Reflection #6

Reflection #6

Before starting with my reflection, I have to say sorry about late again. I thought the only assighment is the technology project which is the podcasting... I hope this is countable for the very last time.

 

After I learned how to post a podcasting, I realized that it is a real good way to show myself and communicate with others. And this paper explores educational podcasting in three realms: the creation and distribution of lecture archives for review, the delivery of supplemental educational materials and content, and assignments requiring students to produce and submit their own podcasts. It introduces a range of educational uses for podcasting, and summarizes findings from the limited number of formal evaluations completed to date.

First of all, the creation and distribution of lecture archives for review. Podcasting is a means of publishing audio and video content on the web as a series of episodes with a common theme. These episodes are accompanied by a file called a “feed” that allows listeners to subscribe to the series and receive new episodes automatically. Technically and editorially speaking, podcasting a class lecture often requires much less effort than creating new content specifically for podcasts. I have to admit that podcasting is a brand new thing for me, that I never thought that we can use this in education. Actually, in human history, we have radio much earlier than television, which means we use audio to pass information for a quite long time.

Second of all, the delivery of supplemental educational materials and content. Podcasting is a fairly new endeavor, so there are relatively few formal evalua­tions of its educational value at this point in time. Most papers to date are optimis­tically speculative about the potential impact of podcasting on the quality of educational outcomes and experience, but a handful of authors are much more cautious about the expectations that cer­tain types of podcasting might establish. There is also a positive point of podcasting, is that there are all kinds of information in the internet. We can easily find what we want and maybe more than what we want, so how to clarify them is an important problem to solve.

The third one is, assignments requiring students to produce and submit their own podcasts. The previous two sections have addressed case studies where the instructor distrib­utes audio or video educational materials to students using podcasts. While this is the most common approach, many instructors have identified creative ways to flip this model, using podcasts gen­erated by students. In some cases, the students create podcasts for the instruc­tor as a means of assessment. In others, students are responsible for producing podcasts for their classmates. In my opinion, feedback is the most important way to improve teaching quality. It is valuable to know that is the students want and compare to what is they need to know. Also, making the students involved in the processing is interesting and help them to learn themselves.

Q1: What are your thoughts on the future of podcasting in education?

I do believe it will improve the quality of future education and involve both students and teachers into the education procedure. I think there is a trend that all things will depend on the internet in the future. Actually, I cannot deny that I can leave my computer, this sounds impossible but it is true. Also, as human beings we cannot give up communicate each other in languages. We need to speak ourselves out and listen to others as well. Podcasting is an interesting way to make it comes true, we post our voice on it and hear others feedback. Admittedly, email is already a mature way to connect to others but podcasting has emotions which cannot be replaced with some punctuations.

Q2: How will you integrate podcasting in your current classroom?

For now, I am just a participant of my class, but if I have a chance to import podcasting to my classroom, I will encourage my classmates involving in this new method. Although, math is focusing on calculating and proving, but it also needs communicating with co-works who are involved in a project. We need to share our opinions to the subject and talk about the possibility of the idea. Since we already use other software to help us proving the definitions, why cannot we use a new method to express ourselves?