer to allow any EPUB, PDF or text document to be uploaded.

Holding me back from buying any e-reader right now is the inability to mark-up documents. For me, annotation is key. Bookmarking is great, but I need some way when I’m reading to be able to mark a page and enter a thought or idea that is relevant to the text on the page. I can do this cheaply now when I read a book with a highlighter and a pen, but missing from that system is the searchability that my digital workflow allows: I can search for a term and up pop all the academic articles that have it

Just unveiled yesterday, however, is Plastic Logic’s entry into the market and it appears to be a marked improvement on Amazon’s and Sony’s readers:

Drool-worthy is the flexible touchscreen (missing from Sony & Amazon) and Wi-Fi connectivity (Kindle does connect to Sprint’s network in the states–but this is why, in fact, you have to pay to upload your documents to the Kindle. No one rides for free on cell networks). It also supports the ability to upload the regular suspects in terms of document files.

This product’s killer app is mentioned at 1:14 of the video above: the ability to mark-up documents, with drawing and text. If Plastic Logic is able to successfully integrate these features, this will have the potential to be an incredible device for my own digital academic workflow.

So, I wait with baited breath to hear more about this device.

Categories
Academia Birds Conference

(Amateur) birders & (professional) robots: the “truth” & access to knowledge

I’m supposed to be turning an abstract I wrote into a paper and I’m having some troubles beginning. So rather than staring at the computer screen all day wondering how to begin, I’m going to try banging out my ideas here and see if that gives me a kernel to begin my “real” paper.

I’m presenting at the upcoming American Association of Geographer’s meeting as a panelist in a session called Lay Science and the Environment. Lay science, two terms I’ve hardly ever heard used together ((More typical for me would be Citizen Science.)), means the work done by non-professional scientists. Since they’re non-professional, scientist doesn’t really work, so I would suggest observer. Observer suggests that they only watch (which isn’t the case), so I’m going to use the term “naturalist.”

Categories
Animals

Perhaps this will be the next wildlife videographer

Right after I posted on filming tigers with elephant-deployed cameras, this comes along:

I, for one, welcome our four-legged wildlife-filming overlords.

via