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     I had already had a little bit of an idea about what podcasting could be used for in education after viewing the course overview video at the beginning of this class.  It seemed as though Professor Sailor has come a long way from "listening to chemistry lectures on tape while driving in his white Mustang" (Hoagland, 2007).  All three of these articles provided examples of how podcasting has a positive effects on education.
     Using Podcasts as Audio Learning Objects was more of a "how to" podcast and how it will apply in the classroom setting.  One point that Cebeci and Tekdal made really caught my eye.  They stated that "learning through listening keeps students engaged because it is less tedious than reading" (2006).  Because of this students are able to listen to these podcasts and learn virtually anywhere.  Podcasts making learning possible anywhere was a theme in all of the articles, but it was centralized in Doug Hoagland's article titled Getting their iLessons.  Fresno State University's undergraduate kinesiology department has been using podcasts as a means for students to be involved with class even when they are away from class.  This is innovative in that with activities such as athletics, fraternities, sororities and jobs pulling students away from class podcasts are available for students to attend class without being present. 
     Out of the three articles I found that Deborah L. Vess' study, History to Go: Why iTeach with iPod, had the most insight on using podcasts as an educational tool.  In a survey conducted after the study was completed students were asked to answer questions regarding using podcasts in their classes.  The first positive feedback came from a female student who was having trouble writing and listened to her podcast in order to clean up her writing and correct grammatical errors.  Many of the students enjoyed the multiple methods of learning because it allowed students who learned differently to process information in several different ways.  Podcasts also "freed up class time so that students were able to have class discussion" (2006).  Through these discussions they were able to share ideas and develop higher order thinking skills.  They were able to do this because of the fact that they had already listened to the lecture outside of class and were ready to discuss it in class.
    The underlying theme in all of the articles seemed to be the learning community created by the idea sharing and feedback between students on their podcasts.  This seemed to imply that because of the  students were more willing to collaborate outside of the classroom setting than when they were in a classroom setting everyday

 


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    Kyle Wise

    I am 25 years old, in my 3rd season as an assistant baseball coach at the Junior College level and love guiding young adults as they chase down their dreams.

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