Harmonious and challenging voices - findings from a creative, audio pervasive module
Andrew Middleton
Sheffield Hallam University, United Kingdom
This paper discusses how digital audio was used as a core, yet flexible, medium to actively engage 230 first year Journalism students.Scenarios, models, and case studies offer useful methods for generating, identifying, designing and describing academic innovation. However, their use in educational development can ignore the complexity and dynamic qualities of living, active pedagogy. This became evident when the recorded voice was used extensively in a blended learning environment. The experience demonstrated how audio enables the academic to respond creatively to the emerging module requirements and opportunities. Audio became a supportive, integral, and above all, mediating feature in promoting academic dialogue in the physical, virtual and cognitive domains of the module.During the module audio was used to: orientate learners; establish principles and illustrate concepts; make announcements; mediate, capture and cross pollinate student discussion; challenge and provoke learners; summarise lectures; share experience through external voices; deliver feedback; and support reflection. Student groups were also required to generate contributions to a podcast 'gallery.'28 podcast episodes were produced by the module team, and 37 by the student groups. 37 pieces of audio and screencast feedback, 14 audio illustrations for lectures and 5 other online resources were also made available. The publication frequency, duration and purpose of podcast episodes were irregular, contrasting with discussion of educational podcasting in the literature (e.g Salmon & Edirisingha 2008, p.165).Evaluation is in progress, but initial indications from a survey, student focus groups, and evidence in student's reflective reports, suggest that the pervasive use of asynchronous learning voices has been valued highly, with audio having been accessed directly through the VLE.ConclusionDigital audio is a simple, flexible technology for academic and student producers; useful therefore as a pervasive, provocative and responsive medium, available to address the needs and opportunities of a module as it progresses. Above all, it offers a sense of sustained academic presence, enriching learner experience, whenever and wherever students engage. Our initial understandings of educational podcasting should be developed towards recognising its future, sustained role as a versatile tool with which to enrich our ever changing local learning contexts.Salmon, G. and P. Edirisingha (2008, July). Podcasting for Learning in Universities. Open University Press.