Student-Generated Interview Podcasts: An Assignment Template
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| Title: | Student-Generated Interview Podcasts: An Assignment Template |
|---|---|
| Language: | English |
| Authors: | Mathany, Clarke, Dodd, Jason |
| Source: | Collected Essays on Learning and Teaching. 2018 11:65-75. |
| Availability: | Society for Teaching and Learning in Higher Education. 1280 Main Street West, Mills Library Room 504, Hamilton, Ontario L8S 4L6, Canada. Tel: 905-525-9140; Web site: http://www.stlhe.ca |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Interviews, Assignments, Video Technology, Protocol Materials, Student Developed Materials, First Year Seminars, College Athletics, Skill Development, Questioning Techniques, Peer Evaluation, Reflection, Instructional Effectiveness, Teaching Methods, Foreign Countries |
| Geographic Terms: | Canada |
| ISSN: | 2368-4526 |
| Abstract: | Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were guided through four distinct stages of the assignment and reported that they valued the assignment and felt it supported their learning. Instructors felt that the assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content. We provide a template with timelines for podcast assignments, along with suggestions for implementation. |
| Abstractor: | As Provided |
| Number of References: | 12 |
| Entry Date: | 2018 |
| Accession Number: | EJ1182853 |
| Database: | ERIC |
| Abstract: | Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were guided through four distinct stages of the assignment and reported that they valued the assignment and felt it supported their learning. Instructors felt that the assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content. We provide a template with timelines for podcast assignments, along with suggestions for implementation. |
|---|---|
| ISSN: | 2368-4526 |
