”professional obligation of educators to embrace podcasting and use its disruptive potential for constructive opportunities.”

I have been toying with the idea of incorporating podcasts as additional learning resources in a large first year undergraduate Physics course I am course organiser for. But not, as an example, just to record and deliver the audio stream from my lectures. I wanted to be able to use them to supply additional resources that would tap into that time we know nothing about: self-study time, when students get to grips with the course material outside a face to face classroom setting.  

This led me onto Wesley Fryer’s blog “Moving at the Speed of Creativity” and his thoughts on podcasting as “disruptive transmediation” and a piece on a professor who didn’t understand the value of podcasting

There are some interesting comments to this piece, but what struck me the most was this diagram:

Makes you begin to question the lecture as (still) one of the fundamental content transmission vehicles for university education…..

Steve Draper’s page has a ton of information on it. Everytime I go there I find I read something new. I think I will just use his references page as my one reference….. http://www.psy.gla.ac.uk/~steve/ Plus it has a photo of him and Jim Boyle with a lobster….

I came across a useful article from Falkirk council on the various hardware that is available from Andy Watson’s edublog: http://andywatson.edublogs.org/2006/03/27/voting-systems/