How can podcasts support engaging students in learning activities?

被引：15

作者：

Popova, Anguelina ^{[1
]}

Edirisingha, Palitha ^{[2
]}

机构：

[1] Univ Utrecht, NL-3584 CS Utrecht, Netherlands

[2] Univ Leicester, Beyond Distance Res Alliance, Leicester LE1 7LG, Leics, England

来源：

INNOVATION AND CREATIVITY IN EDUCATION | 2010年 / 2卷 / 02期

关键词：

Podcasts; conversational framework; web; 2.0; student-generated podcasts;

D O I：

10.1016/j.sbspro.2010.03.816

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study builds upon previous research on podcasts as an educational tool, by providing a background in teaching, learning and cognitive theories. Laurillard's Conversational framework is one of the most acknowledged tools for examining teaching/learning situations for their effectiveness and the evaluation of the appropriateness of media for any given teaching/learning activity. In the light of current literature and practice, this study explores podcasts through the Conversational framework, and provides with examples where podcast has the potential to extend it. As a result, a table is designed in structuring teaching and learning validity of podcast as educational technology. (C) Elsevier Ltd. All rights reserved.

引用

页码：5034 / 5038

页数：5

共 14 条

[1]

ALIOTTA M, 2008, PODCASTING LEARNING

[2]

[Anonymous], PODCASTING LEARNING

[3] Mastering cardiac murmurs - The power of repetition [J].