Video Podcasts

"Is podcasting the future of radio? Is podcasting that missing link connecting radio and the Net that Internet radio stations were not able to establish? Is podcasting a revolutionary or a transitory
cultural trend?
Furthermore, is podcasting a way towards a more democratic audio media system or is it rather a new tool in the hands of the multinational recording industry?
This article will explore these questions, providing an historical framework to the introduction of digital sound (from 1991 to 2007) and related social practices, distinguishing four main phases: the birth of the popular use of digital music; Web radio; Music for free; the iPod and Podcasting."

This project’s aim was to support and facilitate master’s students’ preparation and collaboration by making video podcasts of short lectures available on YouTube prior to students’ first face-to-face seminar. The empirical material stems from group interviews, from statistical data created through YouTube analytics and from surveys answered by students after the seminar. The project sought to explore how video podcasts support learning and reflection online and how students use and reflect on the integration of online activities in the videos. Findings showed that students engaged actively in podcasts that included designed activities, and moreover – although to a lesser degree –that students engaged actively in podcasts that did not include additional activities, suggesting that learning via podcast does not always mean learning by passive listening.

Podcast genres are very diverse ranging from music, comedy, religion, sport, news, politics, and current affairs. In this report, the authors focus mainly on news, politics, and current affairs podcasts. The aim of the report is to examine Australians’ podcast listening habits and trends in comparison with other countries and to identify key industry issues. Part 1 of the report is an analysis of data from 40 countries surveyed in the Reuters Institute Digital News Report 2020. In Part 2, nine expert contributions from around the globe representing Asia, Africa, Europe, the Americas, and Oceania are presented.

Machine shop students face the daunting task of learning the operation of complex three-dimensional machine tools, and welding students must develop specific motor skills in addition to understanding the complexity of material types and characteristics. The use of consumer technology by the Millennial generation of vocational students, the advances or integration of new technologies in the industrial workplace, and the available educational technology tools and techniques have not been kept in synchronization. The focus of this qualitative case study research was to observe and document how a sample of vocational machine shop and welding students perceive the usefulness of video podcasts in completing learning activities within the laboratory environment. Instructional video podcasts of machine tool and welding applications were developed specifically for selected learning activities. These podcasts were then provided to the students for use at individual workstations within the laboratory. Observations were made to identify how students used these podcasts. Focus group discussions and personal interviews were conducted to collect data on student opinions and experiences regarding the use of podcasts in the laboratory. Participants were students enrolled in beginning and advanced level machine shop and welding classes at a rural community college in eastern Arizona. A total of 43 students enrolled in study related courses elected to participate. Findings suggest that no observable generational differences existed between Millennial and older generation participants with regard to technology use in the laboratory. Results suggest that podcasts can be of assistance in observing and remembering elements of laboratory demonstrations and complex machine tool operation and setup procedures. It was concluded that both conceptual and step-by-step podcasts can benefit students depending on their individual needs. Recommendations suggest an appropriate method of holding the podcast device needs to be provided depending upon the individual type of workstation. It is recommended to further expand the study to include additional vocational disciplines thus identifying unique applications for the use of podcasts within other non-academic educational environments.

Egy szakmai körökben - tulajdonképpen - nagy tiszteletnek örvendő filozófus mondhatta volna így is: ha filozófushoz indulsz, ne felejtsd otthon a kalapácsot! Mondhatta volna, de mégse mondta, legalábbis nem pontosan így. Pedig aligha hitte, hogy érdemes filozofálni kalapács nélkül, de nyilván (már ő is) nagyon jól tudta, hogy a kalapács nehéz, és a filozófia nem minden munkása és technikusa bírja. És valóban: azóta is vannak kalapácsos és kalapács nélküli filozófusok - arról nem is beszélve, hogy időközben maga a kalapács is (minden használatban lévő technikai eszközhöz hasonlóan) sokat változott, s használatának autentikus módja is alakult. Ilyenformán a filozófia mai gyakorlatában való tájékozódás érdekében talán érdemes feltenni a kérdést: hogyan is állunk a kalapáccsal?

The purpose of this article was to provide a comprehensive review of research on video podcasts from 2002 to 2011 in order to guide future studies and educational practice. Fifty-three, peer-reviewed articles were selected from an extensive search of the literature. Key topics included the history and growth of video podcasts, types of podcasts, previous literature reviews, benefits and challenges of using video podcasts, methodological concerns, and suggestions for future research. Key benefits included positive affective and cognitive attitudes toward video podcasts, control over learning, improved study habits, and increased learning performance. Key challenges included a variety of technical problems, preference of some students for lectures, and reduced class attendance. Methodological concerns involved insufficient description of video podcasts examined, limited sample selection and description, and the absence of reliability and validity estimates for data collection tools. Suggestions for future research include focusing on the quality and design of video podcasts, pedagogical strategies, viewing patterns and impact on learning effectiveness, and in individual differences in video podcast use.

The current use of podcasts, as a new channel to input knowledge, has effectively been promoting listening comprehension which consequently has increased the acquisition of target language. The objective of the present study is to investigate the effects of video-podcasts integration on listening comprehension. The twelve-week quantitative study employed a quasi-experimental pre-test post-test design. Samples included in both the control and experimental groups were 120 English major male undergraduates from a University in Saudi Arabia. The Findings of ANCOVA analysis showed that the video-podcast group significantly outperformed the control group on the post-test. The findings imply that video-podcasts are useful resource for enhancing EFL learners’ listening comprehension.

In the past five years, there has been considerable interest in the decision-making process of school board officials in the field of education.  However, a paucity of research exists on how these leaders use online resources to make decisions.  Through an online survey and face to face interviews, this study examined the use of online resources by school-board trustees (n=164) to guide board-level decisions.  Trustees used online articles (news, research articles, journals) twice as much as social media (Twitter, Facebook, blogs) or repository services (clipping services, Google Scholar).  Almost 70% of trustees used three or more resources to inform their decision making.  Seventy-five to 85% of trustees rated online articles and repository services as being useful.  Trustees actively checked the trustworthiness of online resources by evaluating sources, cross-checking data, and asking colleagues.  Key barriers to using online resources included lack of time, finding reliable or relevant information, and negotiating conflicting results.  Some trustees wanted access to a third-party, repository of valid, reliable information.

The use of podcasts is growing in the instructions of listening comprehension. However, the success of computer technology generally depends on learners positive attitudes towards it. The present study explored attitudes of Saudi EFL undergraduates toward the use of video-podcasts integration in listening comprehension. Moreover, the study also examined students’ attitude from the perspective of the number of video-podcasts they received in their instructions. Samples included 90 English major male undergraduates divided into three groups. The three groups received five (5), ten (10) and 15 video-podcasts in their listening classes before they answered an attitude questionnaire. ANOVA results revealed that the students had positive attitudes towards the use of video-podcasts in listening. However, no significant difference was found between the attitudes of the three experimental groups who received varied number of video-podcasts in their instructions.

This paper presents an experience of educational podcasting set up at the University of Bergamo (Italy), and derives from that experience some remarks upon the quality of podcasting services, in order to promote the definition of guidelines on podcasting quality.
We discuss three main attributes of a podcasting environment:
quality of the production environment (recording and editing), quality of the product (content and communication style), quality of the distribution environment (paratext and management).
Keywords: podcast, higher education, effective use of podcasting, quality of podcasting, educational uses of podcasting, quality framework, quality guidelines

The purpose of this study was to examine the use of video podcasts designed to teach software skills in a preservice teacher education program. It was observed that most preservice teachers used video podcasts one or two times per month to learn specific tasks involving specialty software (e.g., web design, subject-specific, multimedia presentations). The majority of preservice teachers agreed that video podcasts were easy to find, clear, simple to follow, and delivered at a good pace. Preservice teachers specifically enjoyed the just-in-time, instant access to video podcasts. Preference for using video podcasts varied according to gender, age, and level of computer experience. Finally, preservice teachers indicated that the video clips were useful in helping them to learn new software tasks.

The purpose of this study was to examine the use of video podcasts designed to teach software skills in a preservice teacher education program. It was observed that most preservice teachers used video podcasts one or two times per month to learn specific tasks involving specialty software (e.g., web design, subject-specific, multimedia presentations). The majority of preservice teachers agreed that video podcasts were easy to find, clear, simple to follow, and delivered at a good pace. Preservice teachers specifically enjoyed the just-in-time, instant access to video podcasts. Preference for using video podcasts varied according to gender, age, and level of computer experience. Finally, preservice teachers indicated that the video clips were useful in helping them to learn new software tasks.

Introduction. Analysis of teaching ESP (English for specific purposes) to university students of science shows that the competence-based approach requires further improvement of teaching methods and educational models to meet modern requirements. The authors propose to adapt the well-known theory of second language identity formation by I. I. Haleeva for the graded formation of professional second language identity which lays the foundations for a life-long improvement of professional foreign language communication skills. The core of this process is mastering of foreign language professional terminology that is why the authors chose thesaurus modelling as the starting point to build an up-to-date model for teaching ESP to students whose major is Automobile Industry.
Research methods. Apart from analysis of academic sources and generalization of the obtained results, the authors employed modelling to build the educational model for implementation of video podcasts as thesaurus-based didactic tools into teaching ESP.
Results and Discussion. The choice of video podcast as a didactic tool is discussed because the implementation of video podcasts into teaching ESP is not sufficiently developed. Then proposed model is based on psychological-pedagogical, content and activity-based, and effective-reflexive components, and the concept of the professional second language identity formation is found within the content and activity-based component which is justified by the essence of the concept itself. Finally, to achieve the aim of the study the authors present the graded scheme of using a video podcast as a didactic thesaurus-based tool for the professional second language identity formation.
Conclusion. The authors highlight the advantages of the proposed model which is the contribution for making the educational process clear and focused on specific results. The conclusion about its versatility opens the prospects for further research.

The present study tries to find out the effectiveness of video podcasts in learning mathematics among secondary teacher trainees. The study was conducted to develop a video podcast for the methods of teaching mathematics and experimenting the same with a set of trainees studying in the B.Ed and finding out its effectiveness over the conventional method of teaching. Two equivalent group experimental designs are employed for the study. The investigators have chosen 46 B.Ed trainees for the study. According to the scoring of the Pre-test, 23 students were chosen as the control group and 23 students were chosen as the experimental group. Finally, the investigator concludes that; there was a significant difference between control and experimental group students in their gain scores and also a significant difference between control and experimental group students in their gain scores for the attainment of the knowledge, understanding, and application objectives.