Pros and Cons of Podcasting in Adult Learning

As with any form of technology, there are always pros and cons to consider when introducing a new platform in to the adult learning curriculum.  This week, we will examine the use of podcasting and how it fits in to the adult learning picture.  While it’s been around for quite some time, podcasting is a trend that hasn’t fully caught on with me, especially when it comes to its application as part of the adult learning curriculum.  While I’m familiar with the platform, all of my podcasting experience is purely focused on entertainment purposes.  This class is my first time experiencing it in an academic setting, where I have identified a few positive and negative applications.

First, some of the downsides.  For me, the most obvious drawback to using podcasting in adult learning is the single line of communication between the presenter and learner.  A podcast is essentially a “receive mode only” platform that doesn’t provide the learner with opportunities to ask questions or provide feedback.  Additionally, listening to a podcast may lend itself to distractions, making it more difficult to retain information.  This can especially hold true for learners who are in the Concrete Experience (CE) stage of the learning cycle, where learners excel through observation, demonstration and recalling past experiences as opposed to just reading text to absorb information (Merriam & Bierema, 2014).  In an exploratory study on podcasting as a compliment to graduate teaching, it was found that when students took advantage of a podcasting option, not all of the students read the written material and tended to multitask more while listening to the podcast (Luna & Cullen, 2011).  This especially holds true for me personally.  While I enjoy listening to podcasts and audio books, I often find myself having to rewind and re-listen to portions because I catch my mind wondering.  Sometimes this is because the podcast itself sparked a train of thought, other times it’s because it’s easy to multitask as I walk around hands free with my headphones in.  This impacts the efficiency of the tool and can make information retention a struggle, especially if the student isn’t taking notes.  Which according to the same study, found that 60 percent of the students did not take notes while listening to the podcast (Luna & Cullen, 2011).         

On the other hand, there are many advantages to implementing podcasts as part of the curriculum.  One might think that a podcast is a “one trick pony”, only capable of broadcasting audio data for educational or entertainment purposes.  However, there are many different uses of podcasts to enhance learning as mentioned by King and Cox (2011).  These come in the form of both faculty-created and student-created podcasts (King & Cox, 2011).  From lectures and tutorials, to presentations and interviews, the podcast provides a flexible and convenient platform to deliver many different types of engaging information (King & Cox, 2011).  This information can be as short as a three-minute webcast or as long as an hour-long TED Talk and can be administered through just about any media device capable of playing an audio file.  According to Luna and Cullen (2011), 76 percent of students agreed that podcasts enhanced or clarified their understanding.  However, it’s important to note their use of the term “enhanced”.  Since adult learners are typically self-directed and seek additional learning to expand their knowledge, it only makes sense to use podcasts as a supplement to adult learning instead of as a single source platform (Luna & Cullen, 2011).

Some of the podcast platforms that I prefer to use are iTunes, Stitcher and Audible.  While Audible isn’t exactly a podcasting app and focuses more on audio books, I feel it falls along the same lines of telling a story through audio digital format to enhance learning and entertainment.

King, K. P., & Cox, T. D. (2011). The professors guide to taming technology: Leveraging digital media, Web 2.0, and more for learning. Charlotte, NC: Information Age Pub.

Luna, G. & Cullen, D. (2011).  Podcasting as Complement to Graduate Teaching: Does it Accommodate Adult Learning Theories? International Journal of Teaching and Learning in Higher Education, 23(1) 40-47.  Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE854.pdf

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: linking theory and practice. San Francisco, CA: Jossey-Bass, a Wiley brand.

Interview: Technology Integration Using Microsoft Teams

The following is an 8-Week training plan designed to use Wikis for Collaborative Learning, Knowledge Construction, Critical Thinking, and Contextual Application.

21^st Century Wiki Warrior:  A Collaborative Approach to learning the Military Decision Making Process. 

In the U.S. Army, there is almost always an extensive answer to any possible question when it comes to policies, procedures, force structure, military law etc.  These answers come in the form of official publications that are categorized in to Administrative, Technical and Equipment, Doctrine and Training, Engineering, and Medical, with an extensive network of sub-categories to cover a wide range of topics and applications (Army Publishing Directorate, n.d.).  Most regulations are intended to be user friendly and easy to understand, where soldiers at all levels can educate themselves on a wide range of topics.  Publications such as ADP-1 “The Army”, seem to fit this bill by briefly describing what the Army is, what the Army does, how the Army does it, and where the Army is going (ADP 1 The Army, 2012).   In reality, many regulations can be lengthy, verbose, confusing, and poorly indexed, making it difficult to even find the regulation that covers your desired topic.  So, it should come as no surprise that the Army has a very extensive and complex process when it comes to making decisions.  This process is known as the Military Decision Making Process (MDMP), and is an integral part in providing the necessary staff analysis so that Commanders can make informed decisions, issue guidance and develop official orders.  The MDMP is a lengthy and complex seven step process with multiple sub-components to each step, requiring inputs and outputs across all staff sections and warfighting functions before moving on to the next step.  As one can imagine, learning to execute the MDMP takes time, experienced instructors, and if done properly, collaboration with the entire staff.

Target Audience:  The target audience for this lesson plan are students attending the United States Army Captains Career Course (CCC).  The CCC is a nine month course, with classes varying in size from about 60 to 80 students per class.  For the purposes of this Wiki project, students will break out in to small groups of approximately 5-6 individuals, then come together in larger groups of 20-30 students to execute a full scale MDMP staff exercise. 

Learning and Training Objectives:  This lesson plan is twofold.  First, the lesson plan is designed to teach students the intricacies of the MDMP through a collaborative small group Wiki project designed as an informative teaching tool.  Second, using the knowledge gained from the Wiki projects, students will come together as a larger group to execute the MDMP in a practical application staff exercise, known in the Army as a STAFFEX.  This lesson plan is designed to reach the following training objectives and outcomes:

-      Students will gain a thorough understanding of the steps involved in the MDMP.

-      Students will learn the basic functions of a Wiki space and how to utilize it as a collaborative tool within the staff process.

-      Students should understand:

o   The Commander’s Role in MDMP

o   The Staff’s role in MDMP

o   Commander, Staff and Subordinate Interaction

-      Finally, students will participate in a practical exercise where they will perform the MDMP in a collaborative Wiki space (Watson, n.d.)    

Rationale for using Wiki:  The MDMP is inherently collaborative in nature.  No one individual can execute the entire MDMP on their own.  It requires input from each staff element to provide a detailed analysis of what is required for the mission.  Since Wiki’s are an excellent tool for collaboration, it only makes sense to incorporate their use as part of a “collaborative forcing function”, requiring students to communicate outside of the classroom environment, share thoughts and ideas, and create and do, not just think about information that is presented (West & West, 2009).  Additionally, wikis are an open forum where others can view, comment and critique content.  This capability is important since the Army regularly conducts After Action Reviews (AAR’s) as a means to assess learning and apply knowledge gained to future training events.  The business of making decisions when other people’s lives are at stake is something leaders in the Army take very seriously.  This function of the wiki allows users to learn from their mistakes in the digital world before they turn in to real world casualties.   

Details on how Wiki is used: This wiki project will be used for collaborative learning, knowledge construction, and contextual application (West & West, 2009).  This will be a two-phase project.  In phase one, students will be divided in to small groups using the collaborative learning process to build a group summary on the seven steps of the Military Decision Making Process (West & West, 2009).  Students will use relevant doctrine, publications and resources to build a course of instruction on how to properly execute the MDMP.  In phase two, students will execute a team challenge, which West & West (2009) describe as a vehicle for brainstorming, testing, and developing creative solutions to real-world problems.  Students will come together in larger groups, where the team challenge will focus on executing the MDMP in a simulated combat environment.  Students will use the wiki to collaborate on their running staff estimates, develop courses of action, and wargame initial plans.   

Suggested Timeline:  This program will occur over an eight week period.  Week 1-3 will focus on wiki development and knowledge construction.  Week 4 will be used to review small group wiki pages, review the seven step model, and discuss the factors that drive the MDMP.  Week 5-7 will be used to execute the MDMP, utilizing the Wiki as a collaborative workspace, and Week 8 will be used to conduct After Action Reviews (AARs) and course critiques.    

Wiki Activity Evaluation:  Since this is a military course, students will be evaluated not only on the quality and content of the work, but the manner in which the work is completed.  The following evaluation criteria will apply.  

Evaluation Criteria	Unsatisfactory	Meets the Standard	Exceeds the Standard
Content: (Relevant, Accurate, Innovative, Sound Judgement)	Does not Contribute.	Contributes the minimum requirement.	Adds accurate and relevant content based supported by doctrine legitimate research.
Participation: (Collaborative, Develops, Promotes Group Participation)	Relies on other group members to contribute.  Does not take an active role in the STAFFEX.	Is present.  Participates with the group and contributes where necessary.	Is active in the staff process and construction of the wiki.  Regularly meets deadlines. Provides constructive feedback.
Character and Presence: (Adherence to Army Values, Maintains Military Bearing, Leads, Aides in the Learning Process)	Fails to maintain military bearing and adherence to standards.	Maintains the standard. Quiet Professional.	Sets the example for others to follow.  Leads by example. Professionally develops peers and subordinates. Takes charge in the absence of guidance.

References:

Army Publishing Directorate. (n.d.). Retrieved from https://armypubs.army.mil/

Headquarters, Department of the Army. (2012) The Army (ADP 1). Retrieved from https://armypubs.army.mil/ProductMaps/PubForm/ADP.aspx

Watson, R. (n.d.).  Military decision making process. Retrieved from https://challenge2050.files.wordpress.com/2013/08/raun-p920-mdmp-version-13-01-attp-ay-11-121.pdf

West, J. A. & West, M. L. (2009).  Using wikis for online collaboration: The power of the read-write web.  San Francisco, CA: Jossey-Bass.

The following is a list of useful documents and lesson/training plans: 

Training and Education Development in Support of the Institutional Domain 

MDMP Lesson designed by the Army's Combined Arms Center

The Military Decision Making Process Handbook

  

Wiki Pros and Cons for Adult Learners

You may have noticed that I changed my screen name and profile picture this week.  Considering the public nature of this blog, I decided to err on the side of caution and increase my level of anonymity.  While I certainly have nothing to hide, my philosophy is that it’s typically best to take the most conservative approach when trying new things before going all in.  One can’t be too careful when it comes to personal information on the web.  Bonus points to my classmates who understand the pop culture reference to my username and profile pic without using Skynet…ahem, I mean, Google.   

This week I discuss the pros and cons of Wiki’s as they apply to Adult Learning.  Personally, I have used Wiki’s on two previous occasions with this class being my third.  While I still consider myself a “rookie” when it comes to Wiki experience, I have identified both positive and negative aspects to the program. 

Pros:  First, to state the obvious, Wiki’s are a useful tool for students and faculty to interact within a collaborative learning environment to present thoughts and ideas in a formal and informal manner (King & Cox, 2011).   Wiki’s provide a space where Adult Learners, especially those participating in online distance learning, can work together towards a common goal.  Coupled with other forms of technology such as Zoom, which allows for video teleconferencing, chat sessions, and recording a screen capture for “how to” videos, Wiki’s are not only an excellent platform to share information but also and interactive tool for third party interaction, input, and critique. 

Cons:  The devil is in the details.  In my previous Wiki experiences, an excessive amount of time was spent on the aesthetics of the project.  Many would agree that web applications need to be intuitive, user friendly, and aesthetically pleasing.  However, it shouldn’t come at a cost to content.  Kuropatwa (2006), mentions two specific types of wiki contributions that students make while working together on projects:  (1) Significant contributions and (2) Constructive Modifications.  Most should be able to produce equal amounts of significant contributions (ie. adding new content and information relative to the topic), as long as they are pulling their weight and not relying heavily on others.  However, a constructive modification (ie. editing someone else’s work) is where one can quickly run in to trouble and potentially even derail a project.  Depending on a user’s skill and experience level, an innocent constructive modification, which may have good intentions, might significantly modify the hours of hard work accomplished by other team members.  This might be compounded by the fact that many Wiki projects come with a deadline for completion.  An experienced user might have little to no issues in developing an entire Wiki page in three short weeks.  However, the learning curve for a brand-new user is exponentially steeper, which might lead to mistakes or reduced participation due to lack of confidence and familiarity.  There’s no doubt that Wiki’s are a useful tool for a collaborative working environment for the distance learner.  However, the distance learner will face challenges and issues that are typically absent in resident courses.  For example, the time difference across multiple time zones creates communication issues for Adult Learners who typically have competing work and family obligations at different times throughout the day.  This is an issue that I have continually run in to throughout my experience in this program.  Whether I’m eight hours ahead, or five hours behind, there never seems to be a perfect time for everyone.  This becomes especially stressful when last minute changes are made towards the end of a project, and they’re met with oblivious silence as your partners are asleep halfway around the world.  Of course, this issue isn’t unique to Wiki’s, but certainly creates additional challenges, especially when dealing with constructive modifications.  Lastly, though this section is admittedly longer and more extensive than the pros, I chose to highlight a few personal cons because I feel it’s necessary to reflect on constructive criticism and focus on ways to incorporate lessons learned for future improvement.  In all, my experience with Wiki’s has been positive and has provided an increased opportunity for student interaction and collaboration, which has led to a more enriched learning experience.     

King, K. P., & Cox, T. D. (2011). The professors guide to taming technology: Leveraging digital media, Web 2.0, and more for learning. Charlotte, NC: Information Age Pub.

Kuropatwa, D. (2006, April 29). Wiki solution manuals [Web log comment]. Retrieved from http://adifference.blogspot.com/2006/04/wiki-solution-manuals.html