The Impact of Combining Video Podcasting and Lectures on Students’ Assimilation of Additional Knowledge

Podcasting is evolving rapidly in higher education due to its pedagogical possibilities, such as providing supplementary materials to increase learning. This chapter aims to provide insights about the complementarity between traditional and innovative methods in teaching practice. In particular, the authors examine the value of video podcasts in the learning process, investigating how prior knowledge gained from lectures, students’ attitude toward using this tool, and its effective use, may account for the assimilation of additional knowledge presented in this multimedia format. Drawing on several learning-related theories, they develop a conceptual model that is empirically tested. After following instrumental design principles and a formal research procedure, the findings show the influence of prior knowledge and effective use on students’ assimilation capacity. Moreover, attitude positively affects the effective use of the tool. Finally, the authors discuss the main academic and practical contributions of this study and provide recommendations and future research directions.

Students as Web 2.0 authors: Implications for assessment design and conduct

<span>Students now have at their disposal a range of Web 2.0 authoring forms such as audio and video podcasting, blogging, social bookmarking, social networking, virtual world activities and wiki writing. Many university educators are interested in enabling students to demonstrate their learning by creating content in these forms. However, the design and conduct of assessment for such student-created content is not straightforward. Based upon a review of current literature and examples in the public domain, this paper identifies key challenges for academic assessment that arise from students' use of Web 2.0 authoring forms. We describe and analyse selected cases where academics have set assessable student Web 2.0 activities in a range of fields of study, noting especially the inter-relationship of learning objectives, assessment tasks and marking criteria. We make recommendations for practice, research and understanding to strengthen educational quality and academic integrity in the use of Web 2.0 authoring forms for assessable student learning.</span>

The Infusion of Interactive Digital Media With Self-Help and Stuttering Treatment

Limitations in the science of stuttering and stuttering therapy result in a failure to eradicate the stuttering phenomenon in clients with persistent developmental stuttering. Subsequently, many clients who stutter continue to live with the negative social consequences of stuttered speech, which include the potential for social marginalization and a reduction in quality of life. Consequently, current stuttering treatments, as well as a grass-roots self-help movement, have evolved to address these challenges faced by the stuttering population. This paper discusses the application of self-help styled interactive content over a digital media, in the form of audio and video podcasting, in stuttering support and treatment.

Podcasting as Mobile Learning

The impact that e-learning has had on the workplace over the last 20 years is paramount. From video-conferencing to desktop Webinars, business has included technology and distance learning solutions in its model of human resource development. However audio and video podcasting as mobile learning stands to provide a very different dimension of distance learning. Instead of being restrained and constrained to a desktop or conference room, professional learning truly can be “anytime, anywhere.” From the office, to the gym, the shopping mall, to the beach, veteran professionals and young adults alike are exploring how to use mobile technology to improve their personal and professional learning. This article provides a background on this wave of mobile learning, including how podcasting has arisen, lessons learned, and growing trends. In addition, it examines issues that face HRIS (human resources information system), e-HRM (electronic human resource management system), individuals and professionals within mobile learning. Podcasts are digital audio files, which are hosted on the Internet and published via a special scripting language. Podcasts are usually produced in a series, so that there are more than one episode and the scripting language, XML (extensible markup language) and RSS (really simple syndication), enables updates of the series to be sent to the listener’s computer or wireless device automatically (King & Gura, 2007). This article begins with an introduction to the topic of podcasting and podcasting as mobile learning. The background section provides a detailed definition of this emergent technology and usage, while later the discussion turns to the critical issue of copyright and podcasting. Considering the forms and possibilities for professional learning through this mobile technology is a vital component of this article before we turn to the lively topic of trends in new and social media, which includes podcasting. The conclusion of the article brings us full circle as we consider how this fits together for podcasting as mobile learning.