Reconsidering the role of recorded audio as a rich, flexible and engaging learning space
Abstract
Audio needs to be recognised as an integral medium capable of extending education’s formal and informal, virtual and physical learning spaces. This paper reconsiders the value of educational podcasting through a review of literature and a module case study. It argues that a pedagogical understanding is needed and challenges technology-centred or teacher-centred understandings of podcasting. It considers the diverse methods being used that enhance and redefine podcasting as a medium for student-centred active learning. The case study shows how audio created a rich learning space by meaningfully connecting tutors, students and those beyond the existing formal study space. The approaches used can be categorised as new types of learning activity, extended connected activity, relocated activity, and recorded ‘captured’ activity which promote learner replay and re-engagement. The paper concludes that the educational use of the recorded voice needs to be reconsidered and reconceptualised so that audio is valued as a manageable, immediate, flexible, potent and engaging medium.
Keywords: audio; podcasting; digital media; media-enhanced learning; user-producer; content; learning spaces
(Published: 5 January 2015)
Citation: Research in Learning Technology 2016, 24: 28035 - http://dx.doi.org/10.3402/rlt.v24.28035
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