Podcast Reflection: Very first audio podcast (Task 2.2)

Creating a Podcast Reflection:

Click on the link to access my Podcast.

Podcasting is something I really didn't think I would ever do as part of my classroom programme. This is mainly because it is out of my own personal comfort zone and I'm sure many others would agree (cringing at the sound of my own voice). In preparation for making this podcast, I made sure that I made notes to answer the question posed by Lucinda to better prepare myself for recording my voice - especially since I knew others would listen to the podcast. Overall the experience was not as scary as I thought and after thinking about some of the benefits podcasting could provide for my learners, and listening to the ideas of my peers on their podcasts, I decided to do some further reading about multimedia design for learning.

Firstly I read McAdle's (2011) chapter on Design the Learning to Fit the Need. She mentions multi-sense learning as a learning principle to consider when designing training programmes. I found it interesting that she highlights 80% of what learners absorb from an activity is from sight, 11% is through hearing and 9% is from the other senses combined. She suggests that educators should design lessons that use two or more of the senses where possible.

After listening to Emily Cordwell's Podcast, I was inspired to read Mayer's (2014) article on Multimedia Instruction. This was one of the most interesting and useful articles I have read and it answered so many things I had wondered about how multimedia instruction impacts (negatively & positively) on student learning.  Mayer (2014) points out the rationale for multimedia instruction being that people learn more from words and pictures, than from words alone and therefore justifies the importance of incorporating multimedia into any classroom environment whether it be face to face, blended or online. He emphasises the fact that the way multimedia content is designed, has various impacts on students' cognitive processing that results in how well students will learn. 

 The three demands on a learners' cognitive capacity he talks about include extraneous processing (elements that do not serve the instructional goal), essential processing (building a mental representation of the content presented), and generative processing (making sense of the information being presented and connecting it to prior knowledge). Mayer (2014) discusses many research based principles that influence students cognitive capacity and therefore impact on their learning with multimedia instruction that teachers should consider. For this reflection, I will focus on the principles I found relevant to podcasting and vodcasting below.  

 Minimising Extraneous Load:

  • Temporal contiguity - present graphics and spoken words at the same time
  • Redundancy - present graphics with spoken words rather than graphics and text

Managing Essential Processing:

  • Modality - present graphics with spoken text rather than printed text


Fostering Generative Processing:
  • Personalisation - speak words in conversation style using words like 'I and' 'you'
  • Voice - use human speech rather than computerised speech (record your own voice)
After reading more about the use of multimedia tools and the impacts these can have on students' learning, I have learned that just because you add a range of media to lessons, doesn't mean it'll necessarily have the intended impact. Therefore I will think more carefully and purposefully when designing learning experiences involving multimedia for my learners.

Learning Outcome Link:

1. Make informed decisions regarding the use of various educational design methods to create a design artefact.

References:

Mayer, R. E. (2014). Multimedia instruction. In M. J. Spector, D. M. Merrill, J. Elen & J. M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 385-399). New York, NY: Springer New York.

McArdle, G. H. (2011). Instructional Design for Action Learning. New York, NY: AMACOM

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