Reconsidering the role of recorded audio as a rich, flexible and engaging learning space

MIDDLETON, Andrew (2016). Reconsidering the role of recorded audio as a rich, flexible and engaging learning space. Research in Learning Technology, 24, p. 28035.

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Link to published version:: https://doi.org/10.3402/rlt.v24.28035
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    Abstract

    Audio needs to be recognised as an integral medium capable of extending education’s formal and informal, virtual and physical learning spaces. This paper reconsiders the value of educational podcasting through a review of literature and a module case study. It argues that a pedagogical understanding is needed and challenges technology-centred or teacher-centred understandings of podcasting. It considers the diverse methods being used that enhance and redefine podcasting as a medium for student-centred active learning. The case study shows how audio created a rich learning space by meaningfully connecting tutors, students and those beyond the existing formal study space. The approaches used can be categorised as new types of learning activity, extended connected activity, relocated activity, and recorded ‘captured’ activity which promote learner replay and re-engagement. The paper concludes that the educational use of the recorded voice needs to be reconsidered and reconceptualised so that audio is valued as a manageable, immediate, flexible, potent and engaging medium.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Learning Enhancement and Academic Development
    Identification Number: https://doi.org/10.3402/rlt.v24.28035
    Page Range: p. 28035
    Depositing User: Margaret Boot
    Date Deposited: 22 Aug 2016 11:12
    Last Modified: 08 Jul 2019 19:16
    URI: http://shura.shu.ac.uk/id/eprint/13284

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