Month: April 2023

IN LRNT 526, we will be using the method of critical inquiry to examine a learning event. Our team (Giulia, Jessica, Tim, and Leah) have chosen podcasting as our learning technology and, specifically, the Ologies podcast hosted by Alie Ward as the learning event to frame our inquiry around. We chose podcasting as our subject of inquiry due to its innate flexibility, facilitating learning in diverse settings, such as exercising or driving, and its versatility as a medium to support both formal and informal learning on a wide range of topics.

To familiarize ourselves with podcasting as a learning technology, we did an initial literature review to explore the various ways in which podcasts are being used for educational purposes and to gain insight into potential issues with podcasting as a learning medium. Some highlights from our initial review include: 

• The popularity of podcasting is significant because 34% of Canadian adults are monthly podcast listeners averaging 4 hours per week and over half of Canadian adults have listened to a podcast in their lifetime (Loup, 2023). 
• Podcasting has various applications for supporting learning. In higher education, podcasts can be used as an internal resource, grey literature, or a means for instructors to provide feedback (Moore, 2022). Additionally, podcasting can be an effective tool to make scholarly research more accessible and understandable for diverse audiences beyond the academic community (DeMarco, 2022; Harrison et al., n.d.). Podcasts also allow the public to access research and apply knowledge to their personal and professional lives (Shamburg et al., 2022).
• Research suggests that the use of podcasts can deepen learning in post-secondary education by providing the opportunity to reflect, self-pace, and engage in independent learning (Andersen & Dau, 2022; Palenque, 2016). 
• Research has shown that misinformation can be prevalent in podcasts (Caramancion, 2022). It is also important for listeners to verify the accuracy, reliability, and impartiality of podcast content.
• Despite podcasts having the ability to allow for a more equitable participation in academia (Figueroa, 2022) it is important to be mindful of any pay-to-access requirements for certain podcasts and share freely available episodes to ensure equal access for all learners.

As we approach our critical inquiry of podcasting as a learning technology, we aim to look beyond the context of the individual learner and their immediate learning environment and consider how societal influences and dimensions of social life shape educational technology and the learning experience (Selwyn, 2010). Acknowledging the complexity of relations between technology, users, and the social context (Fawns, 2022), we seek to develop a deeper and more broad understanding of podcasting and its potential and limitations in facilitating learning, knowledge dissemination, and social action. 

While podcasting has been promoted as an effective technology for learning and is widely used in a variety of contexts, Fawns (2022) asserted that taking a deterministic view of technology without considering its entanglement with pedagogy and the impact of contextual factors is insufficient for gaining a holistic understanding of the relationship between podcasting and learning. For this team assignment, we will be taking a critical inquiry approach to examine podcasting within the diverse contexts of our team members’ lives, work, and learning environments. Our aim is to develop a deeper understanding of the complex issues within our respective contexts, challenge our own beliefs and assumptions, consider multiple perspectives, and influence well-informed decision-making. Each of us bring unique interests in this topic and collectively, we have decided to explore the following questions: 

• What are the implications for sharing Indigenous knowledge and content in digital platforms such as podcasts and Open Educational Resources (OERs) in general? 
• What are the ethical considerations and accessibility implications of using podcasts as OERs in formal education?
• How are podcasts used to mobilize research within and beyond educational institutions to engage wider and non-traditional audiences?
• How can podcasts be utilized to promote equity and representation in education, particularly among marginalized and underrepresented communities?

As we consider podcasts as a learning technology, we welcome initial feedback or thoughts to help guide our critical inquiry.

References

Andersen, R.H., & Dau, S. (2022). Podcasts: A generator of non-formal learning. European Conference on e-Learning, 21(1), 19-24. https://doi.org/10.34190/ecel.21.1.527 

Caramancion, K. (2022). An exploration of mis/disinformation in audio format disseminated in podcasts: Case study of spotify. 2022 Electronics and Mechatronics Conference (IEMTRONICS), Toronto, ON, Canada. https://ieeexplore.ieee.org/document/9795760

Demarco, C. (2022). Hear here! The case for podcasting in research. Journal of Research Administration, 53(1), 30–61.https://eric.ed.gov/?id=EJ1348008 

Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy—Technology dichotomy. Postdigital Science and Education, 4, 711 – 728. https://doi.org/10.1007/s42438-022-00302-7 

Figueroa, M. (2022). Podcasting past the paywall: How diverse media allows more equitable participation in linguistic science. Annual Review of Applied Linguistics, 42, 40-46. https://doi.org/10.1017/S0267190521000118

Harrison, H., De Sousa, E., Loring, P. (n.d.). Podcasting: Scholarship, method, and storytelling in the age of digital and distance research. [Blog]. https://www.marsocsci.net/podcasting-scholarship-method-and-storytelling-in-the-age-of-digital-and-distance-research/

Loup, J. (2023, February 3). Podcast listening in Canada: who’s doing it and how often? NLogic. https://inspiration.nlogic.ca/en/podcast-listening-in-canada 

Moore, T. (2022). Pedagogy, podcasting, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X221106327 

Palenque, S. (2016). The power of podcasting: Perspectives on pedagogy. Journal of Instructional Research, 5, 4-7. https://doi.org./10.9743/JIR.2016.1 

Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65-73. https://doi.org/10.1111/j.1365-2729.2009.00338.x 

In LRNT 526, we are exploring a learning technology and related event and conducting a critical inquiry based on our learning experience and research related to the learning technology. Our team has chosen podcasting as our technology and specifically the Ologies podcast by Alie Ward. In this science-based podcast, Alie Ward interviews someone with extensive knowledge or expertise in a particular ‘ology’. As a team, we chose to self-direct our learning individually and experience a different podcast based on our interests. I listened to an episode called Indigenous Fire Ecology (GOOD FIRE) with Amy Christianson. Ward (2021) interviews Christianson in this episode to provide an Indigenous perspective on wildfires as a follow-up to an original fire ecology episode with a more Western science perspective. 

As a learning technology, podcasts support formal, non-formal and informal learning and can support access to resources in a flexible learning environment (Gunderson & Cumming, 2022). Furthermore, podcasting, as a supplement to formal learning, can deepen learning and improve overall learning outcomes (Andersen & Dau, 2022). As a consumer of podcasts, I have used podcasts informally to satisfy my curiosity about things I have wondered about and to self-direct learning to enhance my professional and personal life. Non-formally, I have used podcasts to deepen my understanding of complex issues or topics I am learning about in my formal education. I have limited experience with the formal use of podcasts; however, I have received audio updates and audio feedback during formal learning, which is considered a form of podcasting (Moore, 2022). Although podcasts have been beneficial to my learning academically, professionally, and personally, research is limited on the impact of podcasts on learning (Andersen & Dau, 2022; Gunderson & Cumming, 2022). Yet, podcast use in Canada is significant, with 34% of adult Canadians being monthly podcast listeners in 2022 (Loup, 2023).

As someone interested in Indigenous perspectives and worldviews, I have used podcasts and other Open Educational Resources (OERs) to learn about Indigenous knowledge and culture. Although podcasts that share Indigenous knowledge can be beneficial to restoring cultural knowledge that was lost due to colonization and the residential schools, I have been contemplating how Indigenous knowledge and content are being protected and honoured when shared in OERs, particularly given the traditional and sacred nature of oral knowledge in Indigenous culture. During the next few weeks in this course, I plan to explore this topic further and hopefully shed light on how Indigenous knowledge and content is being shared in podcasts, how it supports learning for Indigenous and non-Indigenous people, it’s impact on Indigenization and decolonization, and ethical and cultural considerations such as Indigenous knowledge sovereignty and cultural protocol. This topic is meaningful to me as I work with Indigenous communities in my professional role and want to be mindful of open sharing practices and Indigenous worldviews.

I expect that I will have a lot to learn in this area as I begin my research and reflection on this topic. I welcome any feedback or thoughts to consider as I move forward.

References

Andersen, R.H., & Dau, S. (2022). Podcasts: A generator of non-formal learning. European Conference on e-Learning, 21(1), 19-24. https://doi.org/10.34190/ecel.21.1.527 

Gunderson, J.L., & Cumming, T.M. (2022). Podcasting in higher education as a component of Universal Design for Learning: A systematic review of the literature. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2022.2075430 

Loup, J. (2023, February 3). Podcast listening in Canada: who’s doing it and how often? NLogic. https://inspiration.nlogic.ca/en/podcast-listening-in-canada  

Moore, T. (2022). Pedagogy, podcasting, and politics: What role does podcasting have in planning education? Journal of Planning Education and Research, 1-14. https://doi.org/10.1177/0739456X221106327 

Ward, A. (Host). (2021, August 17). Indigenous fire ecology (GOOD FIRE) with Amy Christianson [Audio podcast episode]. In Ologies. https://www.alieward.com/ologies/goodfire