Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs

Wakefield, Andrew; Pike, Rebecca K.; Amici-Dargan, Sheila

doi:10.1080/02602938.2022.2152426

Cited by 7 publications

(7 citation statements)

References 28 publications

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“…Podcasts are audio recordings that can be delivered directly to consumers' media devices, including portable music players, computers, laptops, and smartphones (Kidd, 2012). Educational podcasting has shown to make course work more enjoyable, authentic and creative for students compared to regular course work (Wakefield et al, 2022) and to make students active constructors of knowledge (McGarr, 2009).…”

Section: Using Educational Podcasting In the Intervention And Pilot S...mentioning

confidence: 99%

The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education

Vietze,

Meeuwisse,

de Haan

et al. 2024

Preprint

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In this study, we present the pilot implementation of the Identity Podcast Project, an intervention targeting the professional identity development of students with and without marginalized identities in higher education. The objectives were to assess the intervention's acceptability and feasibility, particularly focusing on its use of educational podcasting, and to explore preliminary effects on students' professional identity, including identity centrality and the connectedness with social identities (i.e., cultural and gender identity). We conducted a mixed method pilot study with university students (N = 33; 88% female) in the Netherlands. Students completed online surveys before and after the pilot implementation, and students and their teacher participated in follow-up conversations. The results supported the acceptability and feasibility of the Identity Podcast Project, with students and teachers appreciating the brevity of the intervention program, opportunities to learn about marginalized experiences of fellow students and professionals, and embeddedness in the curriculum. Also, students reported higher professional identity centrality and overall high connectedness of professional and other social identities after the intervention. We conclude by addressing the limitations, but also potential of the Identity Podcast Project to address professional identity development with all students in higher education.

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Section: Using Educational Podcasting In the Intervention And Pilot S...mentioning

confidence: 99%

The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education

Vietze,

Meeuwisse,

de Haan

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…While the workshop was hosted in-person, it could operate in an online format, especially when considering the availability of stock footage and the possibilities of animation. Wakefield et al (2022) report that students found LGDM projects [podcasts] authentic, enjoyable, and motivating regardless of whether they were conducted in-person or online [student experiences from this study will be reported in a separate mixed-methods research paper]. If necessitated by timetabling constraints, the instructor-led materials presented on day 1 (Table 1) could be reconfigured as asynchronous resources for students to use within a flipped classroom approach to LGVs, with active learning elements spread across several consecutive weeks of a course.…”

Section: Assessmentmentioning

confidence: 99%

Model for Implementing Learner-Generated Filmmaking into Undergraduate Teaching and Assessment

Murray

Bell²,

Wakefield³

2023

JoSoTL

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This quick hit article describes the creation of an open-access tool which guides both staff and students in how to generate films for assessment, as well as a model for implementation complete with marking guidelines. The rationale behind the guide was to enable staff with very little, or no, experience in filmmaking to embed a novel assessment activity into their programmes whilst still providing students with enough technical and stylistic support in film creation. Sustainability is key, and all techniques presented in the guide can be implemented within a variety of degree programmes at minimal financial cost.

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“…También potencia la creatividad y otras competencias transversales (Kenna, 2022). De esta manera, el alumnado tiene la ocasión de trabajar de una manera más estimulante, a la vez que desarrollan competencias académicas y profesionales como el trabajo en equipo y la reflexión común (Wakefield et al, 2022). Así, se les brinda la posibilidad de mejorar tanto en la planificación de la materia trabajada como en las competencias de comunicación oral sobre aspectos de la asignatura (McCarthy et al, 2021).…”

Section: Introductionunclassified

Evaluation of the use of educational podcasts as a collaborative learning tool taking into consideration participation in its creation

Artiles-Rodríguez,

Guerra-Santana,

Aguiar-Perera

et al. 2024

RELIEVE

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This paper analyses the result of applying podcasts as a teaching-learning tool for university students. Using a quantitative methodology, with a descriptive and correlational design, Levene's inferential t-test for equality of variances was used to compare two groups of students to assess if there are differences regarding the academic, design, usability and learning variables, in order to verify the differences between students creating the contents and those only listening to the end result. A sample of 461 students was used in this research, distributed in two groups. In the first group, the teaching staff oversaw preparing and carrying out the dynamics of the podcast. In the second group, the students collaboratively created the podcast. To analyse the differences between the two groups, the Educational Innovation Questionnaire (CINNE) was applied, based on the Podcast Evaluation Questionnaire, QAEP (Alarcón and Blanca, 2020), and the SUS Scale (Brooke, 2013). The results indicate significant differences (99.95% CI 99.95%) between the groups in the usability and design dimensions. No gender differences were found. In conclusion, this research paper has confirmed the effectiveness of using podcasts as a didactic strategy, in particular regarding its accessibility, use, and design by students.

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Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs

Cited by 7 publications

References 28 publications

The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education

The ReSearching Identity Podcast Project: Developing a Brief and Inclusive Professional Identity Intervention for Higher Education

Model for Implementing Learner-Generated Filmmaking into Undergraduate Teaching and Assessment

Evaluation of the use of educational podcasts as a collaborative learning tool taking into consideration participation in its creation

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