VOD,+Podcasting

Description and Uses of Technology
A podcast is a type of digital media that provides the access to the files (either audio or video) through either downloading those files or streaming them on-line to the media type="custom" key="17722392" align="right" width="110" height="110"various electronic devices. Seo et al. (2010) note that the word "pod" stands for "portable on demand" and the word "cast" is a derivative of the term " broadcasting" (p.105). VOD stands for "video-on-demand" and therefore is applied only to the video files. Although technically podcasts can be published in a variety of file formats, the most common formats are MPEG-3, commonly known as "MP3", for audio and MPEG-4, or "MP4", for video (Corporate Podcasting Executive Summary, 2006). For the purpose of compatibility, the MPEG formats have more cross-platform capability, particularly for portable players (Seo et al., 2010). Listeners (and viewers) subscribe to podcasts in much the same way that one would schedule a VCR program to "tape" at a certain time. The type of technology that makes it possible is known as Really Simple Syndication (RSS), and it allows the subscriber to obtain the latest updates to his or her list of subscriptions (Sprague and Pixley, 2008).Through subscription to the particular podcast the new files are downloaded automatically. The consumer can play them anytime, as often as he wishes. He can also rewind or fast forward the content. This combination of convenience, mobility, and flexibility has helped spread the use of podcasts as a powerful course content delivery method in addition to use by commercial radio, businesses and other communities who share common interests (Seo et al., 2010).

Podcasting provide numerous possibilities for educational use: " helping to prevent absent students from falling behind, enabling students to listen at their own convenience and from any location through mobile devices, giving students the opportunity to watch or listen multiple times for reinforcement and letting students watch and listen at their own pace" (Seo et al., 2010). It blends topical research and knowledge collection with a radio- or TV-style presentation that's perfect for the attention span and learning style of today's students (Williams, 2007). The students can either be the users or the creators of the podcasts and vodcasts. The Bradley school, a private girls' school on Manhattan's Upper East side, uses podcasts to supplement foreign language textbooks as well as its music, drama, and English classes (Sprague and Pixley, 2008). Creating podcasts (and Vodcasts) teaches students to do research, to communicate successfully, to speak effectively, and to grab an audience's attention interest with sound and visual presentations. Students "can master curricula content as they, under the facilitative guidance of their teachers, tap into their multiple intelligences and sharpen their negotiation, teamwork, and leadership skills as they assimilate...video production process in a discovery-oriented, creative, and constructivist fashion" (Sweeder, 2007).

Shamburg believes that student-powered podcasting can promote several powerful ideas -ideas that students can use over a lifetime. "Hands-on and reflective approach to copyright, fair use, and digital media that students employ in their podcasting can become a tool for them to think about the balance of individual rights and community benefits. Similarly, the powerful idea of audience...can become a tool to empathize with and anticipate the needs of others" (Shamburg, 2009). Podcasts allow students to publish their ideas for a broader audience than the immediate classroom. Knowing that anyone, anywhere can access their podcasts allow students to develop a sense of ownership and pride in their work. Students ...are more likely to put in the effort needed to produce a high-quality product (Sprague and Pixley, 2008).

Emerging Trends and Open Issues
It is a known fact that these technologies are relatively inexpensive and surprisingly easy to use. Meng (2005) states that the rapid evolution of audio-photo-video recording capabilities through phones and inexpensive hand-held devices will create a flood of multimedia content. Both distribution technologies will quickly create demand for more storage for that content (p.10). There are virtual stores (like iTunes) and networks (like Podcast Alley or Yahoo! Podcasts) that provide the listeners with a wide collection of podcasts. Teachers can find podcasts for using in the classroom on the Education Podcast Network identified by content areas. Another way to identify podcasts by topic is through Podscope, a podcast search engine that can find podcasts based on the words spoken in them (Sprague and Pixley, 2008). The largest collection of video files is stored on YouTube. However, it should be noted that podcasts are not regulated by the Federal Communications Commission (FCC) and some may contain explicit content, so it is essential that podcasts be previewed before using them with students (Sprague and Pixley, 2008). According to Williams (2007) it is teacher's role "to ensure that the content presented is factual and aligned to your classroom and district's goals and objectives, meet curriculum standards, and that the information doesn't confuse (or enrage) learners" (p.47). There are some concerns about the time factor. The planning, production, and distribution of podcasts can encroach on the instructor's precious out-of-class time. Some instructors believe that the time they will need to invest is too much for the return. From a pedagogical standpoint, there is a concern that podcasts do not capture the spontaneity and the two-way communication of a live lecture/discussion, and they do not give students the opportunity to ask questions as the material is presented (Lum, 2006). Overall, most researchers agree that podcasts and Vods are mostly beneficial in the classroom as resource materials due to their variety and easy access, or as an exercise in technology awareness and skill building. "As with any resources, podcast content can be an excellent way to turbocharge many activities" (Williams, 2009). Both as a resource or as a technology based exercise podcasting content can help to broaden the knowledge of the students or review what they have learnt.

Lum, L. (2006). The power of podcasting. //Diverse issues in higher education,// Vol.23, pp.32-35.
Meng, P. (2005). Podcasting and vodcasting: A white paper. Retrieved from  [] Seo, K. K., Kurran, A., Jennings, N. And Collins, C.M. (2010). Creating a new mobile learning community with podcasting. //Int. J. Continuing Engineering Education and Life-Long Learning//, Vol.20, No.1, pp.103-114. Shamburg, C. (2009). Student-powered podcasting. //International Society for Technology in Education//. Retrieved from [] Sprague, D. and Pixley, C. (2008). Podcasts in education: Let their voices be heard. //Computers in the schools//, Vol.25, pp.226-233. Sweeder, J. (2007). Digital video in the classroom: Integrating theory and practice. //Contemporary issues in Technology and Teacher Education//, 7(2), pp.107-128. Williams, B. (2007). Evaluating podcasts for classroom use. //International Society for Technology in Education//. Retrieved from []

Reviewed By: (Peer Review Name 1, Peer Review Name 2)