Image and videos/podcasts © University of Manchester
Using podcasts, why?
Numerical and graphical examples are used in lectures to model the solution of some typical problems in a Chemical Engineering unit dealing with particle-fluid systems called Solid-Fluid Systems (SFS). These techniques are inherently dynamic and in most occasions difficult to follow in lectures by students who are trying to grasp the concepts and at the same time learn a method where the application of these concepts are key to solving a problem. These demonstrations in lectures form the basis of modelling how to solve problems similar to those that the students will need to solve later in their problem solving classes.
When dealing with these numerical or graphical methods, the sequence of actions and the significance of each step of the calculation are quite important but this cannot be fully appreciated when looking at the final product (e.g. the numbers of a spreadsheet or the lines drawn on a graph). Consequently, students always feel that they need more examples. It is always possible to do more examples in lectures but with a finite time of lecturing available this is not always feasible.
In order to help with this dilemma and to improve the experience of the students a Teaching and Learning project funded by the EPS faculty (UoM) and based around the use of technology was put in place. The main objective of the project was to create digital resources that could be used in a variety of media (e.g. Internet, iPod, iPhone) and that will replicate the sequence of actions and reflect the dynamic nature of these graphical and numerical techniques used in solving relevant problems in the SFS unit. One of such kind of resources is also known as podcast. A podcast as defined by the Oxford Dictionary is
“ (noun) a multimedia digital file made available on the Internet for downloading to a portable media player, computer, etc..”.
In this project, the use of podcasts was expected to help students grasping the concepts and methods described above by using a media that is familiar to them (e.g. computers, iPods) during their own time and at their own pace.
Creating podcasts
The podcasts in this project have been designed around particular topics to provide better support to students’ learning process. The unit of SFS deals mainly with topics around the areas of particle technology and solid-fluid separation processes. In this unit spreadsheets and graphical methods are commonly used in various topics. Three specific examples were chosen as the cases that will benefit the most from a podcast resource. These examples were relevant to two different topics; Particle Characterisation (1 podcast) and Hindered Settling & Thickeners (2 podcasts).
Upon selection of each example to be developed into a podcast, it was necessary to create a script or storyboard for each of them. These storyboards will establish the sequence of actions throughout the podcast and the story to be told (including the voice element). The podcasts were then recorded using the software Camtasia Studio (TechSmith) which allows you to record any on-screen action and voice from the computer. For the purpose of creating these podcasts a tablet-pc was the computer of choice mainly due to the fact that two of podcasts were to use graphical methods. By using a tablet-pc it was possible to recreate the graphical methods in a manner that was closer to the action as it will occur during a lecture, giving it a more realistic feel.
After recording the podcasts two other processes take place: edition and production. The production consists of creating the podcast files in adequate formats that can be used in different media (i.e. Internet, iPod, iPhone, Android). The podcasts created for this project are self-contained and are restricted to a maximum length of 17 min.
These series of Podcasts were used in the delivery of the SFS unit during the academic year 2010-11. They were embedded within the learning guides accessible through Blackboard 9 (UoM Virtual Learning Environment) but they were also made available in other formats for students to download to their portable video players (e.g. iPod, iPhones).
Was this a successful innovation?
The success of the use of these podcasts was evaluated mainly via an on-line student questionnaire set up within the Blackboard space for this unit. The questionnaire had eight questions mainly addressing whether or not the use of Podcasts resulted in a positive addition to the provision of the unit and if it had a beneficial impact on students’ learning. Questions were a mixed of Likert-type and comments. The unit was taken by a cohort of 200 students in semester 1, 2010-11. The questionnaire was responded by 60 students.
In general the students feedback obtained through the evaluation questionnaire was tremendously positive. 93-98% of the respondents thought that the podcast were useful for their learning, a good way to support examples in lectures, gave them more confidence in tackling problems and were easy to follow. When asked about the length and pace of the podcasts only 76% of the respondents thought that they were of adequate pace and length whereas 19% neither agree of disagree and 5% disagree. This was the only point, pace and lenght, in which there was a noticeable spread in responses.
Some of the comments that students gave when asked what the liked the most about the podcasts were:
- The fact that you have the ability to go over the problems and examples as many times as you need to. You’re able to go back to previous slides and recap things said so you can make sure you fully understand the problem. Between the lecturer, ebl and these podcasts, it is very easy for concepts to sink in.
- Very good explanation and all the working shown clearly. Easy to follow when all the steps are shown (gradients on the graph, equations used, final result). Podcasts are perfect length and cover all necessary information related to the question.
- I can pause and work through as I go along at my own pace.
- that it makes the process in solving the problem very clear, as it moves through step by step. Better than just looking at a page of working.
- that even if it takes a while for me to understand a method, I can always pause and think again and rewind. The freedom makes it very easy to learn.
- I am a strong auditory learner, it helps me a great deal in lectures to learn and having these lectures on demand, on my iPod are a great help to me and would like it to be applied to in other subjects such as Thermodynamics and Mathematics to help with techniques in problems. The podcasts improve my confidence in tutorials. More please!
Some of the comments from students regarding what could be improved were:
- A greater range of questions. Be it topic or difficulty.
- The speed of the podcast, sometimes they can be a bit slow paced.
- There are no improvements I can think of at this time. I think they are a good length and pace, covering the topics at sufficient depths to compliment the lectures.
Other comments were:
- This new experience is very good, in my opinion, and I strongly recommend that it goes on for all the subjects.
- Very beneficial tool, genuinely would like to see it rolled out across more modules.
As from the perspective of the lecturer, I highly recommend them: Podcasts are a excellent investment in developing good resources for any unit specially when wanting to support the more difficult concepts to grasp and their applications. If you would like to see one of the podcasts produced for this series you can view them below:
Mean particle size of powders (using spreadsheets)
Hindered settling velocities and concentrations (using graphs)
Thickener design calculation (using graphs)
Acknowledgments
I would like to thank the EPS e-learning team for their support through the development and implementation of this work, especially the invaluable help of Ryo Seo-Zindy in the creation of the podcasts and the support with Blackboard 9.
I would also like to acknowledge the financial support provided by the EPS faculty through their TESS-eLearning grant scheme.
Academic: Esther Ventura-Medina School: Chemical Engineering and Analytical Science
e.ventura-medina@manchester.ac.uk
