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Developing a framework for managing the quality use of podcasts in open distance and e-learning environments Cover

Developing a framework for managing the quality use of podcasts in open distance and e-learning environments

Open Praxis
Volume 12 (2020): Issue 1
By:   
Open Access
|Mar 2019
Figures & tables

Figures & Tables

Diagram 1

Comparing The Uses/Benefits Of Podcasts.

Diagram 2

Category of the adapted revised Bloom’s taxonomy (Anderson et al., 2001).

Diagram 3

Educational uses of podcasting in supporting/enhancing the lecture (McGarr, 2009) Educational uses in supporting/enhancing the lecture.

Diagram 4

Categories and description of the educational uses of podcasts to support learning.

Diagram 5

The framework for the quality use of podcasts.

OP-12-990-ug001.jpg
1.2.3.4.5.6.
Technical issuesSubstitute for classes (substantial)Summaries of lectures and course content (supplementary)Accessing additional learning materialsProvide reflection (creative)Using the learned knowledge

  • Welcome students to the course

  • Introducing the lecturer

  • Overview of the module

  • Guidance to the tools used in the management system

  • Orientate students around the course

  • Pace student studies

  • Motivate and hold students' interest

  • Announcement of critical issues (e.g. temporary breakdown of the learner management system)

  • Alleviate broad issues faced by ODL students

  • Provide guidelines

  • Teaching complex and difficult topics

  • Presenting a short lecture

  • Provide further explanations

  • Support students who are “at-risk”

  • Provide guidelines for revision

  • Assessment feed forward and feedback

  • Guidance before students face their first major exam

  • Support students who are “at-risk

  • Provide and explain activities

  • An interview /dialogue podcast

  • Preparation before final examinations

  • Make available useful and authentic information

  • Quizzes

  • Students giving feedback about an activity

  • Students interviewing candidates for research

  • Proactive academic intervention given to students

  • Summaries of seminar discussion

  • Proactive academic intervention given to students

  • Make available useful and authentic information

  • Recall / integrate previously learned material with new content

Category of the adapted or revised model of Bloom’s taxonomyKnowledge expected (McGarr, 2009)Examples of podcast activities and outcomes
1. TechnicalAdvertising course

  • Welcome students to the course

  • Motivate students

  • Holding their interest.

  • Pace studies

  • Clarifying exam expectations

2. RememberingSubstitutional use

  • Receiving complete lecture recordings

  • Repeat of a lecture

  • Listing of information

3. Understanding

  • Provide timely academic material

  • Provide subject

  • related news to students.

  • Assessment feed forward and feedback

  • Overview of the module

  • Orientate students regarding the course

4. Applying:Supplementary use

  • Providing supplementary material

  • Providing additional learning material

  • Preparing students before they write final examinations

5. Analysing

  • Providing summaries of lectures

  • Identifying important aspects of course content

  • Presenting a short lecture on the main facts/topic

  • Explaining a problem

  • Solving the problem

6. EvaluatingCreative use

  • Lecturer’s opinion

  • Speaker’s perspectives

  • Syntheses of core readings and course materials.

  • Explaining/Solving the problem

7. Creating

  • Creating podcasts by students to be distributed to the lecturer

  • Creating podcasts by students to be distributed to other learners

DOI: https://doi.org/10.5944/openpraxis.12.1.990 | Journal eISSN: 2304-070X
Journal RSS Feed
Language: English
Page range: 67 - 81
Submitted on: May 16, 2019
Accepted on: Jan 23, 2020
Published on: Mar 31, 2019
Published by: International Council for Open and Distance Education (ICDE)
In partnership with: Paradigm Publishing Services
Keywords:
Podcasts,
quality,
open distance and e-learning,
ODeL,
support technology,
framework,
higher education

© 2019 Antonia Makina, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 12 (2020): Issue 1
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