No Difference

No Significant Difference Phenomenon Website

A collection of over 350 studies, reports, dissertations, and articles showing no significant difference between online multimedia learning and traditional classroom.

Prudue BoilerCast

Purdue is doing an outstanding job at providing podcast / coursecast to it's students. In many places professors do not want to get involved with podcasting due to time constraints. Boilercast has taken care of this problem. All a professor needs to do is go to class, put on a special mic, and all the rest it taken care of behind the scenes: recording, editing, and posting.

ITaP: BoilerCast

BoilerCast started by using current digital audio delivery technology to deliver classroom audio recordings to students at their request. With new enhancements, and the use of iTunesU, faculty can now BoilerCast audio, video, images, and PDF files. These materials are often used as review or preparation of the day’s material for use on homework assignments, labs, and review before exams. BoilerCast is a service available to all credit courses held on the West Lafayette campus and is capable of recording lectures from over 70 classrooms on campus with no lead time, and any other campus classroom with sufficient notice.

Learner-Centered Approach to Multimedia

IMEJ Article - A Learner-Centered Approach to Multimedia Explanations: Deriving Instructional Design Principles from Cognitive Theory

present a cognitive theory of multimedia learning from which the following six principles of instructional design are derived and tested: the split-attention principle, the spatial contiguity principle, the temporal contiguity principle, the modality principle, the redundancy principle, and the coherence principle.

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Adoption of New Inovations

According to Rogers and Scott's report, since podcasting and the use of MP3 players are demanded by a great part of the members os the social system, particularly students in the university setting, this increases its relative advantages. Based on their report podcasting should be given attention as part of the educational system.



Diffusion of Innovations Model -- Rogers and Scott Report

An innovation is an idea, practice, or object that is perceived as new by an individual or other unit of adoption. The characteristics of an innovation, as perceived by the members of a social system, determine its rate of adoption. Figure 2 shows the relatively slower, and faster, rates of adoption for three different innovations. Why do certain innovations spread more quickly than others? The characteristics which determine an innovation's rate of adoption are:

(1) relative advantage, (2) compatibility, (3) complexity, (4) trialability, and (5) observability.

Using Podcasting to Enhance Learning

Using Podcasting to Enhance Learning Experience:

A Case Study on Subscription Behavior



Abstract - Beginning on the fall of 2005, the Information

Technology at Purdue (ITaP) unit of Purdue University

has started BoilerCast, a free podcasting service that uses

current digital audio delivery technology to deliver

classroom audio recordings to the students at their

request. Students who subscribe to the service will be able

to review lecture material for homework assignments and

exam reviews. In this paper, we will first review the

background and the technology requirement for

podcasting, and then study the feasibility of podcasting

from a students’ perspective. Students were surveyed

concerning their podcasting subscription behavior, and a

modified Theory of Planned Behavior (TPB) model was

used as the framework for analyzing such behavior. This

model incorporates the original TPB with the Technology

Acceptance Model and perceived service quality as a tool

to identify important features that students consider

important for podcasting to be successful. The results of

this study will provide guidelines for future podcasting

implementation, and better utilization of the technology in

education.

Index Terms – podcasting, distance learning, theory of planned

behavior.

Enhancing teaching and learning with podcast

Enhancing Teaching Learning @ BGSU: Podcasting Possibilities

As with any new technology that begins to find its way into the educational arena, the most important question is not “How much is it? or “Where can I make one?” Instead, the question should center on the student: How can it help improve student learning? How can it help me be a better (read: more effective) teacher? And most importantly, how will it allow me to finally do what I couldn’t do up until now? In other words, it shouldn’t be about the “Oooh, cool!” effect to hook students – that fades surprisingly fast and only scratches the surface. The focus should be on crafting a learning environment where students can communicate, create and connect more as a function of their own growth, in turn, allowing the educator to grow as well.

Dr. Floey show 10% improvement in learning by using podcasting

GT Prof: Students Learn Better Via iPod Versus Lecture

A Georgia Tech professor has been running an informal experiment to test whether students who listen before class to lectures via their laptops or personal digital assistants perform better on tests.

Dr. Jim Foley
Professor, College of Computing
Georgia Institute of Technology
Atlanta, Georgia 30332-0280
(404) 385-1467
jim.foley@cc.gatech.edu