Pod-agogies: Story-Sharing Interviews for Leisure Students
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| Title: | Pod-agogies: Story-Sharing Interviews for Leisure Students |
|---|---|
| Language: | English |
| Authors: | Leighton, Jaylyn (ORCID |
| Source: | Schole: A Journal of Leisure Studies and Recreation Education. 2023 38(2):140-142. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Information Dissemination, Electronic Publishing, Audio Equipment, Recreational Programs, Interviews, Instructional Innovation, Teaching Methods, Capstone Experiences, Seminars, Undergraduate Students, Distance Education, COVID-19, Pandemics, Story Telling, Reflection, Portfolios (Background Materials), Assignments |
| DOI: | 10.1080/1937156X.2021.1986436 |
| ISSN: | 1937-156X 2162-4097 |
| Abstract: | This paper explores the use of podcast-style interview pedagogies (pod-agogies) as an innovate teaching method in a capstone therapeutic recreation (TR) seminar course. The purpose of the pod-agogies course component was to create meaningful connections between upper-year TR students and TR practitioners working in the field and on the frontlines of the global COVID-19 pandemic. Students engaged with the audio-recorded story-sharing interviews and reflected on what they learned through a critical reflection portfolio assignment. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1389589 |
| Database: | ERIC |
| Abstract: | This paper explores the use of podcast-style interview pedagogies (pod-agogies) as an innovate teaching method in a capstone therapeutic recreation (TR) seminar course. The purpose of the pod-agogies course component was to create meaningful connections between upper-year TR students and TR practitioners working in the field and on the frontlines of the global COVID-19 pandemic. Students engaged with the audio-recorded story-sharing interviews and reflected on what they learned through a critical reflection portfolio assignment. |
|---|---|
| ISSN: | 1937-156X 2162-4097 |
| DOI: | 10.1080/1937156X.2021.1986436 |
