Podcasting
Using audio in education has been around forever from "What sound does the cow make" for the youngest learners to the most sophisticated ( and some unsophisticated) podcasts, interactive and otherwise.
The process of creating a podcast can be very simple but limited only by imagination and a willingness to explore.
A few simple steps,
- Create an audio file
- Edit the audio file (maybe optional if you can do it all in one take)
- Host the file on a web server (with a player)
- Distribute the podcast
- Repeat for episodic podcasts.
- Vocaroo
- Audacity
- SoundCloud
- Internet Archive
Theory
- There are two separate channels (auditory and visual) for processing information (sometimes referred to as Dual-Coding theory);
- Each channel has a limited (finite) capacity (similar to Sweller’s notion of Cognitive Load)
- Learning is an active process of filtering, selecting, organizing, and integrating information based upon prior knowledge.
Humans can only process a finite amount of information in a channel at a time, and they make sense of incoming information by actively creating mental representations. Mayer also discusses the role of three memory stores: sensory (which receives stimuli and stores it for a very short time), working (where we actively process information to create mental constructs (or ‘schema’), and long-term (the repository of all things learned). Mayer’s cognitive theory of multimedia learning presents the idea that the brain does not interpret a multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion; rather, these elements are selected and organized dynamically to produce logical mental constructs. Furthermore, Mayer underscores the importance of learning (based upon the testing of content and demonstrating the successful transfer of knowledge) when new information is integrated with prior knowledge.
Design principles including providing coherent verbal, pictorial information, guiding the learners to select relevant words and images, and reducing the load for a single processing channel etc. can be entailed from this theory[3][4].
- Espoused theory
- Theory in use
- Congruence and cognitive dissonance
Graziano, K. J., Herring, M. C., Carpenter, J. P., Smaldino, S., & Finsness, E. S. (2017). A TPACK diagnostic tool for teacher education leaders. TechTrends, 61(4), 372–379. https://doi.org/10.1007/s11528-017-0171-7
Thorvaldsen, S., & Madsen, S. S. (2020). Perspectives on the tensions in teaching with technology in Norwegian teacher education analysed using Argyris and Schön’s theory of action. Education and Information Technologies, 25(6), 5281–5299. https://doi.org/10.1007/s10639-020-10221-4
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