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 classoom.

Program Length: 1 hour, 11 min
File size: 16.3 MB

Podcast 14 Oct 2005(Click here to listen to this podcast)

Show notes for this podcast include:

  1. Texas Computer Education Association TECSIG Organization
  2. “Podcasting as Disruptive Transmediation” keynote October 13, 2005 multimedia presentation
  3. 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)

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3 Responses to Podcast13: Podcasting as Disruptive Transmediation

  1. […] 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. […]

  2. […]   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. […]

  3. […] 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.” […]

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