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Themes: teaching methods, blended and e-learning, supporting learners
Tuesday 8 September 2009, 16.00 - 17.00 in room 121
Recent studies (for example Evans, 2007) show that students believe that the use of podcasts have a positive impact on their learning and is a faster and more effective way to rehearse course content than for example textbooks. This paper will explore whether threshold concepts - transformative, integrative, irreversible and troublesome conceptual gateways (Land, Meyer & Smith 2008) central to the mastery of a subject - could be introduced in audio-visual podcasts - screencasts - that help the students to grasp and get an overview of the most crucial parts of the course content.
During the spring 2009 we will conduct two parallel studies in order to
Interviews with advanced (second-year) students will be carried out in order to identify areas that they found particularly difficult to grasp during their first year of studies and their strategies for coping with their difficulties. A complete set of screencasts, covering the teacher-identified troublesome concepts of the first semester of studies in the Chinese language (examples could be certain grammatical constructions, words and intonation) will simultaneously be provided to the first-year students. Data from a qualitative survey-based investigation of these students' learning experience will be presented together with results from a previous smaller pilot study conducted in 2008 in which twenty students watched four pilot screencasts introducing crucial but difficult parts of elementary Chinese grammar and filled in an online questionnaire evaluating their learning experience. Of the pilot study participants, 72% said that they would prefer watching a screencast than reading the same information in text.
We hope to be able to offer a model implementing audiovisual learning resources in order for teachers in higher education to: