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Innovative use of vodcast (Video-Podcast) to enrich learning experience in structures laboratory
Abstract
Students may have difficulty in understanding some of the complex concepts which they have been taught in the general areas of science and engineering. Whilst practical work such as a laboratory based examination of the performance of structures has an important role in knowledge construction this does have some limitations. Blended learning supports different learning styles, hence further benefits knowledge building. This research involves an empirical study of how vodcasts (video-podcasts) can be used to enrich learning experience in the structural properties of materials laboratory of an undergraduate course.
Students were given the opportunity of downloading and viewing the vodcasts on the theory before and after the experimental work. It is the choice of the students when (before or after, before and after) and how many times they would like to view the vodcasts. In blended learning, the combination of face-to-face teaching, vodcasts, printed materials, practical experiments, writing reports and instructors’ feedbacks benefits different learning styles of the learners. For the preparation of the practical, the students were informed about the availability of the vodcasts prior to the practical session. After the practical work, students submitted an individual laboratory report for the assessment of the structures laboratory. The data collection consisted of a questionnaire completed by the students, follow-up semi-structured interviews and the practical reports submitted by them for assessment.
The results from the questionnaire were analysed quantitatively, whilst the data from the assessment reports were analysed qualitatively. The analysis shows that most of the students who have not fully grasped the theory after the practical, managed to gain the required knowledge by viewing the vodcasts. According to their feedbacks, the students felt that they have control over how to use the material and to view it as many times as they wish. Some students who have understood the theory may choose to view it once or not at all. Their understanding was demonstrated by their explanations in their reports, and was illustrated by the approach they took to explicate the results of their experimental work. The research findings are valuable to instructors who design, develop and deliver different types of blended learning, and are beneficial to learners who try different blended approaches. Recommendations were made on the role of the innovative application of vodcasts in the knowledge construction for structures laboratory and to guide future work in this area of research.
... Traditional audiovisual experiences (watching a movie's projection, television, and so on) seem to have reached a turning point, and now, once the problem of transmission has been solved, the audiovisual should be studied within the realm of telematics or ICT's -networks, Internet, and mobile devices-. Also, methods for data compression and new digital formats increase ease of the individual distribution of all kind of videos and sounds (Waard et al. 2007; Mann, Wong & Park, 2009). ...
... Traditional audiovisual experiences (watching a movie's projection, television, and so on) seem to have reached a turning point, and now, once the problem of transmission has been solved, the audiovisual should be studied within the realm of telematics or ICT's -networks, Internet, and mobile devices-. Also, methods for data compression and new digital formats increase ease of the individual distribution of all kind of videos and sounds (Waard et al. 2007; Mann, Wong & Park, 2009). The activity of our students in the new virtual spaces has increased (Orland, 2006; Briggs, 2007). ...
This research analyses the evolution in the effectiveness of media messages and aims to optimize the use of ICTs in educational settings. The cultural impact of television and multimedia resources is increasing as they move to the Internet with ever greater quality. The integration of visual narrative techniques with multimedia playback capabilities of the Internet is creating an innovative model of knowledge transfer that contrasts with some traditional school approaches. So, the introduction of audiovisual elements and multimedia resources in the classroom seems to be more effective than other “traditional” methodologies. In order to assess and test this initial hypothesis, this research relies on empirical data from a survey conducted among more than 400 students from Spanish and Mexican schools. Besides considering the relation between the time spent watching multimedia resources and students’ academic performance, this paper analyses the possible benefits of learning strategies that include multimedia and audiovisual elements. Above all, we suggest that teachers should use educative methodologies that trigger emotional responses, in the same way as entertainment and multimedia resources do.
... al., 2008). Vodcast is a combination of audio and visual material to form a resource (Mann et al., 2009). It is the process of authoring and publishing visual content in the form of still images, animation, or video (Brown & Green, 2006). ...
With the growing number of university students currently taking introductory
computer programming courses in Nigeria, sizable amounts of lecturers’ time are
spent on course development and instruction thereby preventing individualized
attention. This has led to a decline in students’ performance in computer
programming. This study investigated the effect of vodcast on the performance of
undergraduate students in computer programming. A post-test control-group
quantitative design of experiments was used to determine if there was a statistically
significant difference between the performance measured by assessment scores of
second year university students enrolled for computer programming II course
(CMP 212), who received supplementary content-specific vodcasts in addition to
lectures (VL group) and those who received conventional lectures only (L group).
The population of the study was drawn from the 272 students who enrolled during
the 2018-2019 academic session at Federal University Dutsin-Ma, Nigeria.
Descriptive statistics and independent sample t-tests were used to analyze the data.
A t-test equality of means showed that the supplementary use of vodcasts yielded
positive outcome with a value of t=14.546, p<.0001 and a mean difference of
21.772. A qualitative survey revealed that 70% of the students conceded to
vodcasts enhancing their learning of computer programming. Therefore, it was
concluded that vodcasts are valuable teaching tools for students undertaking
undergraduate programming courses. Recommendation that universities and other
tertiary institutions should adopt the use of vodcasts not just in teaching
programming but also in the teaching of other courses was made
... The researchers both taught on the programme, each teaching one of the modules, and as such were able to introduce the students to assignment feedback using screencasts (also known as video podcasts or vodcasts) using the freely available Jing screencasting software. The findings of existing research indicate that the use of podcasting feedback may produce positive affective responses from students (Savin-Baden 2010), particularly video podcasts (Mann, Wong, and Park 2009). Our research aimed to explore what kind of responses these and other more traditional pedagogical and technological approaches evoked. ...
Online students use highly emotional language to describe their experiences, indicating that learners do feel a great deal online. This paper draws on Wetherell’s exploration of affective practice to theorise learners’ responses to the pedagogical and technological online environment. Findings of a research project that focused on two cohorts of online doctoral students are presented, including survey responses and interview data. Thematic analysis indicates that participants experienced positive and negative affects circulating around three sites of intensity: a sense of progression; community interaction and assignment feedback. However, narrative analysis of extracts from the interviews reveal a further level of complexity to the data, drawing attention to the unfinished and shifting character of these affects. The paper concludes by pointing to the implications of this research for designing the online environment in ways that will allow students to experience the full potential of online learning.
... The vodcasts offered learners " opportunities where they felt like they were personally interacting with the " teacher (Risenga, 2010:91): " we have a voice to listen to and the " teacher " shows you where to enter the code " . Learners liked it " that they have control over how to use the material " (Mann et al. 2009:16): " It is the choice of the " learners when " and how many times they would like to view the vodcasts " . Some of the reasons learners provided in Van Heerden and Goosen (2012:154), " why they did not view vodcasts, or only viewed a few, " indicated that: ...
The performance outcomes of first-year programming learners across the world are of great concern, whether they are being taught in a face-to-face context or via distance education. In the face-to-face context, it is, however, somewhat easier to teach and support learners than it is in a distance education context. The face-to-face teacher can more easily gauge the level of understanding and participation of learners and implement interventions to address issues, which may arise. With the inroads that Web 2.0 and Web 3.0 technologies are making, the world of e-learning and teaching are rapidly expanding, bringing about technologies, which allows for similar interactions between e-learning teachers and their learners, as those available to their face-to-face counterparts. The e-Learning Management System (e-LMS) at this institution is deployed in a SAKAI integrated learning and educational environment. The topic of the study that this paper reports on involves an investigation into research questions around the e-learning technologies implemented in teaching a first-year programming subject, together with an evaluation of how these had been adopted for e-learning by teachers to support whole communities of learners, and individuals in their quest for anytime/anywhere e-learning in an Open Education context. An introduction is presented on aspects relating to what the pedagogy underlying this subject was, and how the subject was adapted for a blended e-learning approach. The literature review investigates issues in e-learning research and concepts related to e-LMS technologies, including announcements, blogs, self-assessments and online meetings. It also explains how discussion forums are used in terms of asynchronous interaction, and the advanced use of multimedia regarding additional resources. A section follows describing how the empirical research was undertaken, the research method in terms of the design used, as well as the mainly quantitative data, enabled by information that had been collected in an online, computer aided learner assessment. A discussion of the findings starts with some demographic details in terms of the e-learner characteristics for the sample of 107 respondents from three different countries. We also provide an evaluation of the usability of e-learning technologies found on the e-LMS, and to what extent the e-LMS had been used to support this subject.
... Similarly, the work by De Waard et al. (2007) is of particular interest, as these authors analyse the video distribution model for portable electronic devices (vodcasts), which allow subscribers to interact with each other, supporting pair work and reducing cultural and regional differences as well as possible gaps in learning experiences. Continuing along this line of research, Mann, Wong and Park (2009) analyse how students may have difficulties in comprehending complex concepts and how a mixed learning approach supported by vodcasts can be used to enrich the learning experience. In blended learning, a combination of face-toface teaching, vodcasts, practical experiments and reports contributes to enriching and reinforcing the different learning styles of students. ...
This paper presents an analysis of the educational experiences related to the use of mobile devices in the classroom. The article includes a proposal in which Augmented Reality technologies are applied to support the explanation of concepts by means of the addition of information to the object being recorded by a mobile device. This technique relies on analysis of the image features and their combination using a software application that overlaps stored data with real images. This methodology is set to improve the educational learning output of students through the application of these technological resources. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu
La evolución de los dispositivos móviles ha sido rápida y universal, por lo que debemos reflexionar sobre las posibilidades en el ámbito de las Energías Renovables. Actualmente estos recursos multiplican sus aplicaciones y uno de los ámbitos de desarrollo es el uso de propuestas innovadoras bajo la tecnología de la Realidad Aumentada (RA), que posibilita relacionar las imágenes en tiempo real y la posición geográfica del usuario, con metadatos asociados y almacenados en un equipo informático.
La Realidad Aumentada permite superponer información digital sobre escenas reales permitiéndonos aumentar nuestra percepción del entorno. Este trabajo pretende ofrecer una aproximación práctica a esta tecnología, con un análisis que aborda sus características y particularidades, en especial las diversas posibilidades que ofrece en el ámbito de las energías renovables.
Además se reflexiona sobre la utilidad actual de estas tecnologías y se buscarán nuevos usos, entre ellos en el ámbito de gestión de las plantas ya instaladas, cubriendo campos como el de O&M (operación y mantenimiento).
Para la realización de este proyecto utilizaremos tanto la tecnología de la realidad aumentada basada en patrones e imágenes como la realidad aumentada basada en la posición. Con la parte basada en la posición lo que pretendemos hacer es informar de una manera cómoda y sencilla de la situación de las distintas instalaciones de energías renovables que podemos encontrar en Andalucía.
Aparte de informarnos del emplazamiento, la aplicación nos ofrecerá información sobre la forma de contacto con ese lugar (teléfono, email, página web, fax) así como el camino que hay que seguir desde la posición actual del usuario a la posición del lugar en cuestión.
Con la parte de la realidad aumentada basada en patrones e imágenes lo que queremos hacer es dar la máxima información posible sobre la instalación que nos interese. Esta aplicación está pensada para el personal que trabaja en la planta con el mantenimiento técnico de las instalaciones, pretendemos probar el modelo en 3D de algunos motores eléctricos así como la inclusión del manual de mantenimiento y otra información relevante que facilite la reparación y conservación.
Propomo-nos neste trabalho abordar o conceito de realidade aumentada e as suas aplicações no contexto de aprendizagem, nomeadamente, para explicar um conceito através da incorporação de dados ao objecto captado por um dispositivo móvel. A técnica consiste em analisar imagens-chave na foto ou a própria posição geográfica do usuário e combiná-las, através de uma aplicação informática, com dados armazenados e que se sobrepõem à realidade. Esta técnica desafia a tarefa clássica no quadro tradicional. Com ela, pretende-se rendibilizar, do ponto de vista informacional e educativo, o fenómeno alargado do uso de dispositivos móveis pois, observamos que estas tecnologias avançadas motivam o utilizador a explorar determinadas áreas do conhecimento. Este tipo de trabalho aplica-se a etapas educativas indefinidas pois, actualmente, prolonga-se, ao longo da vida, os momentos em que se adquire formação. Os âmbitos de utilização também não são específicos e dissipam-se, dado que a referência espacial está se deslocando para um campo virtual de indefinição física e num contexto dominado pelo próprio usuário.
La evolución de los dispositivos móviles ha sido veloz y universal, pero apenas ha permitido reflexionar sobre las posibilidades en el ámbito educativo. Actualmente estos recursos multiplican sus aplicaciones y uno de los ámbitos de desarrollo es el uso en propuestas innovadoras bajo la tecnología de la Realidad Aumentada, que posibilita relacionar las imágenes en tiempo real y la posición geográfica del usuario, con metadatos asociados y almacenados en un equipo informático. El desarrollo de esta tecnología abre múltiples posibilidades en el ámbito educativo, también favorece acciones socializantes e inclusivas en personas con necesidades especiales. Este artículo hace una clasificación e intenta describir algunas propuestas para su aplicación educativa. Palabras clave: dispositivos móviles, realidad aumentada, TIC aplicadas a la educación. The evolution of mobile devices has been fast and global, but has not allowed a reflection on its possibilities in education. Now, the resources have multiplied its applications. One area of development is the usage of innovative approaches under the of Augmented Reality technology. This technique makes possible to relate the images, in real time and geographical position of the user, to associated metadata in order to be saved in a computer. The development of this technology opens up many possibilities in education, furthermore encourages socializing and inclusive activities for people with special needs. This article makes a classification and describes some proposals for educational applications.
Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the settings in which learning takes place as a continuum from formal settings, e.g. university, to social structures, e.g. friendship groups (Sefton-Green, 2004). The literature on science learning with mobile devices at this very 'informal' end of the spectrum is currently sparse and so in the paper we reflect on some projects and possibilities across the continuum. Our main focus is how mobile devices can support informal learning in science and research possibilities. Some of the recent research on mobile learning has used an activity theoretical perspective, including one of the case studies we discuss and in the final part of the paper we highlight the influence of activity theory in helping us to consider the complexity of the learning settings
Editors: Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza.
Reviewers: Jocelyn Wishart (Bristol), George Roberts (Oxford Brookes), Danae Stanton Fraser (Bath).
