Nie, M., Armellini, A., Harrington, S., Barklamb, K. and Randall, R. (2010) The role of podcasting in effective curriculum renewal. ALT-J: Research in Learning Technology. 18(2), pp. 105-118. 0968-7769.
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Information
Abstract:
This paper reports on a case study into the contribution of podcasting to the curriculum transformation of two distance-taught master’s programmes. Both programmes attract work-based Occupational Psychology practitioners, most of whom are in full-time employment. Challenges faced by the course team included adding flexibility to the curricula, increasing learner engagement (both with learning materials and feedback) and reducing learner isolation. As part of a coordinated enhancement effort, which included changes to curriculum design and delivery, 59 podcasts were introduced into the curriculum over a 12-month period. Qualitative and quantitative data were gathered from students and staff throughout the study. Action research ensured a regular flow of relevant evidence informing each stage of the renewal process. Evidence suggested that the students’ learning experiences improved as a result of four key benefits associated with the integration of podcasting in learning design: personalisation; an additional and different format for providing clear and engaging guidance, support and feedback; increased flexibility and mobility within the curricula; and ‘design once, deliver many times’ with minimum adaptation.
Uncontrolled Keywords:
action research; curriculum design; curriculum delivery; curriculum renewal; occupational psychology; institutional transformation; learning design; podcasting
Subjects:
Creators:
Nie, M., Armellini, A., Harrington, S., Barklamb, K. and Randall, R.
Publisher:
Taylor & Francis
Northamptonshire and East Midlands:
Education, Training and Skills
ICT
ICT
Faculties, Divisions and Institutes:
Date:
2010
Date Type:
Publication
Page Range:
pp. 105-118
Journal or Publication Title:
ALT-J: Research in Learning Technology
Volume:
18
Number:
2
Language:
English
ISSN:
0968-7769
Status:
Published / Disseminated
Refereed:
Yes
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