Further Edublog Thoughts on Coursecasting…
26 02 2006Some interesting thoughts on coursecasting/podcasting in the edublogospheric ether… Susan Lister over at Educause asks in the age of podcasting and coursecasting, “Do Podcasts Justify the Lecture Method of Teaching?“:
Our project is also suggesting that in a lecture there should be some sort of engagement activity every 20 minutes. This will not go over well in a podcasted lecture – it will make for very poor sound or muffled dead air. What makes the best podcasted lecture? Not the ones with a lot of questions either – you can rarely hear audience questions on conference or lecture podcasts – the best podcasted lectures will be the ones that are strict information delivery by someone with a dynamic, interesting voice. Does that someone have to be in a lecture hall? I think not, in fact, for quality sound, a studio would be the best place. I’m not sure I’m comfortable where this is heading…..
I wonder how long before audio podcasts have a standardised video format that goes beyond Apple’s iPod Video mp4s? I suspect visual content for coursecasts is just around the corner, but what would be better would be dynamic content that you could embed … or even links to dynamic content for now. Jan Day on the Blackboard blog is also looking at “Podcasting Lectures – Pros and Cons“:
Technology doesn’t always make things better, rather it makes things more efficient. Thus a boring lecture will not be transformed through podcast technology to a great lecture. I believe there is a time and a place for podcasts and that time and place varies depending upon the subject, teacher’s style and pedagogy. For some subjects it is a way to add a new dimension to the course by bringing in additional resources (e.g., interviews, audio postcards from a field trip, audio commentary for a collection of images) or taking students to places they would not normally be able to go. For other subjects it may be a way to convey information to people with learning or other disabilities. There is no one-size-fits-all podcast policy, strategy or technology for education.
I agree completely … looking at what podcasting can bring to courses that’s new is vitally important to make the most of the tool rather than just using it to deliver the same old lectures…
what would be better would be dynamic content that you could embed … or even links to dynamic content for now.
Tama – That (the second part) seems to already part of the MP4 specification (or an extension Apple adds, I’m not sure). Using the Mac OS tool ChapterTool (freely available from Apple), you can specify a link to other content. For example, when I pass out a handout in class, I put a link, to download it in .pdf format, into my LectureCast (my term) at that point in time. I have also used the link to direct podcast watchers to the websites of researchers I am talking about, the text of a reading I am doing (In this case I was reading from William James’ Principles of Psychology, which is online).
To see this demonstrated, download these podcasts, and view in iTunes:
http://homepage.mac.com/danaleighton/psy201/podcasts/lecture060130.m4a
http://homepage.mac.com/danaleighton/psy201/podcasts/lecture060123.m4a
There is also some software out there which allows you to do this without resorting to creating an XML file and running it through the Unix command line environment The one I know about is:
PodCast Maker from Potion Factory ($30 shareware)
Regarding the questions in class, I ALWAYS repeat them (paraphrase, actually just good practice in communication), so the microphone picks it up. If I am writing on the board, or pointing to something, I mention where on the slide I am pointing or what I am writing. I think it’s just a matter of being aware of that “second audience,” and what its perspective is.
From Apple’s FAQ:
What’s an enhanced podcast?
An enhanced podcast contains chapters that reference pictures or web links that are displayed within the iTunes artwork viewer.
How do I create an enhanced podcast?
You can download and use “Chapter Tool” to create enhanced podcasts. The Chapter Tool allows you to create chapters within a MPEG4 AAC file created with iTunes 4.9 or later. Chapters, at a minimum, must include a Start Time and one other attribute.
How do I install the Chapter Tool?
To install the Chapter Tool, drag the ChapterTool folder into the Music folder inside of your home folder. Check the “About Chapter Tool” documentation included in the download.
What are the System Requirements for the Chapter Tool?
Chapter Tool Beta requires Mac OS X version 10.3.8 or later (Mac OS X version 10.4.1 or later is recommended), QuickTime version 6.5.2, or later, and iTunes 4.9 or later.
Where do I go to download the Chapter Tool?
Download the Chapter Tool and documentation: Download Chapter Tool Beta (dmg, 7.9MB)
Thanks Dana – now we (or, more specifically, I) need to wait for a PC equivalent!
As you might know, I pre-record my lecture material in my office. My ’screeencasts’ are video and audio tied together.
The audio quality is higher and there are no pauses or dead air. My students much prefer the density of them, and also they are slightly different than what I actually say in class, so that is also a good thing. They are broken into small concept sized pieces (5-15 min each) instead of one large 50 minute file the students need to plow through to get what they need.
The time commitment is not too bad either. A standard 50 minute lecture for me is ~25 min of screencasting. I do it in one take, if I make a small mistake, no biggie, I just point it out and roll on. The software is cheap and easy to use. Also, I get a chance to go through the material once slowly before I actually lecture on the material. My tradititonal lecture material has imporved dramatically because of this new method.
There are actually a few more advantages of prerecording screencasts as opposed to simply recording a lecture (audio only or video+audio) If you care, you can read my entry at
Why podcasts are not nearly as good as screencasts in science and math which talks more about this idea.
Thanks Matt – your screencasts certainly seem to make the most of the best aspects of the lecture, but improve them dramatically for a recorded visual mediatype. It also seems like a great way to review lecture material in your own head as much for students.
Great work!