Opiskelijat sisällön tuottajina -- Podcastit mediakasvatuksen opinnoissa
Kuvaus
Opiskelijat tekivät podcasteja Mediakasvatuksen perusteet -kurssilla viidestä eri teemasta. Teemat olivat pienten lasten mediakasvatus, medialukutaito, kriittinen mediakasvatus ja sosiaaliseen media. Podcastit työsttiin ennen jokaista seminaarikertaa ja niitä kuunneltiin keskustelun virikkeenä ennen päivän teemaa ja itsenäisesti esseen kirjoittamisen apuna.
Miksi
UCC-idean testaaminen käytännössä, se joka itse tuottaa oppii enemmän ja saa syvällisemmän käsityksen opittavasta kuin vain käyttäjä. Osaamisen jakaminen ja yhdistäminen. Slow-ajattelu, multimodaalisuuden ja erilaisten oppimistrategioiden hyödyntäminen.
Aikataulu
syys-joulukuu 2008, äänitykset ja hyödyntäminen loka-marraskuussa kuussa, artikkeli tammikuu 2009
Opiskelijoiden rooli
Opiskelijat lukevat kurssin artikkeleita ja materiaalia ja tuottavat podcastit kotona tai laitoksella muiden opiskelumateriaaliksi.
Odotukset OK:lta
Tekninen tuki ja ohjeistus
Towards Students Content Creation---Podcasting in Media Education
In the coming research project, mobile learning and social web will be combined. The idea of user created content (UCC) will be tested by using podcasts as a part of learning processes. According to Duffy & Jonassen (1992), the most functional learning environments are those which concentrate on the users, their needs and take the social aspects of studying into account. Our experiences in different mobile learning cases support Duffy & Jonassen's ideas. One key principle when discussing content creation in mobile learning is to study and understand the user's viewpoint. We mean by the user mainly the teacher and the learner who are interacting, teaching and studying and using and creating related materials. Good communicative relations and active dialogue between different participants and users provide a practical and also effective way of developing and creating content (see e.g. Woolgar 1996). When creating content together the co-development of users seems to be one of the most crucial prerequisites, when the aim is to create communal functional and experiential learning environments in which the users willingly act and learn. By content creation we refer here the students own production of cultural, entertainment and educational content for the digital media and network-based environment. All various kinds of media content, that are produced by end users and which are open and publicly available, like blogging, podcasting or photography, is content creation.
In the coming research project mobile learning and our latest research concerning social web or Web 2.0 (e.g. Scholz 2007) will be combined. (Vesterinen 2007; Kynäslahti et al., in print). The idea of "users as content producers" will be tested by creating podcasts as a part of learning process. A podcast is a series of media files which are distributed over the web using syndication feeds for playback on media players, computers and mobile devices. A mobilecast can be defined as a podcast that can be downloaded or streamed to a mobile device. Listening to podcasts on mobile phones will presumably become more popular also for educational purposes, as mobile data speed improves, and mobile phones themselves become more useful by adding storage capacity, stereo capability and more audio formats.
Quinn (2002) has discussed knowledge management in the digital newsroom (see Koskinen et al. 2008) According to Koskinen et al. (2008) and Quinn the mobile devices have the potential to change the traditional ways how content is being created. Students and content creators can go out to real life outside schools. Mobile tools can provide many potential benefits over the current tools of content creation. A mobile device could replace a large number of different tools and devices needed today, including a still camera for taking photographs, a video camera for capturing video, a voice recorder for recording audio and podcasts, and a laptop for writing text, with a single lightweight device, and thus increase the mobility of the user as a content creator. As today's mobile devices provide versatile multimedia capabilities, a student equipped with such a device could possibly produce content of a wide range of different media types, ranging from text and images to audio and video. Different kind of comment papers and learning tasks could be completed on the site of the real life learning situations and submitted for publication to podcast server over wireless broadband connections, resulting in more authentic publication and sharing of thoughts and ideas learning outcomes. Mobile devices could enable the learner to spend more time in the real life situations instead of the classroom. (Koskinen et al., 2008, pp. 1---3)
The pilot study module will be implemented in the autumn term 2008 at Helsinki University and it is part of the 25---credit media education studies for teacher students at the University of Helsinki. The topics of the study module include e.g. the concept of media education, critical media education, media and new literacies (Knobel & Lankshear, 2007) and also deals with some of aspects to social web in education. During the orientation meeting of the module, the students get acquainted with the aims and the working method. Also in the first phase the idea of blogging and creating podcasts are presented and trained. Podcasts are created for transfer from PCs to connected portable devices. In the beginning of their media education course the students will split up into groups with their own study topics on the basis of their interests. The pedagogical aim is to emphasize the meaning of the user created content (UCC) practical learning tasks. Also active and collaborative agency of the students is emphasized. In the web-based learning platform and course blog the versatile digital source material (articles and video excerpts) are available for use by the students. All the students will be reading specific scientific articles for covering all the topics, before each F2F meeting. The pairs or groups will make an outline and podcast their ideas, experiences and findings into the own podcast server. The aim is to involve students more deeply into the teaching, studying and learning process by supporting and encouraging them to produce and publish their ideas and comments and other outputs. In the meetings the students will give presentations of the main topics, which are based on the podcasts.
To sum it up, we believe that social media enables web users to change ideas, and best practices and media products, just as podcasts in the new way. At the same time users are able to develop and make this content better, funnier or more interesting collaboratively by commenting, remixing and forwarding them. We argue that the users active creation of the media content is one key towards the dialogic deep media literacy, what is needed in the new generation education.