Podcast
Podcasting in Education: A Perspective from Bryn Mawr College
Posted February 8th, 2007 by Laura Blankenship, Bryn Mawr College
0 Comments | 5178 Page Views
Podcasting is not just about the one-to-many delivery of lecture material; it also allows professors to reconfigure the use of class time in ways that enhance the intimate learning environment that is the hallmark of the small liberal arts college. Laura Blankenship describes the experiences of three Bryn Mawr professors in the sciences who began using podcasting last year.
Use Web 2.0 to Plan Web 2.0
Posted December 12th, 2006 by Michael Roy, Middlebury College
0 Comments | 1125 Page Views
NITLE's Bryan Alexander is running an upcoming workshop
to develop plans for launching enterprise-wide roll-outs of Web 2.0
applications such as blogging, wikis, social bookmarking and
podcasting. Wesleyan University, Trinity College and Connecticut
College have developed some tagging conventions within del.icio.us
to share both examples of how these tools are being used in academic
contexts, and lists of candidate tools for implementation. The list of
tags can be found at http://wiki.academiccommons.org/wiki/TagSet. You can also find instructions there on how to subscribe to RSS feeds that del.icio.us generates to keep track of this initiative. And of course, if you have an account on del.icio.us, you are encouraged to contribute your own links to the pile.
Using Student Podcasts in Literature Classes
Posted September 25th, 2006 by Liz Evans, Swarthmore College
2 Comments | 8025 Page Views
Asking students to create podcasts for literature classes opens up a whole new realm of learning for Professor Peter Schmidt and his students: “Students found that the readings brought the passages and the novels to life—and that when they heard passages aloud, they noticed many more things than when they just read an assignment before class. In addition, students could respond to the interpretations of the selections that the podcasts made—adding their own collaborative insights, arguing with the interpretation, etc. With literature, this new technology encourages close reading, thoughtful interpretation, and student involvement.”
