Pol-Casting: The Use of Podcasting in the Teaching and Learning of Politics and International Relations

Ralph, Jason; Head, Naomi; Lightfoot, Simon

doi:10.1057/eps.2009.38

Cited by 24 publications

(14 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…At the same time, and despite some of the initial interest in podcasting's mobile interface to learning (Campbell 2005), the use of the term is increasingly simplified to mean the online distribution of any asynchronous digital media, not just media distributed through RSS podcast feeds (Ralph et al 2008). For example, France and Ribchester (2008) describe their use of personalised audio feedback as podcasting.…”

Section: Introductionmentioning

confidence: 99%

“…Other commentators suggest podcasts are best when they: are brief (Chan and Lee 2005); allow academics to offer pre-vision and re-vision materials to lectures (Aliotta et al 2008;Nortcliffe and Middleton 2008); are used to summarise knowledge (Cane and Cashmore 2008;Evans 2008;Ralph et al 2008), especially when it is the students who are producing the summaries (Draper and Maguire 2007).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Beyond podcasting: creative approaches to designing educational audio

Middleton¹

2009

Research in Learning Technology

View full text Add to dashboard Cite

This paper discusses a university-wide pilot designed to encourage academics to creatively explore learner-centred applications for digital audio. Participation in the pilot was diverse in terms of technical competence, confidence and contextual requirements and there was little prior experience of working with digital audio. Many innovative approaches were taken to using audio in a blended context including student-generated vox pops, audio feedback models, audio conversations and task-setting. A podcast was central to the pilot itself, providing a common space for the 25 participants, who were also supported by materials in several other formats. An analysis of podcast interviews involving pilot participants provided the data informing this case study. This paper concludes that audio has the potential to promote academic creativity in engaging students through media intervention. However, institutional scalability is dependent upon the availability of suitable timely support mechanisms that can address the lack of technical confidence evident in many staff. If that is in place, audio can be widely adopted by anyone seeking to add a new layer of presence and connectivity through the use of voice.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Beyond podcasting: creative approaches to designing educational audio

Middleton¹

2009

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…Considerable research exists on the desirability of broadening the range of teaching, learning and assessment methods in politics and IR (Hale, 2005;Ralph et al, 2010;Simpson and Kaussler, 2009). Driving this concern is an awareness that students acquire skills and knowledge in various ways and that curricula and teaching practice should be designed to reflect this (Kolb, 1984(Kolb, , 1985.…”

Section: Simulation In Ir Teaching and Learningmentioning

confidence: 99%

Evaluating the Model United Nations: Diplomatic Simulation as Assessed Undergraduate Coursework

Obendorf

Randerson

2013

Eur Polit Sci

View full text Add to dashboard Cite

Increasingly, simulation-based teaching and learning is finding a place within politics and international relations (IR) programmes. The majority of literature on this style of teaching and learning has positioned it as both an aid to content delivery and as a response to the many challenges facing contemporary higher education. Little guidance is given, however, to the practical considerations of using simulations as a component of assessment or as informing assessed tasks. This article draws upon the experience of the authors in adapting the well-established Model United Nations (MUN) simulation programme for delivery as an assessed module at a British university. This has involved balancing institutional teaching, assessment and validation requirements with the successful simulation of diplomatic practice. The article introduces the MUN simulation and explores the extant pedagogic literature encouraging the use of simulation-based learning in IR curricula, before moving on to provide an overview of the rationale for the various decisions the authors have made in adapting the simulation for delivery as an assessed curriculum component. The article asserts the value of introducing assessed simulations within IR coursework and provides guidance on how student performance in pedagogic simulations might best be assessed.

show abstract

“…This literature speaks of the desirability of broadening the range of teaching, learning and assessment methods in politics and international relations (Hale 2005;Ralph, Head and Lightfoot 2010;Simpson and Kaussler 2009). Driving this concern is an awareness that students acquire skills and knowledge in various ways and that curricula and teaching practice should be designed to reflect this (Kolb 1984(Kolb , 1985.…”

Section: Simulation In International Relations Teaching and Learningmentioning

confidence: 99%

The Model United Nations simulation and the student as producer agenda

Obendorf

Randerson

2012

Enhancing Learning in the Social Sciences

View full text Add to dashboard Cite

BiographiesSimon Obendorf was educated at the University of Melbourne where he read for undergraduate degrees in political science and in law before completing a PhD in international relations theory. He teaches and researches in the fields of international relations, postcolonial studies, and gender and sexuality.Claire Randerson studied history and politics at the University of Lancaster and international studies at the University of Birmingham before taking up a lecturing position on the international relations degree at the University of Lincoln. She teaches and researches in the fields of international relations, EU politics and genocide studies. AbstractThe authors of this paper introduced an assessed Model United Nations simulation as a core component of the undergraduate politics and international relations programmes at the University of Lincoln. The authors use their experience of creating and delivering this module to reflect upon the institutional implementation of a student as producer agenda to guide curriculum development and pedagogy. They conclude that many existing trends in the teaching and learning of politics and international relations are congruent with the emerging focus in British higher education on research-engaged teaching and learning and the development of students as producers of knowledge. They conclude by suggesting that these priorities are perhaps best implemented at degree programme level and that they should take greater account of a broad notion of internationalisation and the value of simulation-driven teaching and learning.

show abstract

Pol-Casting: The Use of Podcasting in the Teaching and Learning of Politics and International Relations

Cited by 24 publications

References 11 publications

Beyond podcasting: creative approaches to designing educational audio

Beyond podcasting: creative approaches to designing educational audio

Evaluating the Model United Nations: Diplomatic Simulation as Assessed Undergraduate Coursework

The Model United Nations simulation and the student as producer agenda

Contact Info

Product

Resources

About