Podcasting in Education : EDUCAUSE REVIEW | November/December...
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Saved by 7 people (1 private), first by anonymouse user on 2006-04-02
- Mrichme on 2008-03-25 - Tags audio , classroom , education , podcast , podcasting , rss , technology
- Lisacs on 2007-05-01 - Tags podcasting , education , pedagogy , NROC , audio , mp3
- Markpea on 2007-03-27 - Tags education , imported delicious , pedagogy , podcast
- Rgarns on 2007-02-07 - Tags audio , podcasting , technology
- Lampertina on 2006-04-02 - Tags elearning , socialcomputing
Public Sticky notes
competition
Highlighted by lampertina
There’s also considerable value in what I call “the explaining voice,” the voice that performs understanding. The explaining voice doesn’t just convey information; it shapes, out of a shared atmosphere, an intimate drama of cognitive action in time. The explaining voice conveys microcues of hesitation, pacing, and inflection that demonstrate both cognition and metacognition. When we hear someone read with understanding, we participate in that understanding, almost as if the voice is enacting our own comprehension. In other words, the explaining voice trains the ear to listen not just for meaning but for evidence of the thought that generates meaning.
Highlighted by lampertina
One of my colleagues at Mary Washington, a cognitive psychologist, insists that audio is a poor channel for conveying information to learners because the learner cannot control the pace. The listener is at the mercy of the speaker’s tempo. I take the point, but I wonder if that necessity doesn’t have a virtuous dimension. Perhaps it is sometimes a good thing for the learner not to control the tempo, particularly if one wants to lead the learner away from habitual patterns of perception and cognition. Perhaps listening attentively to the pace of another mind, revealed in voice, can help train the learner to be more attentive generally.
Highlighted by lampertina
potential to be uniquely immersive, to evoke the intimacy and focus of a study carrel deep in the stacks of a library. One emerges from those dark, womblike spaces blinking and perhaps a little disoriented:
Highlighted by lampertina
“Podcasting, done the right kind of way, can . . . make a newspaper sound like a human being. Because that’s what newspapers are: they’re a collection of human beings.”
Highlighted by lampertina
podcasting can reveal to students, faculty, staff, communities—even the world—the essential humanity at the heart of higher education.
Highlighted by lampertina
consider Todd Cochrane’s assertion: “Podcasting represents a new way for individuals to communicate about the things they love. They can actually broadcast content that comes from their hearts.”10 If a mass-market text on podcasting begins by stressing the affective dimension of this new medium, educators would do well to think about how they might harness that energy in their teaching and learning practices.
Highlighted by lampertina
Public Comment