Audio Transformation
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The document discusses the use of podcasting as a tool for fostering learner articulation and self-efficacy within a learner-centered curriculum. It highlights the benefits of recorded digital audio in making learning more engaging and accessible, as well as its role in promoting meaningful learning activities. Additionally, it emphasizes the importance of pedagogical principles that support both independent and social inquiry in education.
Audio Transformation
- 1. Audio Transformationaudio voices as catalysts in a refreshed learner-centred curriculumAndrew MiddletonSheffield Hallam UniversityPPPSIG workshop, University of Bath, 11 November 2009
- 2. AbstractPodcasting would appear to provide an ideal tool for knowledge transmission. However, it will be argued that the greater opportunity for education is its use as an engaging and formative device for developing learner articulation and self-efficacy and as a tool for connecting the learner to the authentic digital voices beyond the classroom. This active session will draw out good pedagogic examples from all of those present, building upon some principles that will be used to seed the session.
- 3. Principles informing audio transformed pedagogyGeneral statements of what we hold to be true and useful (revised following the workshop) Students and teachers value the personal connectivity that the recorded voice affordsStudents learn by articulating their understanding to themselves and othersStudents value learning activity that is meaningful to themStudents can learn from independent and social enquiry and problem-solvingNeither knowledge nor learning is static, resulting from negotiated and interpreted changing informationTeachers value being able to make personal interventions in order to encourage, direct, and challenge their students in facilitating learner-centred pedagogyRecorded digital audio increases access to the voices of teachers, peers, experts and publicsRecorded digital audio allows for engagement that is not constrained by time, place and traditional methodsThe act of reviewing information, argument and conversation reveals deeper levels of understanding
- 4. Media Intervention"Basic to all higher psychological processes, however, is mediation, that is, the use of some intervening instrument or tool between stimulus and response." (Asnin 1941) If learning occurs through the use of media, then that learning is caused by the instructional method and not the media per se. (Clark 1994) Media is used to initiate and facilitate learning through short, timely interventions that are designed to orientate, motivate, and challenge the learner. In this way media informs learner activity and reflection, contrasting with the traditional view of media that is employed to transmit knowledge.Asnin, V. I. (1941/1979-1980) The development of visual-operational thinking in children. Soviet Psychology, 18(2), 23-36Clark, R. E. (1994) Media will never influence learning. Educational Technology Research and Development, 42 (2), 21
- 5. Feedback on ideasThose attending the session reviewed 176 ideas for how audio might be used to enhance a learner-centred curriculum.