According to the Pew Internet Report (2005) more than 22 million American adults own an iPOD or MP3 player, and of those, more than six million have listened to podcasts or downloaded web broadcasts “to enjoy at their leisure”. In his keynote speech at AECT’s annual convention, Apple’s J. Couch (2006) reported that 76% of the students responding to Apple’s survey stated that at least one of their classes have academic content delivered to them through podcasts. The “podcasting phenomenon” has now penetrated education, and is indeed gaining considerable momentum in various educational contexts around the world. Podcasting has become an essential aspect of electronic and mobile learning, with a variety of applications across all education subjects and levels.

The participants will develop (a) the technical skills to create and host pod and vodcasts and (b) the theoretical and pedagogical history of and framework for pod and vodcast use in K-12 education and teacher education, ultimately forming their own principles for use of pod/vodcasts in different professional settings. Technically, participants will use: Audacity sound editing or GarageBand, iMovie or MovieMaker, PowerPoint or Keynote, photographs and video (pre-created), EduBlogs, and iTunes. Technical resources will be provided for hosting pod and vodcasts internally in an organization. Conceptually, participants will learn design strategies developed from multimedia and information technology research. Implications for face-to-face, hybrid, and online learning will be discussed.

The workshop will involve whole group and small group discussion, whole group demonstration, hands-on technology development, group, dyad, or individual project work (as desired). Time is planned for small group reflections and processing of the pod/vod cast development experience.

The successful participant will (a) have developed one podcast and one vodcast using research-based multimedia principles, (b) have the experience, confidence, and technical resources to create pod/vod casts after returning home, (c) have collected a plethora of possibilities/educational uses for pod/vodcasts in different educational contexts, and (d) understand the technical and security differences of hosting pod/vodcasts externally or internally to an organization.

Outline

1. (Upon entry -- we will be streaming audio and vodcasts)
2. Prior Knowledge of Participants - Introductions (15 min)
3. Collaborative Storytelling - Designing, Developing, and Syndicating One Story as a group (45 minutes)
• The whole group will participate in and observe the entire process of recording a story, limited edits of the story, exporting as MP3 format, uploading to a blog site, and viewing/hearing it in iTunes.
4. Design Strategies (45 minutes)
• how do multimedia research and information design yield design strategies podcasts
• Examples - analysis
• Small group brainstorming -- what kinds of podcast could be used within your educational contexts? - separate groups by K-12 (and levels within) and teacher education
5. Creating the Podcast (75 minutes)
• Group, Pair, or Individual design, develop, and syndicate one 1-3 minute podcast.
• Step 1 - storyboard, write script
• Step 2 - record
• Step 3 - edit
• Step 4 - Export
• Step 5 - upload to workshop blog
• Step 6 - subscribe to RSS feed in iTunes - LISTEN
6. Small Group Processing - Reflections, Reactions, New Ideas (20min)
7. Design Strategies (45 min)
• reacquaint with multimedia research and information design that yields design strategies for vodcasts
• Examples - analysis
• Small group brainstorming - what kinds of vodcasts could be used within your educational contexts? - separate groups by K-12 (and levels within) and teacher education
8. Creating the Vodcast (1.5 hours)
• Group, Pair, or Individual design, develop, and syndicate one 1-3 minute vodcast.
• Step 1 - storyboard, write script (may use materials provided by instructors)
• Step 2 - Lay out video / screen shots / pictures & record audio
• Step 3 - edit
• Step 4 - Export
• Step 5 - upload to workshop blog
• Step 6 - subscribe to RSS feed in iTunes - LISTEN & WATCH
9. Whole Group Processing - Reflections, Reactions, New Ideas (20 min)

Supporting Research

Adams, A. (1999). Usability testing in information design. In H. J. G. Zwaga, T. Boersma, & H. C. M. Hoonhout (Eds.). Visual information for everyday use. Design and research perspectives. London, PA: Taylor & Francis
Avgerinou, M.D., Pettersson, R., & Strand, L. (in press). Multimedia research principles and the design of instructionally effective video-podcasts. In R. Griffin, M.D. Avgerinou & J. Giesen (Eds.). IVLA- Book of Selected Readings. Loretto, PA: International Visual Literacy Association.
Avgerinou, M.D., & Pettersson, R. (2007). Designing a visual literacy podcast. In R.E. Griffin, B. M.D. Avgerinou, & J. Giesen (Eds.) History, community, & culture: Celebrating tradition & transforming our future (pp. 39-45). Loretto, PA: IVLA.
Blaisdell, M. (2006, March). Academic MP3s >> Is It iTime Yet? [Electronic Version] Retrieved October 1, 2006 from http://www.campustechnology.com/article.asp?id=18001&p=2
Campbell, G. (2005, November/December). There is something in the podcasting in education. Educause [electronic version] Retrieved, March 25 2006 from
http://educause.edu/er/ERM05/ERM0561.asp?bhcp=1
Clark, R.C., & Mayer, R. E. (2003). e-Learning and the science of instruction. San Francisco, CA: Pfeiffer.
Cooper, A. (1999). The inmates are running the asylum. New York, NY: Macmillan.
Easy Access to Software and Information (2006). Retrieved October 1, 2006 from http://easi.cc/podcasts/
French, D.P. (2006). iPODS: Informative or invasive? Journal of College Science Teaching, 36(1), 58-59.
GarageBand Tutorials (2006). Retrieved from http://www.apple.com/itunes/store/podcasts.html
Herrington, J. (2005). Podcasting hacks: Tips & tools for blogging out loud. Sebastopol, CA: O’Reily Media.
King, K.P., & Dura, M. (2007). Podcasting for teachers. Charlotte, NC: Information Age Publising, Inc.
Krug, S. (2000). Don’t make me think: A common sense approach to web usability. Indianapolis, IN: Circle.com Library.
Mayer, R.E. (Ed.) (2005). The Cambridge handbook of multimedia learning. Cambridge: Cambridge University Press.
Pettersson, R. (2002). Information design: An introduction. Philadelphia, PA: John Benjamins Publishing Company.
Pettersson, R. (1993). Visual information. Englewood Cliffs, NJ: Educational Technology Publications.
Pruitt, J., & Adlin, T. (2006). The persona lifecycle: Keeping people in mind throughout the design process. San Francisco, CA: Morgan Kaufmann Publishers.
Reed, S. K. (2006). Cognitive architectures for multimedia learning. Educational Psychologist, 41(2), 87-98.
Richardson, W. (2006). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.
Stanford on iTUNES U (2006). Retrieved October 1, 2006 from http://itunes.stanford.edu/
Wikipedia (2006). Podcasting. Retrieved October 1, 2006 from http://en.wikipedia.org/wiki/Podcast
Williams, R., & Tollett, J. (2007). Podcasting and blogging with GarageBand and iWEB. Berkeley, CA: Peachpit Press.

Presenter Background

Dr. Hughes is an Associate Professor of Instructional Technology at the University of Texas at Austin. She has fifteen years of experience teaching in K-12 schools and within teacher education contexts - both at universities and in school-based professional development. Her research and instruction is focused on helping preservice and practicing teachers learn to be critical consumers of educational technologies so that technology-supported curriculum amplifies or transforms students' learning of subject area concepts. For two years, she has led practicing teachers in learning to design and develop pod and vodcasts. She is on the cusp of syndicating her own podcast that aims to bring educational research to the ears of practicing teachers, in an accessible format via podcast interviews.

Dr. Avgerinou has been exposed to various education systems through her undergraduate and graduate studies (B.Litt. in Medieval and Modern Greek, University of Athens, Greece; M.Ed. in Instructional Technology, and Ph.D. in Visual Literacy, Assessment and Integrated Research Methods, University of Bath, United Kingdom). She also received an Online Education and Training (OET) Qualification from the University of London, United Kingdom. She has extensive experience in various levels of Higher Education -such as teaching, research, and faculty development- but has also worked as an Instructional Design, Research and Evaluation consultant in Greece and the United States. Her professional publications are focused mostly on the areas of Visual Literacy, Action Research, and Online Learning.

She currently teaches at the School of Education (DePaul University, Chicago), the Department of Educational Policy and Research. Her primary research interests include Implications of New Teaching and Learning Technologies for Education and Training; the Development of Visual Communication/Literacy, Visual Learning and Visual Thinking Skills; Managed Learning Environments and Tutor/Learner *Emerging* Identity; and Action Research for the Reflective Practitioner.

Ms. Barrera, Ms. Hsin, Mr. Huang, and Ms. Wattanawaha are graduate students in Instructional Technology at the University of Texas at Austin. They have all created podcasts and are familiar with online and face-to-face educational contexts where pod and vodcasts might be educationally relevant.