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POSSIBLE USES OF PODCASTING PROSPECTIVE USERS
Podcasting
Robin L. Donaldson
Florida State University
Introduction
The current generation has grown up with personal websites, instant messaging, iPods, Smart phones, Palms, and other portable electronic devices. This familiarity with the Internet and electronic devices has led to student expectations that are much different than in the past. Today's student expects: self-service, an ability to choose the information format, free access to information anytime and anywhere they need it, and to be provided services that address their own personal needs and interests (2003, p. 35Selecting a Learning Style Preference). This in turn could potentially change how businesses and academia communicate (Bridgeford, 2006).
Podcasting is an information delivery tool which is now being used for meeting these new learner needs and expectations. Podcasting has spread from simply a method for delivering radio and music content to an information delivery tool which meets a myriad of workforce, educational, and information delivery needs. With podcasting, learners are able to subscribe and automatically download multimedia information to computers, MP3 players, or the portable devices of their choice. This portability and subscribility component of podcasting enables the learner to have access to information that is available anytime, anywhere and in a format which allows the listener to multitask while listening (Donnelly & Berge, 2006). Businesses, libraries, schools, instructors, and others have begun to use podcasting as a means for providing information, training, and learning content to individuals (Donnelly & Berge, 2006; Smith, 2005).This paper will provide a definition of terms related to podcasting, who the listeners are, current uses in learning and libraries, and issues that will should be considered when using podcasting as an information delivery tool.
Definition of Terms
Podcasting technology is a method for the creation and distribution of text, images, audio, and video over the Internet for playback on computers, laptops, and portable devices (e.g. iPods, MP3 players, telephones). The term podcasting was derived from the combination of iPod and broadcasting. An iPod is simply one brand of a MP3 player produced by Apple. Vodcast is the term used when referring to a video podcast (Balas, 2005). While the ability to download content from the web has been available for quite some time, podcasts are distinguished by the ease of creation, subscribability and automatic download through the use of Real Simple Syndication (RSS) feeds, and use across multiple environments (e.g. iPod, laptops, Smartphones). This new information retrieval mechanism and knowledge management system can greatly reduce the users search, retrieval, and updating of desired content (Ractham & Zhang, 2006).
MP3 files
MP3 files are compressed audio files which can be downloaded to a computer, palm, or other electronic device from the internet. Since the audio file is substantially compressed, the storage space and download times are reduced; the compression makes this file format ideal for the internet delivery of counseling recordings of workshops. Advanced Audio Codec (AAC) files, the format used for iPods, is another audio file format used for podcasts and allows for book marking and playback speed changes (Brittain, Glowacki, Ittersum, & Johnson, 2006). Because podcast audio files can be created using free software and purchased recording equipment (Meng, 2005), instructional staff, support personnel, or other individuals are able to quickly and easily generate audio recordings that can be made available to the general student population, workforce, or specific audiences.
RSS feed
Real Simple Syndication (RSS) is XML tags used to define objects which the user can subscribe to through a RSS feed. When users subscribe to a web page containing the RSS tagged files new and updated website content (e.g.. text, image, audio, video) will then automatically download directly onto the media aggregator program (e.g. iTunes, Windows Media Player, FireAnt) on their computer. The media aggregator, sometimes called a podcatcher, is a type of content management system which reduces search, organization of content, and downloading of information. The content is downloaded automatically to the user’s computer and the subscriber then has the option of listening to the content on the computer or the portable device of their choice (Donnelly & Berge, 2006; Ractham & Zhang, 2006).
Podcasting as an Information Delivery Tool
Podcasting is a knowledge management system whose artifacts can be easily disseminated, stored, and shared using an easy to use technology "without overwhelming irrelevance knowledge" (Ractham & Zhang, 2006, p. 316). A knowledge management system is the method by which an organization or group of organization manage, collect, store, and disseminate knowledge. It has the potential of being a retrieval mechanism which will enable libraries, colleges, and universities to distribute files to students in an efficient and timely manner. A mechanism which reduces the search cost, in terms of time and effort, of the individual. (Ractham & Zhang, 2006). Learners would have the ability to subscribe to library, workforce, academic, or other information podcasts. Instead of continually checking online content, podcasting would enable students to be notified of new or updated library holdings, such as book or journal updates; potentially reaching more students simply by the use of the subscription component.
Many public and academic libraries have begun using podcasts as an information delivery tool. OPAL (Online Programming for All Libraries), which provides Internet programming as well as training, now offers podcasts of archives of its programs. LibriVox record and post podcasts of public domain books (Balas, 2005). Baylor University Fine Arts Library circulates iPods with music class reserves for the semester, while the Duke Divinity School Library uses iPods to deliver instructions for using Bibleworks and the ATLA Religions Database, and print exegesis tools (Stephens, Spring 2005). Library uses for podcasting are varied and could potentially extend to professional development, library tutorials in a multimedia format, audio/video recordings of on-campus seminars and guest lectures, library orientations, news updates, and to promote and provide access to library services and acquisitions.
Business and professional associations recognize the potential for using podcasting to disseminate information. Gerald Buckly, production manager of the American Association of Petroleum Geologists (AAPG), creates podcast of the AAPG trade news which thousands of subscribers download using RSS feed. AAPG has found that podcasting is an excellent way for disseminating brief, regularly scheduled member information (Smith, 2005). Other businesses utilize podcasting to provide time sensitive information, such as new car launches, to their employees as well as the general public. Ecast, Inc. has also found the relevance and convenient format of podcasts generates sales leads (Smith, 2005). Communication with users in remote locations and the younger workforce were two of the reasons Heidi Frei, director of marketing at the Arizona Society of Certified Public Accountants, gave for their use of podcasting (Bridgeford, 2006).
When locating information, podcasting can reduce the amount of resources and individual expends to search, locate, and retrieve information from a variety of resources. Individuals are constrained by the types of sources available, time, and monetary costs of locating and accessing information. In addition, the information needed is frequently distributed over a wide variety of sources and media formats. "The optimal information forager is one that best solves the problem of maximizing the rate of valuable information gained per unit cost, given the constraints of the task environment" (as cited in Ractham & Zhang, 2006). When utilizing podcasting, only minimal skills are needed to enable an efficient creation and distribution of resources and knowledge thus "the ease of use and seamless transaction between users enable more efficiency in resource consumption" (Ractham & Zhang, 2006, p. 314). This file distribution and content management of audio, video, images, and text could potentially become an important information retrieval mechanism in the workforce, academia, and libraries alike.
Benefits
Podcasting and vodcasting are seen as a viable means for inexpensively disseminating information and for educational purposes in both the business sector and academic setting. Siemons, a network cabling provider, has found creating MP3 files of recorded phone conferencing and making them available as podcast is less costly to record and disseminate than utilizing distance learning or webinar services for its workers (Donnelly & Berge, 2006; Smith, 2005). Donnelly and Berge (2006) propose that there are four primary benefits to using podcasts: (a) the connection of the listener to the voice communication, (b) the potential for increased learner control of media choice, (c) facilitation of multitasking, and (d) time-shift learning content by expanding training opportunities beyond the classroom.
Connection to the Presenter
When listening to a podcast, the listener is able to connect, in a more personal way, to the content and the author (Donnelly & Berge, 2006; Smith, 2005). Smith (2005) proposes people respond to voice differently than they do to simple text documents or text with images. Unlike text, when listening to a podcast the listener responds to the speaker’s accent, inflections, rhythm, and pitch thereby forming a connection to the speaker. Similar in manner to how one would during storytelling session. Jim Popy, of Network Alliance, states that the distribution of podcasts on competitive strategy, interviews, and other topics are more effective than textual information sent via email. In addition, Hewlet Packard also found email to lack depth in comparison to the use of audio for such content as congratulations, new team members, and success stories. Businesses are finding podcasting to be an effective way for administration to communicate strategies and motivational content, and lead in more personable manner. (Smith, 2005).
Connection with the presenter can be further enhanced through the use of a blog. Interaction between the listener and the podcaster can be established through the listener’s posting comments to the presenter. The presenter, and other listeners, are then able to respond to the comments. If responses by the blog administrators are timely, accurate, and relevant there is always an “on-demand communications loop with staff and customers” (Smith, 2005, p. 35).
Multitask and Portability Capabilities
The ability to multitask while listening to podcasting is another benefit of this information delivery tool (Donnelly & Berge, 2006; Smith, 2005). Some training and development experts are predicting that more learning content will be delivered in small learning units to enable learners to multi-task. Portability of content is an additional advantage of podcasting. Using podcasting to deliver training content enables the learner, whether in the work or academic setting, the ability to customize the learning environment and options when accessing information; thus minimizing the time cost of learning (Weinstein, 2006b). Listeners are able to listen to audio content on their portable listening device while exercising, working at their desk, commuting, or in the setting of their choices.
Media Choice
Podcasting also addresses the media and learning style preferences of distance learners. In addition to accessing information when and where it is most convenient to the learner, podcasting and vodcasting, when combined with supporting text, enables the learner to choose whether to listen, view, or read information. Thus enabling the learner to choose the media that best meets their learning styles. Learning styles are the learners' preferred way for receiving and processing new information. Using the learning style instrument Grasha-Reichmann Student Learning Style Scales (GRSLSS), (Diaz & Cartnal, 1999), found distance students clearly demonstrated a strong preference for independent learning styles. Students exhibiting GRSLSS independent learning preferences prefer to work and study alone, self paced instruction, and would rather work alone on class related assignments (Diaz & Cartnal, 1999). With podcasting and vodcasting, students are able to control their learning. Addressing learning styles in the design of training and academic content may assist the learner to more effectively remember and internalize information and apply new knowledge to critical thinking concepts. Winnacunnet High School library offers recorded books on iPods for students who wish to listen to textbooks. When creating vodcasts or podcasts for learning, multimedia theory also needs to be considered when designing content.
In multimedia learning, information is provided in two or more delivery modes (e.g. text and images, images and audio) (Mayer & Moreno, 1998), such as in a vodcast. Yu et al. (2006) state that Mayer and Moreno's "cognitive multimedia theory suggests that the visual and auditory material should be presented simultaneously to reinforce the retention of learned materials" (Multisensory Learning section, para.5). Multimedia theory is based on three assumptions: (1) dual-channel assumption, (2) limited capacity assumption, and (3) active processing (Brandle, 2006).
Mayer & Moreno (1998) suggest that providing both visual content and audio narration will enable the user to learn content more effectively than when information is presented by visual content and on screen text. This is termed the modality effect. The modalities are visual working memory (visual modality) and auditory working memory (auditory modality).
Mousavi, Low, and Sweller (1995) found student learning was enhanced when information was presented using different modality such as a diagram presented at the same time as related auditory narration. This learning was superior to same-modality presentation. The same modality presentation used in this study was the presentation of printed text simultaneously with related diagrams. This supported the dual-processing theory of working memory, which proposes that students learning higher when language and images are presented in different modalities because the learners visual working memory is not overwhelmed. Because the dual-channel assumption proposes that processing of visual and auditory information takes place in separate areas, or channels, of an individual's working memory, (Brandle, 2006) providing information to the learner in both modalities will increase the learner's memory processing capacity (Yu et al., 2006). Applying this assumption to podcasting and vodcasting, learners may benefit from being provided supporting training documentation.
Limited capacity assumption proposes that there is a limit to how much information an individual can process in that "only a few images can be held in the visual channel of working memory and only a few sounds can be held in the auditory channel of working memory" (Mayer, 2001 p. 45). Therefore providing too much text, images, or audio could have a negative impact on learning. When an individual is actively processing information, it is being organized into mental representations and then integrated with these mental representations with existing knowledge (Mayer, 2001 ). The active processing assumption is the belief that more meaningful learning and more complete processing occurs when an individual is engaged in the cognitive process of "selecting relevant material" (Brandle, 2006, p. 3). For example, research conducted by Kalyuga, Chandler, and Sweller (2000) found that less experienced learners benefited more from images and audio. The alternative information delivery modes were an image with text, image with audio, and an image with text and auditory text. The researchers proposed that instructional design should take into account the learner's experience. Specific recommendations for split-source diagrams and text content were: (a) use audio vs. text, (b) text and audio should not provide redundant content, and (c) when audio is used, the user should be able to turn off or ignore textual information. These theories and recommendation would apply to vodcasts since vodcasting is just a specific multimedia file format delivered through RSS fees.