I have experimented with recording my voice over the course of H800 and H808 mainly to record thoughts and content for essays or to stop moments of clarity disappearing. It has also been a convenient way whilst driving to ramble on to myself in a fairly unselfconscious way with the intended audience just being me. using my i-Phone and recording straight into Evernote or using the ‘voice memos’ function on the phone I have recorded a couple of minutes at a time and used them for my own record rather than public. From doing this I have experimented with recording introductions to course modules I teach, in a similar way but had them converted into MP3’s and put on the VLE Moodle. These were very much experiments and the technical support by a colleague, a specialist in music/sound recording removed the technical part of the process for me – partly for efficiency and also with the intention to learn how to do it myself. The introductions were a way of giving a brief explanation of the content as a friendly positive start to the module as well as something students could refer back to at different points. I would like to develop how these could be used at different points throughout a module and research into optimum time length as well as how students engage with them.
Now on H808 I need to create a Podcast and really get to grips with the whole process myself as well as discuss an area that interests me. I feel slightly apprehensive but also relived that I now have a specific reason to get to grips with something I have been meaning to for some time. I am really interested in the use of audio in terms of how it can be used in teaching, learning and assessment, in particular that the use of the voice can actually help to explain and for the learner to understand. The explaining voice is something I explored a little on H800 in my first TMA I used a quote by Michelle O’Connor ‘the voice that performs understanding. The explaining voice doesn’t just convey information; it shapes, out of a shared atmosphere, an intimate drama of cognitive action in time’ (Campbell 2005 quoted in O’Connor 2010 p.30). I went on to say that I found the notion of the ‘explaining voice’ really interesting in terms of confidence that the learner has in the teacher, partly because of the authority with which the information is being delivered but also because of the emphasis that is placed as well as the enthusiasm for the content, elements that can be missed when reading to oneself. My next few posts will be a documentation of the process of recording, processing and publicising the podcast as well as the podcast itself.
O’Connor, M. (2010) ‘The learning and teaching partnership of the community radio and tertiary education sectors at radio Adelaide, 2SER and 2MCE’, Electronic Journal of Learning and Teaching (E-JoLT) Issue 6, August.