Module 6

     This blog will focus on the use of podcasting and twitter as strategies to enhance teaching and student learning. The first technology that I will discuss is podcasting. Educators that utilize and support services like YouTube and podcasting are allowing people to share and generate information with the rest of the word (Fleck, Beckman, Sterns, & Hussey, 2014). Podcasting which is like YouTube, is also a way to disseminate information. The difference is that podcasting uses audio files, as opposed to videos that are found on YouTube (Keskin & Metcalf, 2011). Learners can listen to the content at their convenience. Podcasting would be helpful in transitioning to the flipped classroom, because the learner can access the content before coming to class.  Once the learner is in class they can engage in classroom activities. These activities may include case studies, discussions and problem-based learning. Podcasting allows students to seek information at their pace and the learner processes new information that can be applied to future events.

     

     The next technology that can be used to enhance teaching and learning is Twitter. Twitter is already a popular social media tool for most millennial students. Technologies such as Twitter have attracted the interest of educators as they look for ways to engage and motivate students (Junco, Helbergert, Lokent, 2011). Twitter can be used to supplement face-to-face or online content. In an article by Lin, Hoffman, and Borengasser (2013), they explain that Twitter can be used for immediate feedback in F2F classes, and the enhancement of social presence in online classes.

     Addressing the millennial student’s needs is crucial. It is apparent that millennial students expect to use technology to enhance their learning experiences. Both technologies engage students because they encourage learners to take responsibility for their learning. With podcasting, the student has the opportunity to learn at their own pace. In the case of using Twitter, students can use their mobile devices to interact with their peers and faculty immediately.

  

     Twitter can be used as a formative evaluation tool for faculty members. Authors Lin et al., (2013) state that “Twitter can be used as a formative evaluation tool to obtain weekly evaluation from students” (p. 40). Since Twitter allows individuals to post rather quickly, faculty can create an account for their course and have students post questions or answers regarding the content. Faculty can also use Twitter to supplement class content, by posting links to websites, articles or videos. When using podcasting in courses, faculty can use classroom activities to assess how well the students are grasping the content. The educator can administer a quiz at the beginning of course or have the students complete a summary of the key points from the podcast. Based on the summary or quiz the teacher can further clarify content or provide additional resources for the students. It is evident that both technologies have a place in higher education, however the educator must consider accessibility. For example, how will the students access the podcasting. Also, the teacher must assure the podcasting has quality sound for the students. I look forward to implementing both strategies in nursing education.

References:

Fleck, B.K.B., Beckman, L.M., Sterns, J.L., & Hussey, H.D. (2014). YouTube in the classroom: Helpful tips an students perceptions. The Journal of Effective Teaching 14(3), 21-37.

Junco, R., Helbergert, G., & Lokent, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27, 119-132. Doi:10.1111/j.136-2729.2010.00387.x

Keskin, N.O., & Metcalf, D. (2011). The current perspectives, theories ad practices of

mobile learning. The Turkish Online Journal of Educational Technology 10(2), 202-208.

Lin, M.G., Hoffman, E.S., Borengasser, C. (2013). Is social media too social for class? A

 case study of Twitter use. TechTrends, 57(2), 39-45.