Case+Study+2

**__PODCASTING__



Introduction**

Villano (2008), reports that Apple CEO Steve Jobs ushered in a new day in technology with the introduction of the iPod™. In October 2001, at the iPod™ unveiling, Jobs predicted that the technology would change the educational landscape forever. Educators have subsequently used the iPod™ to supplement lessons with a file-sharing activity called // podcasting // (Villano,2008). Podcasting is a technology that involves downloading a series of audio or video files into a digital media player such as the iPod™. Students may use this device to listen to the podcasts (Evans, 2008).

The challenge faculty face is how to use this technology effectively as they facilitate student learning. Much of the research in higher education has attempted to look at podcasting's value. Although anyone can podcast, creating one with true education value can be tough (Villano,2008). Billings (2007) writes when nurse educators require students to access resources such as practice guidelines, research reviews, or pharmaceutical manuals, the classroom becomes enhanced by the wealth of information attainable.

Although limited in number, several studies point to podcasting as an effective method for the delivery of information in adult education programs (Evans, 2008; Fernandez, Simo, & Sallan, 2009; Lazzari, 2009; Roy & Roy, 2007). Fernandez, Simo, & Sallan (2009) created thirteen podcasts and distributed them periodically to ninety distance-learning students involved in an Information Systems Management course over a semester. The authors found podcasting is useful in distance education because it is an important tool that complements the traditional resources in a course. Furthermore, it increases the impression of a permanent contact between students and teachers, thereby increasing students' motivation. Last, it allows for various learning style modalities (Fernandez, Simo, & Sallan, 2009). Lazzari (2009) found that full-time students using podcasts outperformed peers in traditional courses from previous years. These students achieved higher levels of competency which led to better understanding of theoretical issues within the course and to more effective practical skills (Lazzari, 2009). Evans (2008) described the use and effectiveness of mobile learning (m-learning) in the form of podcasting for teaching undergraduate students in Higher Education. In the study, a separate group of first-level students were given a series of podcasts after completing a course in Information and Communications Technology. Analysis of a questionaire indicates that students believe that podcasts are more effective than their texts and more efficient than their own notes in helping them learn. They also indicate that they are more receptive to the learning material in the form of a podcast than a traditional lecture or textbook. Because podcasting is flexible in use, it appears to have great potential as an innovative learning medium for students in higher education (Evans, 2008).


 * Case Study**

Mrs. Duncan, a nursing faculty member at a small state college, teaches pediatric nursing. Because the area hospitals where the nursing students are assigned for clinical experiences have very small pediatric units that are often closed, the students may or may not have the opportunity to care for acutely ill children in that setting. While Mrs. Duncan is able to find other places that give her students the chance to work with children, such as schools, a day care for special needs children, and pediatricians' offices, she would like to be more creative with the time she has with the students. She uses the high-fidelity pediatric simulator to ensure that all students have the opportunity to "care" for children with key acute pediatric problems, which the students love, but she wonders if the students leave her class with an understand some of the important issues in pediatric nursing.

This semester Mrs. Duncan developed an assignment that requires the students to try their hand at podcasting. Knowing that many of the students get involved in television shows that have continuing stories (her students discuss the latest episode of "Grey's Anatomy" every week before class), she divided the class into small groups at the beginning of the semester and instructed them them to create serial podcasts about important pediatric concerns. Each group develops a fictional story about a family who is facing a pediatric challenge of some kind (a chronic illness, a behavioral disorder, and an attempted suicide are a few examples). They research the chosen challenge and each week record a short podcast about the child's situation, including "interactions" with the child as well as family and friends who are involved with the child. As the semester progresses, the stories unfold. The podcasts are posted on the course elearning platform. All students are required to listen to the podcasts done by other groups and comment on at least two of them each week on the online discussion board. So far Mrs. Duncan is very pleased with the creativity of the podcasts. The quality of the recordings is variable, but all are improving each week. Most importantly, she feels that the students are engaged in learning in both the cognitive and affective domains and will complete the course with a better understanding of a variety of health-related challenges faced by children and their families.


 * Discussion Questions**

What are some of the concerns that students may have about this assignment?

The nursing program does not provide the equipment needed to create or listen to the podcasts. Is this a problem? Why or why not?

Are student-produced podcasts an effective educational strategy for nursing programs? Why or why not?


 * Links**

[|http://audacity.sourceforge.net]

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http://podcasting-in-education.wikispaces.com/

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**References**

Billings, D. (2007). Optimizing distance education in nursing. //Journal of Nursing Education, 46//(6), 247-8. Retrieved November 16, 2009, from ProQuest Nursing & Allied Health Source. (Document ID: 1276789931).

Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. //Computers & Education//, //50//(2), 491-498. Retrieved from ERIC database.

Fernandez, V., Simo, P., & Sallan, J. (2009). Podcasting: A new technological tool to facilitate good practice in higher education. //Computers & Education//, //53//(2), 385-392. Retrieved from ERIC database.

Lazzari, M. (2009). Creative use of podcasting in higher education and its effect on competitive agency. //Computers & Education//, //52//(1), 27-34. Retrieved from ERIC database.

Roy, A., & Roy, P. (2007). Intersection of training and podcasting in adult education. //Australian Journal of Adult Learning//, //47//(3), 479-491. Retrieved from ERIC database.

Villano, M. (2008). Building a better podcast. //T.H.E. Journal//, //35//(1), 31-33,. Retrieved from ERIC database.

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