As a potentially disruptive technology capable of constructively promoting transmediation, educators have both an opportunity and responsibility to embrace podcasting. Under certain circumstances, podcasting can fundamentally transform the perceptions of students about school, their roles in the learning process, and the value of their daily activities shared via podcasts with a global as well as local audience. In this session, we’ll explore transmediation (multimedia communication), disruptive versus sustaining technologies, and the need to help students be rich media producers rather than just consumers in the 21st century classroom.
Show notes for this podcast include:
- Texas Computer Education Association TECSIG Organization
- “Podcasting as Disruptive Transmediation” keynote October 13, 2005 multimedia presentation
- Additional links to the resources discussed in the keynote address are included in the online presentation, created with S5: A Simple Standards-Based Slide Show System (a free open-source resource)
Program Length: 1 hour, 11 min
File size: 16.3 MB
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On this day..
- Rediscovering 10 Year Old Deleted Podcast Files – 2021
- Beware of Genieo Adware on Apple Computers – 2013
- Share Your Ideas for K-12 Online 2011: Purposeful Play – 2011
- Construction Engineers and Concrete Masons can save MILLIONS of lives (Haiti earthquake story) – 2010
- Remote Control iPad Presentations #edapp – 2010
- Online Content Can Be Persistent (even when people try to take it offline) – 2010
- Again, U.S. federal funds used to strong arm state legislators – 2009
- The Maine Department of Tourism is Taking Care of Travelers – 2009
- Lunch with Clay Shirkey and Alan Kay – 2008
- Obama on Flickr and Validating Information Sources – 2007
Comments
3 responses to “Podcast13: Podcasting as Disruptive Transmediation”
[…] Update 3 (29 Oct 05, 7.10pm): Wesley Fryer from Moving at the Speed of Creativity has some thoughtful responses, too: Secondly, it is also not entirely accurate to say that a podcast audience cannot interact with a professor, although the interaction modality certainly can change. There are more tools for out of class interactivity available than ever before. Instant messaging and asynchronous discussion boards, in addition to more traditional email and phone calls, are tools professors are using with success to provide feedback to students. […] All this discussion again hightlights how podcasting is a disruptive technology. It offers potential to change instruction in fundamental ways. As I have said before, it is the professional obligation of educators to embrace podcasting and use its disruptive potential for constructive opportunities. […]
[…] Secondly, it is also not entirely accurate to say that a podcast audience cannot interact with a professor, although the interaction modality certainly can change. There are more tools for out of class interactivity available than ever before. Instant messaging and asynchronous discussion boards, in addition to more traditional email and phone calls, are tools professors are using with success to provide feedback to students. […] All this discussion again hightlights how podcasting is a disruptive technology. It offers potential to change instruction in fundamental ways. As I have said before, it is the professional obligation of educators to embrace podcasting and use its disruptive potential for constructive opportunities. […]
[…] Came across this great quote on Tama’s eLearning blog talking about Stanford on iTunes: ”professional obligation of educators to embrace podcasting and use its disruptive potential for constructive opportunities.” […]