Student Generated Podcasts: Learning to Cascade Rather than Create

Maguire, J. , Stuart, S. and Draper, S. (2009) Student Generated Podcasts: Learning to Cascade Rather than Create. 2nd Annual University of Glasgow Learning and Teaching Conference: Promoting Student Success through the Curriculum, Glasgow, UK, 24 Apr 2009.

Abstract

There is currently an explosion of exploratory uses of podcasts in education, but only a few where the students, rather than the staff, produce the podcasts. Where it has been done, it has mainly been for students where the technology itself was also relevant to their studies (e.g. computing science or media studies courses). Here however we report on one of these on a course for ‘non-technical’ students from the faculty of Arts. These students were required to produce a single video podcast for their third-year philosophy course. The requirements to present something useful to fellow students and to master a new and fashionable technology are well designed to augment self-confidence and self-efficacy, to engage students, to equip them with a skill that may enhance their employability, and to foster deeper learning. However a basic reason for student generated content of this kind is that authoring for other students (rather than for marking by a staff member) should give impetus to deeper thought about the content. This would not only cement existing knowledge but also supplement it with new perspectives and considerations. Sceptics might argue differently, claiming it to be a gimmick to boost course numbers. However, crafting a report, essay or regurgitating facts on exam day involve different learning experiences and skills to that of giving a persuasive presentation to a large audience.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: No
• Glasgow Author(s) Enlighten ID: Draper, Dr Steve and Maguire, Dr Joseph and Stuart, Dr Susan
• Authors: Maguire, J., Stuart, S., and Draper, S.
• Subjects: Q Science > Q Science (General)
• College/School: College of Science and Engineering > School of Computing Science
• Copyright Holders: Copyright © 2009 The Authors
• Publisher Policy: Reproduced with the permission of the Authors

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