JOHN MILLNER

Farewell 808

I hereby rename this ship "H807". May god bless all who sail in her.

On H808

I asked my dog Zinny what she thought of H808 and she said "Ruff!!", which I think just about sums it up. It's been a rough ride, allright: some of the course materials badly thought through and so badly written that they required endless clarifications, assignment deadlines placed 2 days after the relevant study weeks began, and for many students (though not me) technical problems with uploading files to ePortaro or the ETMA system.

But d'you know what? Despite all the problems I've actually enjoyed it!

I've learnt an enormous amount in the last 20 weeks, both about the theory and the practice of eLearning, and I've discovered how enjoyable and supportive an online community of learners can be. The course forums worked really well right from the beginning, largely thanks to the efforts of the tutors and moderators. The course blogging - both writing my own and commenting on others' - has been a revelation, convincing proof that virtual communities can be as rich and potent as realworld ones. All this suggests to me that despite the roughness around the edges, the basic structure of the course was sound.

Finally I feel that I have made some genuine if virtual friends on this course - people I would like to stay in touch with even if we never meet again on an H80*. (What does that H stand for?) If any of you guys feel the same, stick your email address in a comment to this blog. Mine is millnerjohn@mac.com.

Duffer hitting buffers..

I am ashamed to admit that this photo doesn't really relate to what I have to say - other than the fact that like my mood just now, it was dark when I took it.

I've had so little time since Christmas that I'm way behind with H808 and am having to face up to the possibility that I won't be able to finish it. The End of the Line (ah! a railway metaphor) is only 9 days away, I've barely started the work for Week 19, and I can't see how I can possibly avoid hitting the buffers (another one!!).

So there is a point to my picture after all :o) Dear blog: you have cheered me up again...

PC Pod

Photo courtesy of BBC

Having listened to scads of podcasts over the last few weeks – some completely compelling, some interesting, some utterly unlistenable-to - it’s maybe time for some reflections on the role of podcasts and what makes a good’un.

First off, podcasting brings some fantastic dishes to the eLearning table, viz:

• Multimedia – generally speaking, learning which takes place in multiple media is richer and more effective than learning which takes place in only one medium

• Flexibility – the potential to timeshift learning events or access them in non-traditional contexts or while multi-tasking

• Mobility – the potential (when combined with mobile devices) for learning events to take place while people are on the move

• Accessibility – the potential to make learning events more widely accessible to people who have sensory impairments, who find auditory inputs more accessible than textual ones, or are simply distantly located

• Informality & personalisation – the ability to transmit content in the more informal language of speech or conversation; and the ability to use the spoken voice to convey the personal characteristics and nuances of speech communication.

• Reflection – as blogs in audio format, podcasts are well suited for recording reflections on learning and/or practice, especially in some non-formal situations where text composition is impractical.

• Interaction – low-cost and ease of production make blogs a good way for learners to interact with educators and other learners, with the possibility of feedback via text to blogs or conferences.

It sounds good – but is there no fly on this dinner? Well, yes there is, and it’s to do with its very ease of use. The problem with podcasts is that they’re a seventh heaven for chatterboxes who love the sound of their own voice but have nothing much to say.

At least one of the podcasts I’ve listened to this week falls into the unlistenable-to category for this reason – the San Jose State University Edupodder podcast Interview with Gwen Dapper, included in the resources for week 16. The two participants in this conversation chatter on aimlessly for 40 minutes with no attempt to signal what they're going to talk about and no obvious theme or focus to their ramblings. They are clearly enjoying themselves, but I suspect no listener ever made it to the end without falling asleep.

One lesson to take from borathons like this one is that when it comes to podcasts, small is beautiful. Most podcasts in an academic setting are non-fictional in nature, and require considerable concentration; and for most people, it’s harder to concentrate for long periods on the spoken voice than it is on the written word. (It’s different of course if the voice is reading you a really good story!) Podcasts work best when they are short and sweet, and have loads of signposting and explicit structure so the listener doesn’t get lost. If they have to be longer - in the case of a lecture for example - a menu at the top and a summary at the end are good ideas, as are regular pauses or synopses to enable what’s just been said to sink in.

Another thing that spoils a lot of podcasts, including my one in week 16, is unnecessary use of music or sound effects. People do it just because the software makes it so easy, but in most cases it adds nothing and actually distracts from what's being said. Any talk radio producer will tell you they only use music or effects when they illustrate the subject or else perform some kind of structural function, and podcasts are no different.

Anything else? Well, since I’m on [a rant and] a roll, here’s a few more injunctions from PC Pod:

• High sound quality is very important to keeping the listener’s attention, so make sure you have appropriate recording kit and editing software, and know how to use them.

• A clear statement of what you plan to cover, and a concise summary at the end of your podcast will help to compensate for the fact that unlike a reader, a listener cannot skim over a list of chapter titles to see what’s coming, or glance back over the text they've read to remind themselves of what’s been said.

• A narrative of some kind is one of the best ways of structuring a podcast, immediately drawing the listener in and engaging them in what you have to say.

• Conversational modes such as interviews, dialogues or even symposia will often engage the listener more effectively than a simple monologue. However a direct address to the listener, if really well delivered, can be extremely powerful too.

• There are as many different styles of podcast as there are types of radio show – from formal lecture, through studio debate to ad lib conversation. Choose a style to fit the purpose of the podcast, the audience, and the personality of the podcaster.

Evenin' all, and er [touches his helmet, smiles] Mind how you go.