The role of podcasting in effective curriculum renewal

  • Ming Nie
  • Alejandro Armellini
  • Sue Harrington
  • Kelly Barklamb
  • Ray Randall
Keywords: action research, curriculum design, curriculum delivery, curriculum renewal, occupational psychology, institutional transformation, learning design, podcasting

Abstract

This paper reports on a case study into the contribution of podcasting to the curriculum transformation of two distance-taught master’s programmes. Both programmes attract work-based Occupational Psychology practitioners, most of whom are in full-time employment. Challenges faced by the course team included adding flexibility to the curricula, increasing learner engagement (both with learning materials and feedback) and reducing learner isolation. As part of a coordinated enhancement effort, which included changes to curriculum design and delivery, 59 podcasts were introduced into the curriculum over a 12-month period. Qualitative and quantitative data were gathered from students and staff throughout the study. Action research ensured a regular flow of relevant evidence informing each stage of the renewal process. Evidence suggested that the students’ learning experiences improved as a result of four key benefits associated with the integration of podcasting in learning design: personalisation; an additional and different format for providing clear and engaging guidance, support and feedback; increased flexibility and mobility within the curricula; and ‘design once, deliver many times’ with minimum adaptation.

Keywords: action research; curriculum design; curriculum delivery; curriculum renewal; occupational psychology; institutional transformation; learning design; podcasting

DOI: 10.1080/09687769.2010.492849

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Published
2010-07-01
How to Cite
Nie M., Armellini A., Harrington S., Barklamb K., & Randall R. (2010). The role of podcasting in effective curriculum renewal. Research in Learning Technology, 18(2). Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/880
Issue
Vol. 18 No. 2 (2010)
Section
Original Research Articles

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