University Lecturer goes podcast only

I tried listening to some other lectures from an American university (I think it was one of the New York based ones) and though there was the novelty value and the fact that it was free, I didn’t think it worked very well.

I tried a phsychology one and one on byzantine history, but I thought I’d probably have gotten a lot more from reading an edited transcript. In a live lecture it was surprising how little information was conveyed in the time. There were lots of pauses, “errrs”, coughs and such. In the end it was a little to slow and it put me off.

I imagine its great for languages though and I notice in the iTunes education charts, the language ones are all at the top of the education charts.

Rather than pod cast an entire lecture the past two years I have posted audio lecture notes on our contents management system and then made links to files for each lecture on our VLE (Virtual Learning Environment). The audio notes have been recorded in a lecture live, in chunks (in effect editing on the hoof). The audio notes have been recycled for number modules, originally only posted post lecture. However for subsequent modules the audio lecture notes have been posted pre-lecture.

The following is feedback from my students:

“Because they followed the same pattern through the lecture you could often use the audio notes to fill in gaps in your written notes”

“It was a different way to go over what had been covered in the lecture. Often just one phrase would remind you of something that gone on in the lecture and that’s all it took.” The student in question referring audio notes provide memory trigger for thought they had at that moment in the lecture or other information conveyed at that moment in time non-aural.

“It was obvious [when] they were done in isolation, and while not detracting, I don’t think they were as good. You were conscious of the fact that they were done in isolation. I felt that when you were doing it in the class it was better. You had more of a feeling that you were in the lecture.” The student commenting on some audio notes were not recorded live (due to technical issues) they preferred live lectures.

“I have realised where I missed points. Because I have dyslexia as well I have not made sense of sentences. I have listened to it back, realised where it should have been and I have re-written it so it is in a sensible order. So I can actually understand the notes better.” Dyslexic student are encouraged to record lectures for this reason.

“Part from looking like a bit of a know it all in the lectures; it has been just like reading a book.” A student, who listened prior to lecture, then attended the lecture.

One thing I have become very aware of when I was recording the lectures that I have two audiences, one in the room and those listening outside the classroom. Therefore when delivering a visual element of the lecture, I have tried to describe carefully where I was on the diagram or slides, so students would be able to correlate with their notes or my notes. I have always tried to keep in the back of my mind a BBC Radio 4 expression “this makes bad radio”, however BBC Radio 4 are excellent providers audio content on number no-aural sensory subjects; The Food Programme is an excellent example, the listener is able to visualise and conjure up taste through excellent linguistic skills of the presenter. Lecturers need to adopt and learn radio-presenting skill set.

Future educational research is to explore the posting of MP4 lecture notes, for more visual elements of the module. Note the subject facilitating learning: Software Engineering. However currently posting audio formative assessment feedback on each stage of a student or group students software engineering projects. Taking audio into teaching assessment element as well as teaching delivery.