Evaluating Podcast Compositions: Assessing Credibility, Challenges, and Innovation
Keywords:
podcast, composition, assessment, Internet, multimodal, media, higher educationAbstract
With digital technology becoming a common feature in the classroom and research, podcasts become a valuable reference for both. Whether used as primary source material, illustrating faculty development, or functioning as a multi-media resource in the classroom, assessment tools are needed to evaluate podcasts. Current evaluation tools tend to focus on the production; therefore, an analytical framework focusing the quality of information presented via podcasts for use in research or as a teaching tool in the classroom is warranted. The guideline discussed in this project is based on five factors, each of which has a number of indicators to help gauge its quality and worth. The proposed rubric is a helpful tool that aids in the building of digital ethos for potential audiences outside the academy enabling action based learning and or community impact.
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Sawyer, T. (1977), Why speech will not totally replace writing. College Composition and Communication, 28, 43-48.
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Stevens, D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus.
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Wei, L. (2012). Number matters: The Multimodality of Internet use as an indicator of the digital inequalities. Journal Of Computer-Mediated Communication, 17(3), 303-318.
Wood, L., & Howley, A. (2012). Dividing at an early age: the hidden digital divide in Ohio elementary schools. Learning, Media & Technology, 37(1), 20-39.
Ziegelmueller, G. W., & Kay, J. (1997). Argumentation: Inquiry and advocacy (3rd ed.). Boston: Allyn & Bacon.
Austria, J. (2007). Developing evaluation criteria for podcasts. Libri, 57, 179-207.
BBC World Services. (2015, February, 28). Skyscapers. The Why Factor. Podcast retrieved from http://www.bbc.co.uk/programmes/p00xtky9
Bond, D., Holland, T., &Wells, P. (2008). Podcasting and its relation with student performance. In D. Remenyi (Ed.), Proceedings of the 3rd international conference on e-Learning (pp. 33–42). Reading, UK: Academic Publishing Limited.
Brock, F. J., & Thomsen, W. E. (1992). The effects of demographics on computer literacy of university freshmen. Journal of Research on Computing in Education, 24(4), 563–570.
Dance, F. E. X. & Larson, C. (1972). Speech communication: Concept and behavior. New York: Harper and Row.
Dance, F. E. X. & Larson, C. (1976). The functions of human communication: A theoretical approach. New York: Holt, Rinehart and Winston.
Dangler, D. (2008). Supporting interdisciplinary writing with podcast. Business Communication Quarterly, 71, 202-206.
Desire2Learn (2013). Solutions for higher education. Retrieved from www.desire2learn.com/solutions/higher-education/capabilities/
Dochterman, M., & Stamp, G. (2010). Part 1: The determination of web credibility: A thematic analysis of web users judgments. Qualitative Research Reports in Communication. 11, 37-43. doi:10.1080/17459430903514791.
Dupangne, M., Millette, D., & Grinfeder, K. (2009). Effectiveness of video podcast use as a revision tool. Journalism & Mass Communication Educator, 64, 54-70.
Editorial guidelines. (2012, February). Retrieved from http://www.bbc.co.uk/editorialguidelines/page/guidance-sponsorship-onair-policy/
Erdos & Morgan Releases 2014 Opinion Leaders Study. (2014). Retrieved from https://www.erdosmorgan.com/pr/pr_20150113-1.html
EDUCAUSE. (2012). 7 things you should know about…flipped classrooms. Retrieved from http://net.educause.edu/ir/library/pdf/eli7081.pdf
Fine, T. (2008). The dawn of commercial digital recording. ARSC Journal, 39, 1-17.
Foucault, M. (1990). The history of sexuality: An introduction, Volume One. New York, New York: Vintage Books.
Geoghegan, M, & Klass, D. (2007). Podcast solutions: The complete guide to audio and video podcasting (2nd ed.). New York, NY: Apress.
Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: University of California Press.
Hammersley, B. (2004, February 11). Audible revolution. The Guardian. Retrieved from http://www.guardian.co.uk.
Hargittai, E. (2010). Digital Na(t)ives? Variation in internet skills and uses among members of the “Net Generation”. Sociological Inquiry, 80(1), 92–113.
Hilbert, M. (2011). The end justifies the definition: The manifold outlooks on the digital divide and their practical usefulness for policy-making. Telecommunications Policy, 35(8), 715-736.
Jaksa, J. & Pritchard, M. (1988). Communication ethics methods of analysis. Belmont, CA: Wadsworth.
Johnson, T. J. & Kaye, B. K. (1998). Cruising is believing? Comparing Internet and traditional media. Journalism and Mass Communication Quarterly, 75, 325–336.
Johnson, T. J. & Kaye, B. K. (2002). Webelievability: A path model examining how convenience and reliance predict online credibility. Journalism and Mass Communication Quarterly, 79, 619–642.
Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). Net generation or digital natives: is there a distinct new generation entering university? Computers & Education, 54(3), 722–732.
Kuhn, T. (1970). The structure of scientific revolutions. Chicago, Illinois: University of Chicago Press.
Lea, M., Goodfellow, R., & Jones, S. (2008). Digital literacies in higher education. In D. Remenyi (Ed.), Proceedings of the 3rd international conference on e-Learning (pp. 255–260). Reading, UK: Academic Publishing Limited.
Lee, M, McLoughlin, C. & Chan, A. (2008). Talk the talk: Learner-generated podcast as catalysts for knowledge creation. British Journal of Education Technology, 39, 501-521. doi:10.1111/j.1467-8535.2007.00746.x
Lei, J., (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.
Levinsen, K. T. (2007). Baby boomers with neo-millennial learning styles. In D. Remenyi (Ed.), Proceedings of the 2nd international conference on e-Learning (pp. 489–496). Reading, UK: Academic Publishing Limited.
Liu, Z. (2004). Perceptions of credibility of scholarly information on the web. Information processing and management, 4, 1027–1038.
McKee, H. (2006). Sound matters: Notes toward the analysis and design of sound in multimodal webtexts. Computers and Composition, 23, 335-354. doi:10.1016/j.compcom.2006.06.003
McLuhan, M. (1964). Understanding media: The extension of man. Cambridge, Massachusetts: The MIT press.
Murray, J. (2009). Non-discursive rhetoric: Image and affect in multimodal composition. Albany, NY: State University of New York Press.
New Media Consortium and EDUCAUSE Learning Initiative. (2007). The 2007 Horizon Report. Retrieved from http://www.nmc.org/pdf/2007 Horizon Report.pdf.
Olson, K. (2008). The practical importance of inherency analysis for public advocates: Rhetorical leadership in framing a supportive social climate for education reforms. Journal of Applied Communication Research, 36, 219-241. doi:10.1080/00909880802010691
Ong, W. J. (1967). The presence of the word: Some prolegomena for cultural and religious history. Minneapolis, MN: University of Minnesota Press.
Ong, W. J. (1982). Orality and literacy: The technologizing of the word. New York: Methuen.
Perfectnotes (2013). Retrieved from www.perfectnotes.com
Roblyer M., & Wiencke W. (2003). Design and use of a rubric to assess and encourage interactive qualities in distance courses. American Journal of Distance Education, 17:2, 77-98, DOI: 10.1207/S15389286AJDE1702_2
Sawyer, T. (1977), Why speech will not totally replace writing. College Composition and Communication, 28, 43-48.
Selfe, C. (2009). The movement of air, the breath of meaning: Podcastity and multimodal composing. CCC, 60, 616-63.
Sheridan, T. (1762/1968). A course of lectures on elocution: Together with two dissertations on language. New York: Benjamin Blom.
Stake, R., (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stevens, D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, VA: Stylus.
Strate, L. (2005). (Ed.). The legacy of McLuhan. Cresskill, NJ: Hampton Press.
Wimba (2013). Wimba Classroom for Higher Education. Retrieved from www.wimba.com/solutions/higher-education/wimba_classroom_for_higher_education
Wei, L. (2012). Number matters: The Multimodality of Internet use as an indicator of the digital inequalities. Journal Of Computer-Mediated Communication, 17(3), 303-318.
Wood, L., & Howley, A. (2012). Dividing at an early age: the hidden digital divide in Ohio elementary schools. Learning, Media & Technology, 37(1), 20-39.
Ziegelmueller, G. W., & Kay, J. (1997). Argumentation: Inquiry and advocacy (3rd ed.). Boston: Allyn & Bacon.
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2016-05-31
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