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Podcasting at the University of Connecticut: Enhancing the Educational Experience
10/16/2006
I encourage students to use the Precasts before each class and refer to them afterwards to help flesh out and scaffold their notes. Students who miss class can use the Precasts to obtain a basic audio-visual outline to assist them when they borrow notes from students who did attend. Moreover, I arrive at the lecture hall early to broadcast the Precasts for any early-arriving students. Because my class is offered first period, I used to play rock music to wake them up and liven up the large lecture hall before class. Rather than sitting in the large auditorium sleeping, staring into space, or listening to music on their iPods, students now have the option of preparing with the Precasts before class begins which has a far greater pedagogical value. (At least I hope so!)
I should point out that there are times when coursecasting may be useful, even though creating this simple record is not my main purpose for podcasting. For example, I recorded a few lectures that occurred on religious holidays knowing that a number of observant students would be absent. I also would consider creating coursecasts of lectures presented during treacherous weather; a potential problem during our New England winters. Clearly, there are other situations where coursecasting may be beneficial, such as in assisting students with certain physical and/or learning disabilities. In all cases, one must weigh the pros and cons of coursecasting in relation to the goals and structure of the course.
Advances in hardware and software continue to afford educators with opportunities to improve their teaching. I originally embraced these opportunities using Apple’s HyperCard software. When HyperCard disappeared, I switched to PowerPoint to provide multimedia (i.e., animations, scanned images, digitized audio, and video clips edited to enable me to make a point precisely and succinctly), not to read screens laden with bulleted text. Now ProfCast, with its simple “drag and drop” interface, enables me to combine PowerPoint with podcasting to clarify, elaborate, and engage my course materials in new ways. One thing I’ve learned in my 40-year journey to become a “broadcaster,” technology must remain subservient to pedagogy lest we forget our educational mission.
David B. Miller is Professor of Psychology, Associate Department Head, Coordinator of Undergraduate Studies, and Honors Coordinator in Psychology at the University of Connecticut in Storrs, CT.
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