Podcasting for social justice: exploring the potential of experiential and transformative teaching and learning through social work podcasts

Ferrer, Ilyan; Lorenzetti, Liza; Shaw, Jessica

doi:10.1080/02615479.2019.1680619

Cited by 25 publications

(12 citation statements)

References 25 publications

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“…The focus of this project was podcasts -audio, video and/or text files made digitally available, often in a series, for access on the internet using various downloadable platforms (see Brown 2011; Cartney 2013; Nesi 2016) -which have emerged as a popular broadcasting platform since the early 2000s (Bottomley 2015;Bradbury 2006). With the rise of mobile devices, podcasts have become increasingly accessible, and inclusive of diverse topic areas and languages (Ferrer, Lorenzetti, and Shaw 2019). Podcasters (the people who make podcasts) range from hobbyists to storytellers to investigative journalists, and podcast content has exploded in recent years (Mchugh 2016).…”

Section: Considering the Digital In Participatory Action Researchmentioning

confidence: 99%

‘Like, what even is a podcast?’ Approaching sport-for-development youth participatory action research through digital methodologies

Smith

Danford

Darnell

et al. 2020

Qualitative Research in Sport, Exercise and Health

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Section: Considering the Digital In Participatory Action Researchmentioning

confidence: 99%

‘Like, what even is a podcast?’ Approaching sport-for-development youth participatory action research through digital methodologies

Smith

Danford

Darnell

et al. 2020

Qualitative Research in Sport, Exercise and Health

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“…Research has shown that podcasts allow the students to listen while doing activities and that listening to a podcast demands less mental energy than conventional learning layouts (Riddell, et al, 2020). Furthermore, studies of social work have shown that students acquire a deeper critical understanding of theory by listening to podcasts as a supplement to their reading and that they feel better prepared before attending class (Ferrer, 2019& Andersen, 2018.…”

Section: Podcasts -Learning and Reflection (State Of The Art)mentioning

confidence: 99%

“…Moreover, student-created podcasts help students relate to their field of practice and not be purely grade-orientated. Studies reported how the process of podcasting creation makes a shift in their thinking about their field of practice (Ferrer, 2019). Moreover, Middleton (2016) states that podcasts can introduce new forms of learning, develop and relocate existing activities, and help when reviewing class activities.…”

Section: Podcasts -Learning and Reflection (State Of The Art)mentioning

confidence: 99%

Podcasts: A generator of non-formal learning

Andersen¹,

Dau²

2022

ECEL

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The present study examines the relationship between the use of podcasts (mp3 files) as a non-formal learning tool. The study´s epistemological origins lie in Dewey's pragmatism and learning and reflection theory, including the learning approach at University College of Northern Denmark’s (UCN) “Reflective Practice-based Learning” (RPL). This paper focuses on how podcasts can increase students’ learning and reflection skills by using podcasts as a generator for non-formal learning. The study is based on two different classes that attend an extended course in digital technologies and project management at the Danish University of Applied Science (UCN). The study applies integrated mixed-method data collection: observations, a quantitative survey, and semi-structured interviews. The observations were carried out during four (project management) and seven (digital technologies) full-day lectures in two different classes. These offered an insight into the extent to which the students acquired knowledge by listening to podcasts between classes. The quantitative data consisted of a survey of 65 students, all of whom participated in the courses. The survey was performed as a part of the evaluation at the final course lectures. The semi-structured interviews (ten in all) were used to investigate how the use of podcasts affects students' reflective skills. Ten semi-structured interviews were conducted. The data in this study finds that podcasts/podcasting can have a positive effect on students’ non-formal learning in higher education. Established on the findings, there is evidence indicating podcasts as a supplement in higher education can increase students´ motivation toward non-formal learning. The study reveals that podcasts hold the potential to stimulate the student's non-formal learning and increase the students’ reflective skills. Based on this evidence, further research is suggested e.g. studies that include an extended investigation on the benefits of students’ non-formal learning by using podcasts.

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“…Podcasts are digitized audio programs that are formulated as episodes on a theme or based on a personality talk show format. They have been used in a variety of pedagogical ways including delivering lectures, student experiential learning, practice learning, connecting with community stakeholders, and learning in the community (Ferrer et al, 2020). While interviews are a key qualitative method of social science research, they traditionally involve a researcher having a conversation with a participant, transcribing the discussion, coding it, and then analyzing the meaning of the interview in an academic text (Brinkmann & Kvale, 2018).…”

Section: Beyond the Coloniality Of The Social Work Profession: Toward...mentioning

confidence: 99%

Reimagining Social Work Ancestry: Toward Epistemic Decolonization

Clarke

2021

Affilia

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Contextualizing disciplinary histories through the personal stories of forerunners creates compelling narratives of the craft of evolving professions. By looking to our intellectual and practitioner ancestors, we participate in a dialogue with a history that shapes our contemporary professional identities and aspirations for the future. Grounded in a decolonizing approach to social work, this article examines how the discipline shapes its professional identity and ways of knowing by centering the role of canonical founders in the social work curriculum. The global social work origin story in the curriculum often centers on Anglo-American ancestors that illustrate the development of the disciplinary boundaries of the international profession. One method of decolonizing social work epistemology at the intersection of ancestors and professional lineage could be to look to public history as a pedagogical tool in the curriculum. The article concludes by examining the use of podcasts as having the potential to decolonize the process of collecting, analyzing, and disseminating local knowledge of ancestors thus challenging the top-down approach to expert-driven epistemologies.

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Podcasting for social justice: exploring the potential of experiential and transformative teaching and learning through social work podcasts

Cited by 25 publications

References 25 publications

‘Like, what even is a podcast?’ Approaching sport-for-development youth participatory action research through digital methodologies

‘Like, what even is a podcast?’ Approaching sport-for-development youth participatory action research through digital methodologies

Podcasts: A generator of non-formal learning

Reimagining Social Work Ancestry: Toward Epistemic Decolonization

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