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2006 Knowledge Bank Rich Picture Case Studies
Wanganui Park Secondary College - Podcasting in the Classroom

 

Name: Andrew Douch
School: Wanganui Park Secondary College
Postal address: Parkside Drive, Shepparton, 3630
Telephone no: 5820 9900
Email: douch.andrew.a@edumail.vic.gov.au

 

 

Douchy's Podcasts

"Look around – everyone thinks you’re listening to the latest tunes – let’s let them think that shall we? Just nod your head and tap your foot. I won’t tell them what you’re really doing if you don’t - it’ll be our little secret. And in the meanwhile, let’s study!

 

 

Case study focus

"I started making Podcasts for my students as a bit of an experiment. They loved it and wanted more. There are over 30 downloads a day and I've received emails from all over the world from people who are listening and want to share their testimonials of how they have benefited. Now teachers at my school, from LOTE teachers to Maths teachers are also experimenting with podcasting in various forms, and we are finding that there are as many approaches as there are different applications for it."

Teachers no longer need to have their students in class with them in order for the students to be learning. Students can be presented with material (from the teacher and other students) via podcasts, be involved in discussions about learning using discussion boards, and participate in discussions about the content using blogs and chat rooms.

Because the bulk of learning is now taking place out of class, the traditional idea of a class having one teacher is being challenged. Now every student in the class is being taught by every teacher who teaches that subject. This fosters a community of learning.

 

What aspect of best practice will be the focus of the case study?

The use of ICT to create a learning community in which learning and teaching can happen in the way that students now communicate, rather than making students learn the way teachers have traditionally communicated. This case study picks up on the theme of "anytime anywhere" learning.

How does the case study intend to showcase or demonstrate best practice?

The use of podcasts, blogs, and discussion boards has been used to provide the conduits for sharing of knowledge and the asking and answering of questions outside class time. This frees class time for richer, deeper and more creative activities which engage students and help them to learn more deeply than has happened previously.

The form of the case study

A short multimedia presentation, involving a photo essay, video interviews with students and video footage of the types of activities undertaken. The final moments of the presentation will spell out the specific advantages to students and teachers of pursuing this revolutionary approach to teaching and learning.

• View the "Podagogy" video in Quicktime - MOV [27.1MB] or Windows Media Video - WMV [8.7MB]

 

What multimedia and/or online tools have been used?

Digital camcorder, iMovie, GarageBand and QuickTime Pro

 

Engagement and benefits

The use of video and multimedia as a format is inherently engaging. When it is combined with content that presents a paradigm shift regarding teaching and learning that requires less teacher work, but yields better student learning. It will engage!

I already have expertise in the use of the tools mentioned above. The time required to do has been the main obstacle to overcome.

Students and teachers will benefit. In this case study, specifically VCE students will benefit, but the implications will be for all students in the future to benefit through radically changed pedagogy.

ICT has revolutionised the way students communicate with each other. The use of SMS, podcasting, discussion boards, blogs and other technologies have changed the way students interact socially. On the other hand, teachers communicate with students in much the same way as they did a century ago. And when it comes to learning, students interact in much the same way as they did a century ago, too. Much of the ICT that is adopted by schools is unimaginative and pedestrian. It uses ICT to do what teachers already do – but in more efficient ways, and with a little more 'polish.' In this project we are attempting to bring the type of communication that has revolutionised social interaction among young people, and allow it to also revolutionise the interactions between members of a class. Thus freeing up time for deeper learning in the classroom.

 

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