ePoster
Abstract Title | Implementation and evaluation of podcasts as an educational tool in undergraduate nursing education

Authors

  1. Marie Tarrant and Polly Chan

Theme

Mobile Learning

Category

Educational Resources

INSTITUTION

School of Nursing, University of Hong Kong

Background
  • Over the past 20 years there has been an explosion in the amount and variety of technology used in tertiary education.
  • One of the technologies generating discussion and excitement among academics and students is the use of “podcasts” to supplement and enhance student learning.
  • The purpose of this project was to develop podcasts of course materials and to assess the impact of podcasting on student learning.
Conclusion
  • Podcasting course lectures appears to enhance and augment didactic learning. 
  • Being able to review specific parts of lectures enables students to clarify and more fully understand course materials. 
  • Students do not appear to skip lectures because podcasts are made available to them.

Summary of Work
  • We selected two courses in an undergraduate RN-BN program and created podcasts of all course lectures and made them available on-line to students. 
  • One course had only lecture podcasts and the other course had lecture podcasts plus 8 short tutorial podcasts (5-10 minutes).
  • Although course lectures were between 1.5 to 2 hours, the podcasts were divided into shorter sections of about 20 to 30 minutes according to lecture topics. 
  • Using a self-administered questionnaire (Zanussi et al. 2008, 2011) we evaluated students’ (n=141) actual use of the technology, the perceived impact on their learning, and their perceptions about the technology. 
Take-home Messages
  • Creating podcasts can easily be incorporated into most educational settings.
  • Creating podcasts of lectures and other course sessions may be a valuable tool for students for whom English is not their first language, as is currently the case in many health science education programs worldwide.
Acknowledgement
  • Funding for this study was provided by the Run Run Shaw Research and Teaching Endowment Fund, University of Hong Kong.
Summary of Results


more detail
References
  • Zanussi, L., Paget, M., Tworek, J., & McLaughlin, K. (2011). Podcasting in medical education: can we turn this toy into an effective learning tool? Advances in Health Sciences Education.
  • Zanussi, L., & Tworek, J. (2008, August). Podcasting to augment didactic materials: evaluation of a year-long implementation strategy. Paper presented at the AMEE 2008, Prague, Czech Republic.
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Background
Conclusion
Summary of Work
Take-home Messages
Acknowledgement
Summary of Results

Steps for Producing Podcasts

Step 1:  File Production

  • This is usually the most time-consuming and labor-intensive part but less so if you are recording lectures or other events live as they occur.
  • You need to plan, write, & record content plus edit and produce podcasts.
  • The hardware required includes a computer, microphone, and possibly a video camera.
  • You will also need the required software to edit and produce the podcast files (i.e., MS PowerPoint and Camtasia StudioTM) and file storage space to upload files (Moodle or Web CT) to the web.
  • Camtasia StudioTM software works within PowerPoint and doesn’t overly affect the way in which the lecture is presented.

Step 2:  Podcast Publication
  • Set up a RSS feed (optional) so that new podcasts are automatically pushed to users computers.
  • The podcast file can be output in various media formats depending on course design and student needs:
    • Flash movie (.flv), Windows media format (.wmv), Quicktime (.mov), iPod / iPhone (.mp4; .m4v), audio only (.mp3), Real media (.rm).
  • Post the audio/video files to a web server (i.e., Moodle or WebCT).

 

Step 3:  Delivery and Playback
  • The listener can download the file(s) to a computer or a portable device.
  • The RSS feed can download them automatically to a portable device.

Tips for Making Podcasts

  • Check equipment before podcast recording.
  • Be sure to have a good quality microphone.
  • Keep recordings short or break up longer lectures into smaller segments.
  • In PowerPoint, use “title slides” to divide up sections of lectures.
  • When recording podcasts during lectures, repeat questions asked by students to make sure they are heard clearly by listeners.
References
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Title:
Implementation and evaluation of podcasts as an educational tool in undergraduate nursing education
Theme:
Mobile Learning
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http://ieposter.com/eposter/665/implementation-and-evaluation-of-podcasts-as-an-educational-tool-in-undergraduate-nursing-education.html
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