You'll notice I've used the horrible acronym PSC to denote 'podcasts and screencasts'. I had to keep it within the word limit somehow...
General issues
- The decision to use PSC should be driven by specific pedagogical issues
- PSC use does not imply m-learning
- PSC should not replicate existing T+L methods
- Podcasting of lectures is of limited value
Student experience
- PSC has recognised pedagogical benefits
- Students view PSC very positively
- However, PSCs work best alongside other learning and teaching styles
- New students are receptive to the use of PSC
- Students are anxious about distance learning
Staff use and experience
- PSCs are being used in a diverse ways across the institution
- PSC use is expanding
- PSCs work effectively as assessment tools
- Wider use of PSC for staff IT training should be considered
- Staff need basic technical skills, but trial-and-error development should not be discouraged
- The production of optional PSC material may be an inefficient use of staff time
Institutional issues
- PSC use should be facilitated and encouraged, where staff feel it is appropriate
- Peer-based and early-adopter driven modes of dissemination have worked well and should continue to be encouraged (e.g. PedR projects; Beacon scheme)
- BSU should invest in low-cost peripherals, especially headphones
- Effective IT support is imperative
- IT support for e-learning needs to be matched by awareness of pedagogical contexts
- A digital divide among staff should be avoided, and student expectation needs to be managed
- Training in basic production techniques, informed by pedagogic as well as technical issues, should be available to all staff
- PSC could also be included in IT training workshops
2 comments:
Hi James,
Good set of bullets - excellent summarising, sir!
The only point I disagree with is that BSU should invest in headphones. In the music dept we've discussed this at length, and decided unilaterally not to provide headphones for students for lab/workstation work.
The reasons are as follows;
1. Good quality ones get nicked.
2. Most students already own a pair for iPod etc, and those that don't can buy cheap ones for £2 or so.
3. Poor quality ones break and need constant tech time and expense replacing/checking them.
4. Ear wax unpleasantness and H&S relating to this.
We found that once students were told they had to bring their own, it was fine after the occasional forgetful first session for a few (I always brought a few spare pairs for this session only).
Thanks for that, it's really helpful! I'll revise accordingly. I'll include your experiences earlier in the report, then maybe suggest that BSU considers the pros and cons of making reserve headphones available (as opposed to just recommending their provision as standard).
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