Read the corresponding chapters from King&Cox on audio, video and podcast, listen to some of the podcasts from the Recommended Podcasts list, and then blog about the pros and cons that you think the integration of audio/video/podcast into our lesson plans may bring to our adult students.
Adult Education theory and research support the use of a variety of learning devices, tools, or approaches as a means to optimize learning (Merriam, Caffarella, & Baumgartner, 2007, 159-181 and 391-419; King & Griggs, 2006, in King & Cox, 2011, p. 81). This mixed approach allows for greater retention by tapping into our brain’s ability to store and process information through multiple senses, while building on previous knowledge, and utilizing the repetition to secure mental connections (Taylor & Lamoreaux, 2008). In the realm of web-based technologies, audio, video, and podcasts provide the instructor with additional options for building this diversity. They help teachers because by, “shifting our focus for telling to engaging the students, we cultivate their interest, ownership, and growing understanding” (King & Cox, 2011, p. 82). Like all teaching tools, these asynchronous audio communications (AAC) and videos have pros and cons.
Pros:
+ Engages the Senses
First, audio, video, and podcast
tools enhance the learning experience by engaging more of the student's senses. Material presented via
these mediums will engage a learner’s hearing that supplements the visual
learning taking place via reading or viewing materials. Or, in the case of video, the visual
experience of 3D images will enhance the information provided by the eyes to
the brain. The engagement of these
senses will make the learning more experiential for the student and therefore,
increase understanding and retention (Taylor & Lamoreaux, 2008). Oomen-Early et al. describe a study in which graduate-level
learners felt that, “audio was far better than text-based in conveying nuance
and helping students retain and apply course content” (2011, p. 58).+ Builds Trust and Rapport
AAC and video technologies enable instructors to make a stronger emotional connection with their students than would otherwise be possible in an online classroom. The addition of sound allows students to pick up on emphasis and nuance that is difficult to convey in text-only materials. In addition, hearing someone’s voice or seeing their image in a video makes it easier for people to feel a connection and trust in their instructor or other classmates. In one study, the use of asynchronous audio communication, “improved online students’ perceptions of instructor presence, student engagement, knowledge of course content, and instructor-student interaction” (Oomen-Early, Bold, Gallien, 2011, p. 59)+ Reinforces Difficult Concepts
Cons:
Like all on-line teaching
materials, AAC and video requires maintenance for both web links to the
material and the content itself.
Instructors must periodically check their online content to ensure there
are no dead-end links and to make sure that the material is up-to-date. This can be time consuming for the
instructor or school.
- No Immediate Feedback Loop
While the use of audio, video and podcast technologies enhances the connection and trust between instructors and students, it is still asynchronous and therefore, has limitations. For example, in classroom settings, an instructor can evaluate body language and discussion content to ascertain students’ grasp of the material. They can adjust their delivery as required. This is obviously not possible with posted audio or video presentations. Similarly, classroom dialog can lead to enhanced ideas or deeper understanding, as students build from each other thoughts real-time. This discourse is viewed as critical in transformational learning theories (Merriam et al, 2007, pp. 130-138.) Students watching podcasts, narrated digital presentations, or videos on their own, do not have this immediate dialog. On-line discussion boards can help to replace some of this feedback loop and interchange, but it is delayed.
- Maintenance Required
Like all on-line teaching
materials, AAC and video requires maintenance for both web links to the
material and the content itself.
Instructors must periodically check their online content to ensure there
are no dead-end links and to make sure that the material is up-to-date. This can be time consuming for the
instructor or school.
Conclusion:
Audio, video, and podcasts technologies can be effective additions to a varied teaching strategy. They allow students to experience the materials using more of their senses, thus optimizing their ability to connect the new learning to prior knowledge. These tools also help to overcoming some of the separation students can feel from their instructor and fellow classmates by putting a voice and face with the text. Finally, the opportunity to view and review the material allows students the chance to grasp particularly difficult content. There are limitations, as with all such tools, including the lack of a real-time feedback loop and maintenance requirements, but there are work-arounds and the benefits likely out way the costs. Adult educators should consider utilizing audio, video and podcasts in both online and traditional classroom sessions.
Donavant, B. W. (2011). Narrated Digital Presentations. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
King, K. P., & Cox, T. D. (2011). Video Development and Instructional Use. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
Oomen-Early, J., Bold, M., Gallien, T. (2011). Using Asynchronous Audio Communication in Higher Education. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
Audio, video, and podcasts technologies can be effective additions to a varied teaching strategy. They allow students to experience the materials using more of their senses, thus optimizing their ability to connect the new learning to prior knowledge. These tools also help to overcoming some of the separation students can feel from their instructor and fellow classmates by putting a voice and face with the text. Finally, the opportunity to view and review the material allows students the chance to grasp particularly difficult content. There are limitations, as with all such tools, including the lack of a real-time feedback loop and maintenance requirements, but there are work-arounds and the benefits likely out way the costs. Adult educators should consider utilizing audio, video and podcasts in both online and traditional classroom sessions.
REFERENCES:
Donavant, B. W. (2011). Narrated Digital Presentations. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
King, K. P., & Cox, T. D. (2011). Video Development and Instructional Use. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
Merriam, S. B., Caffarella, R. S., Baumgartner, L. M. (2007). Learning in Adulthood. San Francisco, Jossey-Bass.
Oomen-Early, J., Bold, M., Gallien, T. (2011). Using Asynchronous Audio Communication in Higher Education. In K.P. King & T. D. Cox (Eds.) The Professor's Guide to Taming Technology (pp.51-65). United States of America: Information Age Publishing Inc.
Taylor, K. & Lamoreaux, A. (2008). Teaching with the
Brain in Mind. New Directions for Adult and Continuing
Education. 119(Fall), 49-59.
Holly,
ReplyDeleteExcellent work! I posted similar statements regarding increasing learner engagement and how the use of this technological strategy can enhance student learning more effectively when compared to solely text-based courses. In my readings and research, I found that courses that combined audio, video, and text-based instruction seemed to yield the most positive results and outcomes. Did you find this to be evident in your research?
Also, accessibility is a key issue for students who are visually or hearing disabled. What are your thoughts on this regarding the use of podcasts?
On a side note, I really like how clean and organized your blog appears. Very well-designed!
Tom
Thanks for your comments Tom.
DeleteI did see evidence of the value of teaching with a blend of learning devices that include text, video, audio, and other types of engagement. It was certainly a theme in our course reading, but also one I remember from many of the texts and articles I have read throughout the masters program. As I discuss in my post, there is strong evidence that a teaching approach that involves as many of our senses as possible, particularly in an experiential way, will enhance our brains' ability to process new learning.
It is important to your point to consider access for students with special needs. One thing that would interesting to learn about is whether or not there are adaptive technologies for students with hearing issues similar to those used in phone technology. My daughter had a nanny who was deaf, and she had some amazing tools to help her communicate with us. I would not be at all surprised to learn that there is a way for the hearing-impared to utilize podcasts.
Holly
Hi Holly,
ReplyDeleteI really enjoyed your post. I particularly liked the way in which you Began with a strong introduction, continued with the pros and cons, and then summarized the post in a conclusion. I like that you point out that this type of learning strategy is a useful addition, not a replacement for other types of learning strategies. I too feel that it is important for students to be able to return to information that was difficult to grasp and listen again. Having the ability to see and hear an instructor can help to eliminate some of the detachment that online learners may experience. It makes the experience more personal. Thank you for sharing.
Thank you Carolyn for your compliments.
DeleteI agree that, in the case of technology within learning, it is important the instructors not "fall in love" with the new tools simply because they are cool or the next big thing. Making sure that the technology enhances learning, reinforces concepts, allows for self-paced study, or builds valuable interpersonal connections, are some of the litmus test checks that teachers should consider when choosing when and where to incorporate the newest tools. This idea was clearly presented in several of the chapters from King and Cox (2011).
Thanks!
Holly
King, K. P., & Cox, T. D. (2011). The Professor's Guide to Taming Technology. United States of America: Information Age Publishing Inc.
Holly,
ReplyDeleteAs usual your blog post is both visually appealing and spot on in its content! I do believe that the context in which we look at the addition of various technologies such as podcasts, vodcasts and related video content, is of utmost importance. While all of these technologies can be utilized effectively in seated, online and blended courses, I believe the greatest benefit is realized in the strictly online format. There is an added dimension from the use of these technologies when compared to the old standard online format which relied almost entirely of text and the use of discussion boards. While a great deal can be learned in these formats, it obviously lacks the overall engagement of senses that you listed as one of your Pros. The use of just text/discussion boards also fails to fully consider the learning styles of online participants.
On to the Cons, while I agree with your statement, "Students watching podcasts, narrated digital presentations, or videos on their own, do not have this immediate dialog. On-line discussion boards can help to replace some of this feedback loop and interchange, but it is delayed." I still believe that in the context of a strictly online environment, the overall benefit is realized when we compare content in a text format vs. content delivered in one of the technologies we've read about this week. As with any technology, it still needs to fit the learning objectives that we have outlined for our various learning activities.
Gary
Hi Gary. Thank you for commenting on my blog. I appreciate your comments about the value of audio and video enhance technologies over online text formats. I do think that the posting of text-based materials has its place, but it honestly feels a little dated/early 2000's to me now, when compared to the more interactive tools we looked at this week.
DeleteI should actually have been clearer in my comments above that the con I was describing was more about the online versus in-class comparison. For sure, discussion boards or blogs help to generate dialog, but I still think there is an immediacy and reactionary nature to in-class discussion that is not achieved with these tools. Do you agree?
Holly
Holly,
ReplyDeleteYour first positive point is something I totally agree with. By engaging the senses, learners are able to better focus what learning method works for them and use that, while still accessing all of the information. This is helpful when presenting, while there is a speaker using the majority of the audience’s auditory sense, there may also be a supplementary Powerpoint or visual aspect. While not the main focus, this visual aspect does allow the audience to use more of their senses, drawing them into the presentation deeper and allowing for greater connections. When I have given presentations, I like to have this visual aspect included as a way for the audience to visually recap the points I am making while speaking.
As for the cons, I think the hardest thing for people to do, no matter what age or technological background you may have, is keep up to date with the maintenance required. While important, this aspect can really push the learners or visitors away from the product if it is not kept in good working condition. There are many times that a link does not work or just the page is laid out poorly. These problems will lead to confusion and the inability of students to properly gain knowledge and succeed in learning the material. When posting new content, it is important to return to the site shortly after and check to make sure all components are in proper working condition.
Hi Jacob,
DeleteThank you for your comments. I'll admit that the maintenance burden of these tools was something I was not initially attuned to when I started this course. It is easy to get all starry-eyed about these cool tools and their potential for enhanced learning but forget the substantial background work involved in producing and maintaining this content. I felt the authors of our texts did a good job of highlighting the importance of this step in keeping online content valuable. (King & Cox, 2011, West & West, 2009)
I personally experienced this when putting together my interview video. The effort to edit and optimize the timing of that piece was far greater than I anticipated and was not really due to a technology learning curve, so much as an effort to select the best content and make it interesting to the viewer. It is important for instructors to plan for this maintenance effort, because, to your point, a site that leads to dead-end links or out-dated content will cause students to discard it at useless.
King, K. P., & Cox, T. D. (2011). The Professor's Guide to Taming Technology. United States of America: Information Age Publishing Inc.
West, J. A., & West, M. L. (2009). Using Wikis for Online Collaboration.: The Power of the Read-Write Web. San Francisco: Jossey-Bass.
Hi Holly-
ReplyDeleteGreat information! I especially agree with your section on digital technology enhancing learning experiences for students by way of our senses. I know that I personally get much more out of content that I can see and hear. While technology brings great things to education, it still lacks emotions that people bring to the classroom.
Do you feel that technology has made education cold and lacking of emotions?
Do you feel that technology in education will ever fully take the place of humans? Humans will still create the technology, but do you see a time when students will only interact with technology in an educational setting?
Rebecca