Podcasting FPLC Gaudet 2006-7

From CTLpedia

Reflections on my Experience in the Podcasting Faculty and Professional Learning Community, Donna Gaudet, Center for Teaching and Learning, Mesa Community College, Contact me (mailto:dgaudet@mail.mc.maricopa.edu)

Sumary: My project summary.

1 Podcasting FPLC Background
2 My Initial Views on Podcasting
3 Podcasting FPLC Activities Experienced
4 Reflection on my Experience in Podcasting FPLC
5 Final Reflection on Podcasting in Teaching and Learning
6 Resources and References on Podcasting

Podcasting FPLC Background

Specifically, the podcasting FPLC is about experimentation and research in the area of podcasting for higher education. As part of our work together during the 2006/2007 school year, the Podcasting FPLC group:

Researched and read a variety of articles
Discussed aspects of podcasting in general and the use of media in higher education specifically
Searched for and listened to a variety of podcasts, both education and non-education related
Experimented with different technologies to deliver podcasts
Planned and implemented podcasting projects in our discipline areas

My Initial Views on Podcasting

Thinking back on the beginning of the year and my journey with the podcasting group, I definitely started the experience with some ideas about podcasting. I had experienced podcasts as a user (casts like This Week in Tech) which I subscribed to and listened to regularly. However, I was not very aware, at the time, of the podcasts that were available for education in general nor specifically the ways in which members of our group might want to use podcasting for their classes or other education environments.

Podcasting FPLC Activities Experienced

Throughout the year, there were many types of FPLC activities held which I was able to attend:

FPLC summer facilitator's conference in Claremont, CA
FPLC retreats (fall, spring start, spring end)
FPLC podcasting work sessions (approximately every two to three weeks from September through May)

I found all of these activites engaging and well worth my time. The opportunity to interact with colleagues, both in the podcasting FPLC and in other FPLC's, was a very positive part of the overall FPLC experience.

Reflection on my Experience in Podcasting FPLC

The Podcasting FPLC was my first experience as a member of a faculty learning community and also as a facilitator. The opportunity to interact regularly with colleagues concerning a "cutting edge" topic was of great interest to me, and I was happy to see that a good number of individuals signed up for the podcasting community.

The overall goals of the community encompassed both the technical "how to" aspects of podcasting as well as the "how best to" pedagogies of using podcasting to enhance learning. I greatly enjoyed the discussion aspects of our regular sessions as we debated the meaning of "podcasting" and discussed educational applications.

Final Reflection on Podcasting in Teaching and Learning

No doubt about it...podcasting is cool. Whether you listen to podcasts made by others or create your own, podcasting ranks way up on the "cool technology" scale. However, effective teaching and learning and "cool technologies" rarely have a cause and effect relationship. In fact, depending on the amount of time it takes to a) learn to use a new technology and b) implement that technology consistently, using a particularly technology may not be "cost effective" in terms of the time and energy of a given faculty member. Producing regular podcasts of lectures or class activities requires a lot of time and effort for questionable returns. We may be a bit ahead of the student curve in terms of their desire to listen to class media while driving in their cars or walking around. Students clearly own and use MP3 players (as evidenced by all the white headphones on campus) but are they interested in or willing to download and listen to class content? A short survey that our group conducted with about 200 students supports the view that educational podcasting may not be quite "ready for prime time" at least with our MCC student population.

However, expecting students to listen to podcasts that are already created and exist "out in the world" may well be worthwhile. Doing so would allow an instructor to test the idea of podcasting as an educational enhancement concept without having to invest large amounts of time and energy. Podcasts are created every day and cover a wide range of topics many of which are appropriate for education. So, my advice for instructors is to find a podcast or two that complement your content. Then, set up class assignments that require students to listen, comment, summarize, and or discuss content from the podcasts. If you like the way podcasts enhance your classes, and your students find value in them as well, then continue to use/expand on your use over time. Happy Podcasting!