TY - JOUR
T1 - Talk the talk
T2 - learner-generated podcasts as catalysts for knowledge creation
AU - Lee, Mark
AU - McLoughlin, Catherine
AU - Chan, Anthony
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = British Journal of Educational Technology. ISSNs: 0007-1013;
PY - 2008
Y1 - 2008
N2 - Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that enable Internet users to author and distribute rich media content quickly and easily. Instead of using the technology for the mere recording and dissemination of lectures and other instructor-centred information, the project reported on in this article focused on enabling students to create their own podcasts for distribution to their peers. The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. The findings suggest that the collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning, as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.
AB - Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that enable Internet users to author and distribute rich media content quickly and easily. Instead of using the technology for the mere recording and dissemination of lectures and other instructor-centred information, the project reported on in this article focused on enabling students to create their own podcasts for distribution to their peers. The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. The findings suggest that the collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning, as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.
KW - Digital audio learning objects
KW - Educational podcasting
KW - Knowledge building
KW - Knowledge creation metaphor of learning
KW - Learner-generated content
KW - Students as producers
U2 - 10.1111/j.1467-8535.2007.00746.x
DO - 10.1111/j.1467-8535.2007.00746.x
M3 - Article
SN - 0007-1013
VL - 39
SP - 501
EP - 521
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
IS - 3
ER -