Podcasting and Pedagogy

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Author(s): Ross Kendall (Waikato Institute of Technology, New Zealand)
Copyright: 2014
Pages: 17
Source title: Mobile Pedagogy and Perspectives on Teaching and Learning
Source Author(s)/Editor(s): Douglas McConatha (West Chester University, USA), Christian Penny (West Chester University of Pennsylvania, USA), Jordan Schugar (West Chester University, USA)and David Bolton (West Chester University, USA)
DOI: 10.4018/978-1-4666-4333-8.ch003

Keywords: Blended & Mobile Learning / Education / Educational Technologies / Information Science Reference

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Abstract

This chapter explores the engagement of tertiary students in interviewing “green” experts. Using Engeström’s expansive activity model, the study finds that integrating podcasting into a course with strong links to other activities and resources helped students assimilate and develop the concepts of the course. The project promotes functionalist values of independent, experimental learning and deep engagement with learning material, it invokes authentic field experience, accommodates different learning styles and it provides considerable motivation. The study suggests that mobile learning embodies the means to change relationships between learner and expert and that such connecting is a key attribute of contemporary subjective association and recontextualization. The chapter provides a brief review of the literature on podcasting in education, followed by the teaching and learning context and the application of Engeström’s “expansive activity model” (1994, 2001, 2002, 2004, 2008, 2010). I describe the student group undertaking the exercises in a Level 5 Sociology course, and the project (which subsequently extended into a later course: “The Sustainable Business Environment”, because many of the podcast students had pre-enrolled in that course). The paper discusses the methodological approach that was used, offering two strands of analysis: students’ use of the podcasts and how the latter were placed in their learning about sustainable development. The discussion section elaborates the model and offers suggestions for advancing the educational use of podcasts. Last, I offer some thoughts on how Engeström’s model might be extended in education to develop not just new objects, but also the new use of objects.

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