Wednesday, February 20, 2008

The pedagogy of podcasting

I've been thinking lately, about podcasting. I listen to several podcasts each day as I'm driving. It's a good way to stay on top of things and extend my thinking. The podcasts are around fifteen minutes or so in length, and on topics that I find interesting. (Here's where I get reflective) For me podcasting is extended learning. I CHOOSE to listen to the particular podcasts. I am ACTIVELY listening.

So, how can I get students to listen, to LEARN with a podcast? I'm aware of the discussions on the net-generation students, the digital native/digital immigrant debate and the wired student. It (podcasting) could address some of the issues ... but how would you assess the impact or effectiveness of the technology? Would some students listen to the podcasts to refresh their memory? to remind them of the content?

How would faculty create a podcast that was more INSTRUCTIONAL than INFORMATIONAL? The technology is becoming much easier to use ... that shouldn't be a concern. A podcast is still a form of curriculum ... the spoken word. How does a podcast "FIT" into traditionally held beliefs about teaching and learning?

More questions than answers, but this is a start.

Tuesday, February 12, 2008

Communities of practice and learning communities

What is a community of practice? How does it differ from a learning community?

Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.

Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
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