Für die universitäre Lehre sind Podcasts interessant, weil sie ...
Wenn Studierende selbst Podcasts produzieren, werden neben dem Fachwissen auch Fertigkeiten gefördert wie:
1. Intro/ Signation
2. Hauptteil
3. Verabschiedung, Schluss-Signation, Credits
Optional:
In Moodle: Inhaltsverzeichnis und Leitfragen
(e-teaching.org, 2020)
Bolliger, D. U. & Des Armier, D., Jr. (2013). Active learning in the online environment: the integration of student-generated audio files. Active Learning in Higher Education, 14 (3), 201-211.
Bolliger, D. U., Supanakorn, S. & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714-722.
Brittain, S., et al., (2006). Podcasting lectures: formative evaluation strategies helped identify a solution to a learning dilemma. EDUCAUSE Quarterly, 29(3), 24-31.
Copley, J. (2007). Audio and video podcasts of lectures for campus-based students: production and evaluation of student use. Innovations in Education and Teaching International, 44(4), 387-399.
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498.
France, D., & Wheeler, A. (2007). Reflections on using podcasting for student feedback. Planet, 1(18), 9-12.
Frydenberg, M. (2008). Principles and pedagogy: the two Ps of podcasting in the information technology classroom. Information Systems Education Journal, 6(6), 3-11.
Guertin, L. A. (2010). Creating and using podcasts across the disciplines. Currents in Teaching and Learning, 2(2), 4-12.
King, D., McGugan, S., & Bunyan, N. (2008). Does it make a difference? Replacing text with audio feedback. Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, 3(2), 145-163.
Laughton, D. (2013). Using audio feedback to enhance assessment practice: an evaluation of student and tutor experiences. Student Engagement and Experience Journal, 2(2), 1-20.
Lunt, T., & Curran, J. (2010). "Are you listening please?" The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759-769.
Middleton, A. (2010). Reclaiming mobile audio: active learner-gatherers across the formal-informal continuum. Proceedings of Mobile Learning 2010, IADIS International Conference, Porto, Portugal, 19-21 March 2010.
Parson, V., et al., (2009). Educating an iPod generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use. Learning, Media and Technology, 34(3), 215-228.
Rotheram, B. (2007). Using an MP3 recorder to give feedback on student assignments. Educational Developments, 8(2), 7-10.
Rothwell, L. (2008). Podcasts and collaborative learning. In G. Salmon & P. Edirisingha (Hrsg.), Podcasting for Learning in Universities (S. 121-131). Open University Press.
Rushton, D., Wilmot, N., Middleton, A. & Warwick, S. (2015). Using social video to capture reflective voices. In A. Middleton (Hrsg.), Smart Learning: Teaching and Learning with Smartphones and Tablets in Post-Compulsory Education (S. 216-224). MELSIG & Sheffield Hallam University.
Sipple, S. (2007). Ideas in practice: developmental writers’ attitudes toward audio and written feedback. Journal of Developmental Education, 30(3), 22-31.
Sutton-Brady, C., et al., (2009). The value of using short-format podcasts to enhance learning and teaching. ALT-J, 17(3), 219-232.
Siegel, E. (2021). Podcasts. Center for Teaching and Learning, Universität Wien. https://wiki.univie.ac.at/x/b8FSC Dieser Text ist lizenziert unter BY-SA 4.0, https://creativecommons.org/licenses/by-sa/4.0/deed.de |
Podcasts können ...
eine LV ergänzen,
(Bachmann et al., 2001, zitiert in Schmidt, Ketterl & Morisse S. 6)
Podcasts können u.a. in diesen Lehrmodellen eingesetzt werden: