Podcasting, Cognitive Theory, and Really Simple Syndication: What Is the Potential Impact when Used Together?

Autor/in	Andersen, Lori
Titel	Podcasting, Cognitive Theory, and Really Simple Syndication: What Is the Potential Impact when Used Together?
Quelle	In: Journal of Educational Multimedia and Hypermedia, 20 (2011) 3, S.219-234 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Multimedia Materials; Handheld Devices; Audio Equipment; Information Dissemination; Video Technology; Technological Advancement; Cognitive Processes; Difficulty Level; Theory Practice Relationship; Attitudes; Epistemology; Computer Assisted Instruction; Instructional Design + Suchen Sie Ihr Suchwort? Audio-CD; Informationsverbreitung; Technological development; Technologische Entwicklung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Theorie-Praxis-Beziehung; Attitude; Einstellung; Verhalten; Erkenntnistheorie; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The addition of video capabilities to portable media playing devices has engendered a broader definition of the term podcast to include video files. Current research designs on podcast use in education are neglectful of the considerations of cognitive load on student learning. Podcasting is the process by which multimedia learning objects (MLOs) are delivered via Really Simple Syndication (RSS). This review identifies connections between the technology, pedagogy, and student learning that should be emphasized in podcast research. The importance of using podcasts is discussed, and the current types and uses of podcasting are identified. Areas where the potential of podcasts have not been realized, such as RSS usage, are also identified. Cognitive load theory and the implications of podcast and learner attributes on the design principles for MLOs are discussed. Finally, conclusions of the current review and suggestions for future studies are presented. (Contains 1 table.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10