Julie K. Little links to this white paper from Carnegie Mellon University on podcasting. As the report says, this white paper tends to corroborate earlier results. Students do not listen to all the podcasts and they do not view the podcasts as a replacement for lectures, seeing them as helpful as reviews. In classes where the podcast replaces the lecture (and the time is devoted to practical study and labwork) they resent the extra time needed to listen. Still, the class is reported as being the most meaningful, and they demonstrate stronger project work skills. The record concludes with the stunningly obvious - podcasting has no inherent value; it depends on how it is used. Who could have known?
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