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.
You mentioned that podcasts were a “single line of communication” and a “receive mode only” platform. You also stated that Luna & Cullen “found that 60 percent of the students did not take notes while listening to the podcast (2011). This forced me to reflect on the passiveness of podcast listening. Basing engagement on note taking is an extrinsic motivating factor point of view. If podcast observers were to take notes with the understanding that this was considered “engagement” then it would be introjected extrinsic motivation, meaning that the podcast observer is following the motions of perceived engagement (Younghwa, Jintae, & Yujong, 2015). So in an attempt to move the podcast experience from passive to creative, I was reminded of Taylor’s evolution of organizational theory to a more humanistic approach of management and workers working shoulder to shoulder. If we use podcasting in a shoulder to shoulder manner, meaning that we co-create our podcasts with management (professors and teachers); participants and guests; and colleagues we can better “establish a bond of friendly feeling” (Taylor, 1947, p. 184). This friendly feeling is what motivates me to be listener/observer of podcasts.
ReplyDeleteTaylor, F. W. (1947). Scientific management, comprising Shop management, the principles of scientific management [and] testimony before the special House committee, New York: Harper.
Younghwa, L., Jintae, L., & Yujong, H. (2015). Relating motivation to information and communication technology acceptance: Self-determination theory perspective. Computers in Human Behavior, 51, 418-428.