Podcasts are a viable option when sharing information.\u00a0 They are useful to distribute recordings intended for educational or entertainment purposes since the content of a podcast fits the need of the intended audience.\u00a0 A benefit of publicly publishing podcasts is that those who are interested in the same topic can find them and receive the same information (Evans, 2008).\u00a0 Podcasts can replace face-to-face lectures as a method of disseminating information to learners.\u00a0 Using this method, learners can access the material in the location of their choice and using the device of the choice (Parson, Reddy, Wood, & Senior, 2009; Brookes, 2010; Evans, 2008).\u00a0 This makes education much more flexible than it is in a face-to-face environment.\u00a0 Looking at some of the available literature surrounding educational podcasts, I see that there is information on both sides of the argument on using podcasts for educational purposes.\u00a0 While I have limited experience with podcasts, I can see their value as an educational tool.\u00a0 Having the ability to listen to a lecture when and where works best for the learner is a worthwhile feature of this technology.\u00a0 Also, having the information available outside of the formal lecture time allows learners to go back and review it should something be unclear at a later time, allowing the learner more control of his\/her learning.<\/p>\n
How does this fit with training staff?\u00a0 That is what I am planning to explore for the duration of this course.\u00a0 I volunteer at a seasonal not-for-profit living historical museum.\u00a0 Each season begins with training for all staff (paid) and volunteers.\u00a0 This training happens in a face-to-face setting and consists of only a lecture style of delivery.\u00a0 This style of training goes against the interactive nature of the museum, given that one of the primary goals to interact with the guests.\u00a0 I would like to start to explore the idea of building a blended training program for the museum, incorporating both interactive and individual components.\u00a0 Here are some questions that I plan to explore:<\/p>\n
As part of this research, I welcome comments and questions from you.<\/p>\n
References<\/p>\n
Brookes, M. (2010). An evaluation of the impact of formative feedback podcasts on the student learning experience. Journal of Hospitality, Leisure, Sport & Tourism Education (Oxford Brookes University)<\/em>, 9<\/em>(1), 53\u201364. https:\/\/doi-org.libresources2.sait.ab.ca\/10.3794\/johlste.91.238<\/p>\n Evans, C. (2008) The effectiveness of m-learning in the form of podcast revision lectures in higher education.\u00a0 Computers & Education, 50,491\u2013498. DOI: https:\/\/doi.org\/10.1016\/j.compedu.2007.09.016<\/p>\n Parson, V., Reddy, P., Wood, J., & Senior, C. (2009) Educating an iPod<\/em> generation: undergraduate attitudes, experiences and understanding of vodcast and podcast use, Learning, Media and Technology, 34:3, 215-228, DOI: 10.1080\/17439880903141497<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Podcasts are a viable option when sharing information.\u00a0 They are useful to distribute recordings intended for educational or entertainment purposes since the content of a podcast fits the need of the intended audience.\u00a0 A benefit of publicly publishing podcasts is that those who are interested in the same topic can find them and receive the … Continue reading Podcasts and Training<\/span>