Vodcasting (also known as video podcasting)
is a great resource as it integrates both video and audio to create a learning
tool. Just like podcasts they can be streamed and downloaded from the internet
onto your computer, laptop, tablet or phone (Marencik, 2012). One of the biggest
positives about a vodcast is that it targets three types of learners, the first
being an auditory learner. They are able to hear what the teacher is saying,
various music, and sounds that are going on in the background. A visual learner
will benefit from it as they are able to see the information that is being presented,
and their brains are being stimulated by the different colour, shapes and often
a human guiding them through the material. Finally, a vodcast would aid a kinesthetic
learner when it comes to creating one as it allows them to partake in the construction
of it. They are therefore physically doing something in order to learn (Pena,
2011).
On the other hand, vodcasts can have their
draw backs. For example, Kay (2012) conducted a study and found that when
teachers used a vodcast to present their lessons, the majority of the pupils
said that they preferred it when the teacher stood at the front of the class
and delivered the information. He also found that when they were given a
vodcast to watch at home that they often got distracted as it wasn’t as engaging.
Kay, R. (2012) ‘Exploring the use of video podcasts in
education: A comprehensive review of the literature’, Computers in
Human Behavior, 28(3), pp. 820-831.
Marencik, J. (2012) Revision
Vodcast Influence on Assessment Scores and Study Processes in Secondary Physics.
PhD Thesis. Northcentral University. Available at: http://search.proquest.com.ezproxy.cardiffmet.ac.uk/docview/1017704748
(Accessed: 12 January 2017).
Pena, R. (2011) The
impact of podcasts, screencasts, and vodcasts on student achievement in the
science classroom. PhD Thesis. Texas A&M University. Available at: http://search.proquest.com.ezproxy.cardiffmet.ac.uk/docview/900302840
(Accessed: 12 January 2017).
It was interesting to read the benefits and costs of vodcasting and I have also found evidence that vodcasting is not for every student, as some prefer learning in different ways. McNeill and Fry (2011) found that students who identified themselves as visual learners rated vodcasts as being more valuable than podcasts. Boulos et al. (2006) also make the case for visual learners finding vodcasts more applicable to themselves. This suggests that vodcasts should be used sparingly for those who may value it more as visual learners.
ReplyDeleteBoulos et al. (2006) have also written about how podcasts and vodcasts can be accessed and how easy and convenient they are as you can simply use a media player and watch them anywhere, even when travelling because downloading them should be simple.
References
Boulos, M., Maramba, I., and Wheeler, S. (2006) ‘Wikis, blogs and podcasts: A new generation of Web-based tools for virtual collaborative clinical practice and education’, BMC Medical Education, 6(1), pp. 41.
McNeill, M.C., and Fry, J.M. (2012) ‘The Value of ICT from a Learning Game-Playing Perspective’, ICHPER-SD Journal of Research, 7(2), pp. 45-51.