Air Time
11
Air Time Promoting Student Podcasts in Your Courses Dr. Susan C. Hines Director of Instructional Technology Delta State University
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Transcript of Air Time
Air TimePromoting Student Podcasts
in Your Courses
Dr. Susan C. Hines
Director of Instructional Technology
Delta State University
Fight or Flight
First, a little back story…
Hear the tale of the forty-something
writing professor and instructional
designer who gets a hankering to fly...
DSU Flight School
…in a place so
remarkably flat and
rural that even a
bad student can
ace an emergency
landing...
Radio Dilemma
…yet good students
are stumped by a
few phrases and go
dangerously dumb
in mid air...
Yes, But…
Can we really expect our students to do this?
Isn’t this sort of thing complicated?
Doesn’t it require expensive software?
Also, isn’t it just glitz?
It seems like a distraction from the work
at hand, and, besides, how would we grade it?
Yes, But…
Can we really expect our students to do this?
We can, and we should. Developing audio is an
iterative process. It may seem ad hoc, but most
audio is carefully scripted. A “layered” project (with
multiple media) appeals to a variety of learning
styles, and it develops a skill set that is an asset in
the real world in almost any discipline.
Yes, But…
Isn’t this sort of thing complicated?
Not really--not if you break projects like this down for
students. There is value in having them develop in
stages. First, the script. Then the audio. Then the
mapping. And, finally, the webpage. Count on them
to learn by doing. They will do, and they will learn.
AASU Example UNM ExampleDSU Example
Yes, But…
Doesn’t it require expensive software?
Free, free and free. Open-source applications are
available for audio recording and
editing, imaging, web authoring, and screen capture.
They’re mature applications now supported by die-
hard nerds. Hear Audacity, GIMP, KompoZer, and
CamStudio. Visit the Sourceforge website and note
the dizzying number of free apps.
Yes, But…
Isn’t it just glitz?
It seems like a distraction from the work at
hand, and besides, how would we grade it?
Be a student. Develop an active-learning project that
will help you master an outcome. Rinse and repeat.
The understanding you get from your own projects
will guide your grading, and the projects themselves
may be recast as course-related learning objects!
