The University of Leicester is spearheading research on how student learning can be enhanced by downloading audio onto personal MP3 players - known as “podcasting.” The University has also examined the use of rap in student podcasts.

The research seeks to develop a model for optimizing student learning - taking the focus away from content delivery.

At a workshop on June 2 at the University of Leicester, experts in the field from across the United Kingdom are investigating how the latest technologies can ensure that student learning is continuous, providing an alternative to constantly bringing them to campus.

Now, following £40,000 funding from the Higher Education Academy, the Beyond Distance Research Alliance, based at the University, will be working with the Royal Veterinary College, University of Gloucestershire and Kingston University on a 12-month research project called “IMPALA”: Informal Mobile Podcasting and Learning Adaptation.

Professor of eLearning at Leicester, professor Gilly Salmon, is leading the project and her work, along with that of professor John Fothergill, University of Leicester pro-vice-chancellor for learning and teaching, features prominently in the research.

Richard Mobbs, head of learning technology at the University of Leicester, said universities need to think about delivering education to where the student wants it - and not to where institutions say they will get it.

“The teaching and learning process is very complicated but we know that we learn best of all when we want to learn and that requires having easy access to the learning materials. Virtual Learning Environments facilitate on demand learning but they still require that the learner has Internet access. So what can be better than to give the learner portable learning materials.

“To this end we need to deliver the resources to the student and not the student to the resources.”

The podcast model is 10 minutes long in three parts:

• up-to-date world news relevant to learning that week

• feedback and feedforward on learning and collaborative team work that week
• a fun part (e.g., joke or rap)

Professor Salmon said: “IMPALA arose from our interest in digital audio loaded onto students’ own mobile devices, especially MP3 players such as iPods, ‘personal broadcasting’ for content delivery and student engagement.

“Podcasting and MP3 players are new to education, yet these devices are widely used by the population demographic of which students are a part - but for entertainment.” Leicester’s challenge was to develop a model that students wished to use them for their flexibility, mobility and to enhance their learning experience, rather than as a replacement for lectures.

“We piloted our ideas and found students soon caught on - they use them on the bus, plane, in the paternoster! They download them and multi task when doing other things. They constantly ‘listen again’! They listen between lectures on other courses.”

Students have responded well to the enhanced learning opportunities. One said, “I can study at my own pace and rewind the podcasts whenever I wish.” Another student commented, “You get in touch with your mates whilst learning! It’s a good way to spread knowledge. Another said, “It’s more informal. It’s different. Not so serious like sitting down with pen and paper. I don’t miss anything on the podcasts.”

Tags: podcast, impala, informal mobile podcasting and learning adaptation, gilly salmon, john fothergill, richard mobbs, university of leicester