I have a couple of reasonably skilled student programmers working with me this semester and I'm thinking in terms of creating an easy to use podcast player and podcast creator for Moodle.
I've been tracking the conversation in Little Podcasting question and some notes I have made are here -- MoodlePodcastNotes
It seems to me that a lot of work has already been done, but I'm keen to make the process of subscribing to a podcast as easy as possible and without having to use RSS or know anything about it.
I think I'll start off where Hannes Gassert left off and see about creating a Moodle Activity (or block ??) where a teacher can subscribe to a podcast and have all the students listen to it and make notes. I'll be updating my wiki site with the details.
Mark
This would be fantastic Mark. You might have your students peruse the links and downloads on this page: http://wimpyplayer.com/customize/index.html
The page has information about utilizing podcasts, php scripts, authentication, etc. There are also some plugins for their mp3 player for other OS such as Mambo that might be helpful to look at.
I have used the wimpy player on some sites and emailed them asking about creating a plugin for Moodle podcasts but did not hear back--I think they are missing a great opportunity. However, the Moodle mp3 player or some other simple flash plugin would work just as well as their player.
The page has information about utilizing podcasts, php scripts, authentication, etc. There are also some plugins for their mp3 player for other OS such as Mambo that might be helpful to look at.
I have used the wimpy player on some sites and emailed them asking about creating a plugin for Moodle podcasts but did not hear back--I think they are missing a great opportunity. However, the Moodle mp3 player or some other simple flash plugin would work just as well as their player.
We've been working on something like this for a while. But more of something for teachers to create their own podcasts and then the students can mark sections of the recording and making comments on those quotes. It's an activity, but we've thought of making a Block that goes along with it and let's a user know that a podcast has a new entry that they haven't visited.
Of course, this would all use RSS technology. I really don't see how/why you would have one without it. RSS allows you to quickly know that there are new entries.
Can it technically be a podcast without RSS?
Hi Mark,
The news announcement about iTunes U. and their podcasting distribution system reminds us that the interface for easy selection and cataloging of podcasts is a primary question. How will your new module compare/integrate with the Apple iTunes interface?
The news announcement about iTunes U. and their podcasting distribution system reminds us that the interface for easy selection and cataloging of podcasts is a primary question. How will your new module compare/integrate with the Apple iTunes interface?
The problem with iTunes, and any other Podcast listening program, is that they don't support user authentication. If you put up a podcast, any person can get to it. That kind of flies in the face of what Moodle tries to do - protect content so that only the intended learners can get to it.
Also, you have to look at the fact that Moodle is designed to be more of an interactive program, so if you just download a lecture and go, there is really nothing interactive about it. You just listen. It's really about the same to put all your class lectures in PDF format, stick it on Moodle, and call it a class.
That's why I think that, when adding podcasts to Moodle, we should change the nature a little bit. Maybe create something called a Moodlecast or something. The interface can be designed any way you want, really. But it needs to be interactive, and it needs to operate from inside of Moodle.
Also, you have to look at the fact that Moodle is designed to be more of an interactive program, so if you just download a lecture and go, there is really nothing interactive about it. You just listen. It's really about the same to put all your class lectures in PDF format, stick it on Moodle, and call it a class.
That's why I think that, when adding podcasts to Moodle, we should change the nature a little bit. Maybe create something called a Moodlecast or something. The interface can be designed any way you want, really. But it needs to be interactive, and it needs to operate from inside of Moodle.
When you store a file as a resource, is it an interactive resource ?
an audio or PDF lecture file , a web site link too, are only resources for student to do their homework...
You're right on the content protection problem... it needs to operate from inside Moodle !
an audio or PDF lecture file , a web site link too, are only resources for student to do their homework...
You're right on the content protection problem... it needs to operate from inside Moodle !
Good point Yves. A podcast is a resource and even though the podcast may not be interactive itself, that doesn't mean interactive activities can't be built around them.
I've developed a lot of interactive courses with case-studies, discussion questions, and various other types of "static resources" that form the basis for inteaction in the class...podcasts, I believe, can enhance an interactive course significantly without being interactive themselves. In fact, a strong argument can be made that to have a focused, well facilitated course, you must have something to serve as the basis, or frameword for the interaction...resources (podcasts included) serve that purpose.
Steve
you're right ...
As always with the web technology, we should think about innovative uses...
In France many radio channels that used to be streaming-only are moving to podcasting, but what's new ? you can get archives ! that's doesn't sound very innovative ! they just try to apply an old model....
I understand it's easier to say (and wite) than to do, but let's think about a next future (semantic web) when will be able to give meaning not only to the structure, but also to the content.... by this time podcasting will be considered as the first step of something new....
As always with the web technology, we should think about innovative uses...
In France many radio channels that used to be streaming-only are moving to podcasting, but what's new ? you can get archives ! that's doesn't sound very innovative ! they just try to apply an old model....
I understand it's easier to say (and wite) than to do, but let's think about a next future (semantic web) when will be able to give meaning not only to the structure, but also to the content.... by this time podcasting will be considered as the first step of something new....
Not to mention that student generated audio file are helpful interactions for non-visually oriented learners and verbal language assessments.
Yes - one of the things I used to do years ago with extremely young children with English as a second language. We used to take them out in small groups to the local shops, their home, around the school. As we were doing this we'd leave a walkman recorder on and taping and get them to talk and take loads of pictures with a digital camera (could use a DV cam now I suppose). The minute we got back we'd encode and play back but we'd also tape their comments on the pics. Then we'd instantly mock up a book for printout. Always the most magnetizing content of anything I ever did and an iterative record and joint portfolio...
A "resource" becomes more dynamic if you can disaggregate it.
So with a podcast - if you can automatically index it or a DV film - if you can get in amongst the media layers and play around with how it's made.
Otherwise it is just a broadcast/ archival model. There needs to be a mechnism where people can engage with it / explore on several levels. With any type of portfolio this is going to be a necessity.
I'd like to be able to interrogate, comment on, disaggregate, tag and reassemble my media.
So with a podcast - if you can automatically index it or a DV film - if you can get in amongst the media layers and play around with how it's made.
Otherwise it is just a broadcast/ archival model. There needs to be a mechnism where people can engage with it / explore on several levels. With any type of portfolio this is going to be a necessity.
I'd like to be able to interrogate, comment on, disaggregate, tag and reassemble my media.
right Leon, it's just a broadcast/archival + RSS !!
but as I mentionned the web usage will get full strength when programs (not men) will be able to dig into content meaning to perform what men want to do....
that's next step ! not with mp3 for sure !
in the meaning people can think about a totally "non-radio-model -correct-usage" (I'm not sure this is good english....)
for sure it's not urgent to jump in the hype wagon .....
yves
but as I mentionned the web usage will get full strength when programs (not men) will be able to dig into content meaning to perform what men want to do....
that's next step ! not with mp3 for sure !
in the meaning people can think about a totally "non-radio-model -correct-usage" (I'm not sure this is good english....)
for sure it's not urgent to jump in the hype wagon .....
yves
Yes, we don't want passive content, but of course a podcast is 100% "dynamic" if you have the students make them 
Last semester our English as a second language students used Audacity to record radio shows. We published the .mp3s with Loudblog, and they are named "ESL Loudblog" on iTunes. I think Stephen Downes is right about having the students create the content
See also Quentin D'Souza's 50+ ideas for using RSS in education.
Last semester our English as a second language students used Audacity to record radio shows. We published the .mp3s with Loudblog, and they are named "ESL Loudblog" on iTunes. I think Stephen Downes is right about having the students create the content
yes, that's an *excellent* idea, students get a bit bored with the number of powerpoint presentations we get them to do.
Rich
Rich
I like these ideas. I did find a Flash program, I can't remember the name now, but it does allow you to tag a section of an mp3, and then play back only that section. You could use that in conjunction with a comments section, and allow students to interact with the podcast.
iTunes delivery system raises the content vs interactivity question about a course but its not a new question. 30 years ago the UK Open Uni launched as the 'University of the airwaves', students were going to just watch TV programs of lectures and save everyone a lot of time and money because they wouldn't need a real lecture theatre. Of course it didn't work and the OU re-invented itself with an integrated system of personal tutors and tutorial groups, you could (and still can) phone your tutor, write to her, meet other students etc etc in addition to getting the printed materials, TV and radio programs.
I mention this because IMHO leaving podcasts out in public view is not a problem, you could have watched all the OU TV programs and read the books in the local library and educated yourself a lot cheaper than doing an official degree but no one ever did because interactions and support are the key ingredients of a course.
I'm about to release an open course with both avenues open. Students can use a standard moodle course with streaming demos of software teaching or just get the demos from a podcast, I'm interested to see how many go each way and whether there is a difference in rentention between the two groups.
Rich
I mention this because IMHO leaving podcasts out in public view is not a problem, you could have watched all the OU TV programs and read the books in the local library and educated yourself a lot cheaper than doing an official degree but no one ever did because interactions and support are the key ingredients of a course.
I'm about to release an open course with both avenues open. Students can use a standard moodle course with streaming demos of software teaching or just get the demos from a podcast, I'm interested to see how many go each way and whether there is a difference in rentention between the two groups.
Rich
I agree with you that interactive content is the way to go. However, there is a place for an audio lecture to fit as a learning object within a module. It is a peice of the pie, but should not be the entire pie. Also, I think ITUNES U is going to make it possible to protect your content from public view if you choose as they state the following at their website:
Protects your online learning investments. iTunes U
complements learning management systems, including Blackboard, WebCT,
and Sakai. Students can access iTunes U content from within these
systems with one click.
I think this means they can put it behind a secure portal but I'm not positive as the nature of podcasting is open to all.
People might also like to look at Mercora for Google Talk - a nice little peer to peer app.
Martin - you're wrong that podcast feeds can't have user authentication. They most definitely can. There's no need to "change the nature" of podcasting in order to (for example) protect the stream from open access. Most decent RSS readers or podcatching software can handle password-protected feeds.
One issue is that the password-protection can't be cookie-based (as it normally is in Moodle) - but I think that's OK because I saw some messages about a modification allowing non-cookie-based authentication for some other purpose.
One issue is that the password-protection can't be cookie-based (as it normally is in Moodle) - but I think that's OK because I saw some messages about a modification allowing non-cookie-based authentication for some other purpose.
But can the average user make the modifications to Moodle to make their podcast password protected, and accesible by a Reader?
Most of the podcast readers that I have seen don't have options for usernames AND passwords. But there may be some out there. Without both, you won't get anything protected in Moodle.
I don't see the post by Martin, but I do agree with him that the basic nature of podcasting does need to change some for Moodle. I don't feel that podcasting, the way it is now used, is really educational in nature. But, I also don't feel that sitting and listening to a lecture in a classroom is always educational, either. It's what is done with the lecture or the podcast that makes it educational.
Just downloading a lecure and listening to it is not going to make it very educational. Even if you post some instructions with it - Download it, take notes, write a paper, etc - what is the need for Moodle to do that? You can just send that in an e-mail and skip Moodle altogether.
But, if podcasting were an activity inside of Moodle, where you can listen to the podcast from the browser (let's not forget those who can't afford a portable mp3 player because they spent every penny on a computer). Then, you can dissect the audio, comment on certain parts, press a button to play those particular parts, even start an ongoing discussion about something.
Or think about the emerging Web2.0 stuff. Someone could record a podcast right in the browser and post it. Or an entire discussion thread could really be one long podcast, with each person adding their comment to it verbally.
If you were to do this outside of Moodle, you would have to have a few different programs to put it all together and make it happen. But if it all happens inside of Moodle - all you need is a microphone and a speaker (standard issue with a lot of computers now, and a lot cheaper than iPods).
I have worked in the Ed Tech field for 2 years now, and I am all for keeping everything in one place and eliminating the need for extra programs/devices/interfaces for stuff. I say make it all happen on the Web, and give those with the know how the option of doing something else if they want.
Most of the podcast readers that I have seen don't have options for usernames AND passwords. But there may be some out there. Without both, you won't get anything protected in Moodle.
I don't see the post by Martin, but I do agree with him that the basic nature of podcasting does need to change some for Moodle. I don't feel that podcasting, the way it is now used, is really educational in nature. But, I also don't feel that sitting and listening to a lecture in a classroom is always educational, either. It's what is done with the lecture or the podcast that makes it educational.
Just downloading a lecure and listening to it is not going to make it very educational. Even if you post some instructions with it - Download it, take notes, write a paper, etc - what is the need for Moodle to do that? You can just send that in an e-mail and skip Moodle altogether.
But, if podcasting were an activity inside of Moodle, where you can listen to the podcast from the browser (let's not forget those who can't afford a portable mp3 player because they spent every penny on a computer). Then, you can dissect the audio, comment on certain parts, press a button to play those particular parts, even start an ongoing discussion about something.
Or think about the emerging Web2.0 stuff. Someone could record a podcast right in the browser and post it. Or an entire discussion thread could really be one long podcast, with each person adding their comment to it verbally.
If you were to do this outside of Moodle, you would have to have a few different programs to put it all together and make it happen. But if it all happens inside of Moodle - all you need is a microphone and a speaker (standard issue with a lot of computers now, and a lot cheaper than iPods).
I have worked in the Ed Tech field for 2 years now, and I am all for keeping everything in one place and eliminating the need for extra programs/devices/interfaces for stuff. I say make it all happen on the Web, and give those with the know how the option of doing something else if they want.
Quite agree - audio web service inside Moodle but with the functionality of a Skype recorder or clones as well. I'd also like to see a transcripting tool as well.
But how it fits in with Moodle and how that is plumbed into a constructivist model is more important. So perhaps the module tools around the cast are as important as the functionality of how the cast works itself.
But how it fits in with Moodle and how that is plumbed into a constructivist model is more important. So perhaps the module tools around the cast are as important as the functionality of how the cast works itself.
morning
I had a look on the site you mentionned and I have been copiing that
"iTunes U enables colleges and universities to make audio and video content from lectures, interviews, audio books and more available to students online. Students can download the content to their Macs and PCs, or take it with them using the iPod. The system has been set up to allow instructors to post and change content themselves, so iTunes U won't impact local IT staff. Students can also upload their own content to share with teachers and staff."
if all our courses were wired through i-tune we would be rich is n'it?
I had a look on the site you mentionned and I have been copiing that
"iTunes U enables colleges and universities to make audio and video content from lectures, interviews, audio books and more available to students online. Students can download the content to their Macs and PCs, or take it with them using the iPod. The system has been set up to allow instructors to post and change content themselves, so iTunes U won't impact local IT staff. Students can also upload their own content to share with teachers and staff."
if all our courses were wired through i-tune we would be rich is n'it?
It would be nice to see Skype integerated into Moodle. That would be great.
But, I totally agree that the tools around it are very important - that is what would make it constructivist.
FYI I have posted my podcasting module in another moodle forum.
You can find it here