On day 2 of the PLP Induction Program, Andrew Douch shared the story of his journey with podcasting.

For Andrew it began with the issue of having 200 minutes of class time a week to prepare the students for the exam. Wouldn’t it be fantastic if we could use the student’s downtime for learning. Subject relevant podcasts give the opportunity for students to be connected to a classroom anytime and anywhere. Podcasts can be listened to as a whole or listened in bit-sized chunks.

Podcasts can be interactive, students can ask a question via a voice message which can then be addressed in a subsequent episode.

Web 2.0 Applications raise a number of issues but also a number of opportunities.

The class website at Andrew’s school is shared by the teachers and has resulted in a unified biology program across all of the classes. Students from previous years have returned to mentor of students.

MSN Chat allows students to use false identities and to block bullies or other unwanted people.

Each episode of Andrew’s podcast is downloaded by over 3000 students around the world.

Screenshots can be added to enhanced podcasts or videocasts can record what is happening on the screen or interactive whiteboard.

Results
After adopting websites, discussion boards, podcast and IM, Andrew has been able to stop taking lunchtime and holiday classes. Students results are all above “Like Schools.” Students are engaged by these technologies, there is a lot of power in this kind of teaching. Podcasting has produced better teaching and learning outcomes from less hours.

Issues
There is a real risk that students will use these technologies inappropriately.
So what do we do? Ban them? Do we wait to see what happens?Or do something in between.
It is too late! Our students are already using these technologies. Do we ignore this? Or take the responsibility to supervise them.

There are other risks that we take in school but if there are valuable learning opportunities then we manage the risk.

IP Issues
Music and sound effects in podcasts
Quoting within podcasts
Pictures in podcasts (and blogs etc.)

Contact the authors/owners ask for permission.

Student Privacy & Safety
You need to get parental permission. Edit out surnames. Inappropriate use of cameras/video/voice. If you take away student’s phones then you take away there favoured way to communicate.

Invasion of Life
Students can login and logout when they want. Andrew doesn’t send his students invites instead he asks his students to IM when they choose.

Appropriateness of communication content
We need to be aware that online, in the yard and in the classroom we are teachers. MSN logs all communications.

Cyberbullying
Bullying with mobile phones is an issue? Working on bullying is the answer not banning the phones. With MSN you can block someone who is bullying them.

Equitable Access
The vast majority of students now have Internet access at home. Podcasts can be downloaded at school.

Questions?
What microphone do you use? Samsung C01U about $200 USB plug

On day 1 of the PLP Induction Program, Dr Andi Horvath shared what Museum Victoria is doing in podcasting, with her new show Access All Areas. Andi is a presenter on 3RRR’s Einstein a Go Go and is an energetic and extremely engaging speaker.

When creating a podcast start by asking, “What is the purpose of the podcast?” this dictates who to interview. Tackle the research, and find out what you don’t know. Find volunteers, find voices that you don’t know, a range of voices make the podcast much more interesting. Access free sounds, or create your own.

Using audio removes the limitations of presented by video, eg in audio I can blow things up just with a paper bag. What if animals could talk? Well in podcasts they can! Use dream sound to indicate when animals or objects are talking so that the audience understands what is happening.

Get a really, really good microphone. Create an atmosphere where your talent is relaxed.

Ask the same question twice, often the second answer is the best one.

Threading ideas together requires a link. Recording the question or a different question at the end helps the link the ideas of the podcasts together. Think about where to interview your guests, outside or create a location by recording the sounds of a lift. The sound effects shouldn’t distract or drown out the content. You will surprised about how noisy a world it is, and just what sounds are available. Use a dreamy sound to indicate that the animals are now talking.

Find the teachable moments.
Think about the narrative arc. The journey that occurs through the podcast.

Don’t despair, the first podcast is the hardest. Try using who, what, when, where, why and how. Try creating a news report for the school. Do some background reading. Send the questions beforehand so that the guest will feel prepared and confident.

Time limits? Cut podcasts down to 10 minutes and split into multiple episodes if necessary.

And closing thought from Andi, it is such a privilege to have an audience.

Andrew Hiskens from the State Library of Victoria shared about the Mirror of the World exhibition, the story of how we write things down and how we symbols to communicate, during Day 1 of the PLP Induction Program.

Andrew charted the evolution of written communication from scroll to books and from audio tape to CDRoms and digital recordings. Books and digital recordings allow the consumer to “dip into the information” in ways that scrolls and audio tape do not. Hypertext offers more. Hypertext allows additional connections to made. Blogs are not one-many publishing (as books are) but rather a broader community engaging in learning. The world has become the classroom.

Andrew shared How to talk about books you haven’t read - Pierre Bayard
There is too much read and too much too know, the libraries are full to the rafters, so focus on the connections instead. The relationships between ideas are far more important than the ideas themselves.

Andrew then demonstrated Wikimindmap which takes the information from wikipedia and structures it as mind map. From networks you can find the information you need and then come out again.

So where to now? Face to face still matters, although the technology is getting better at bridging the gap.

Souce: http://headrush.typepad.com/creating_passionate_users/2007/03/sxsw_interactiv.html

In closing, Andrew shared what makes the best learning experiences:

- actually doing something
- doing it with others
- having support from a teacher/coach/parent
- having an audience for the learning
- a sense of having learn
- a sense that the task was toug
- having some sense of personal progression
- some passion about the whole activity

Footnote: The State Library of Victoria is a partner with the Department of Education and Early Childhood Development, please contact the Innovation and Next Practice Division about opportunities for collaborative projects with the State Library of Victoria.

On the 3rd and 4th of June 2008, the Knowledge Bank Next Generation Professional Learning Program (PLP) conducted the PLP Induction Program for the Term 3 projects.

Katrina Reynen, Assistant General Manager for the Innovation & Next Practice Division outline the structure and the goals for the PLP program.

In term 3 2008, a number of projects will be run throughout Victoria trialling the use of blogging and podcasting. Further trials, trialling other Web 2.0 technologies will be conducted in term 4 and in 2009. The trials will address issues of cyber safety, accessibility for all students and academic rigour using new technologies with the outcomes of the trials informing DEECD policy.

In addition to the PLP Program, a Professional Learning Community will be offered in order to support those who are trialling these Web 2.0 technologies and practices but not part of the intensive PLP program. This site will have further details about the Professional Learning Community in the coming weeks.