A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Podcasts and Streaming <s> ABSTRACT Web 2.0 has the potential to dramatically affect educational practices in a variety of ways. Within the field of art education, students and teachers can utilize Web 2.0 to further student understanding and art-making. The potential for students to create the Web is an aspect of Web 2.0 that is particularly well suited for an art classroom. Through examples from teachers and from the author's own practice, this article details potential uses of delicious, flickr, blogs, podcasts, and wiki. Through these technologies, students may collaboratively build knowledge, develop a deeper understanding of their own artworks and those of other artists, and interact with artworks in new ways. <s> BIB001 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Podcasts and Streaming <s> This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: (a) participants’ podcast usage profile, (b) effects of podcast on learners’ outcomes, and (b) institutional aspects. Findings suggest that the most common use of podcasting is limited to either instructors distributing podcast recordings of lectures or supplementary materials for students to review subject material at their own time and place. A majority of the previous studies were descriptive, and were conducted in higher education and traditional course settings. Students generally enjoy using podcast, and tend to listen to the podcasts at home using desktop computers, rather than on the move (e.g., commuting to school) with a mobile device. Probably the main benefit of podcasting is that it allows students to listen to specific material that they missed or did not understand multiple times. The availability of podcast does not appear to encourage students to skip classes. We also discuss limitations of previous empirical studies, and provide some directions for future research related to the use of podcast in education settings. <s> BIB002 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Podcasts and Streaming <s> This paper describes an academic experience of podcasting, which involved a group of students of a course on multimedia communication and human-computer interaction. These students acted both as users of the university's podcasting service, and as creators of podcasted lessons. A comprehensive analysis based on the evaluation of the effects on student performance, on data from student satisfaction surveys, from interviews and from instructors' observations provided encouraging results: Full-time students co-involved in lessons' podcasting outperformed colleagues of the previous years and achieved higher levels of what we define as competitive agency, that led them to better understand the theoretical issues of the course and to more effective practical skills. <s> BIB003 </s> A REVIEW OF E-LEARNING TECHNOLOGIES - Opportunities for Teaching and Learning <s> Podcasts and Streaming <s> This paper discusses a university-wide pilot designed to encourage academics to creatively explore learner-centred applications for digital audio. Participation in the pilot was diverse in terms of technical competence, confidence and contextual requirements and there was little prior experience of working with digital audio. Many innovative approaches were taken to using audio in a blended context including student-generated vox pops, audio feedback models, audio conversations and task-setting. A podcast was central to the pilot itself, providing a common space for the 25 participants, who were also supported by materials in several other formats. An analysis of podcast interviews involving pilot participants provided the data informing this case study. This paper concludes that audio has the potential to promote academic creativity in engaging students through media intervention. However, institutional scalability is dependent upon the availability of suitable timely support mechanisms that can address the lack of technical confidence evident in many staff. If that is in place, audio can be widely adopted by anyone seeking to add a new layer of presence and connectivity through the use of voice. Keywords: podcasting; digital audio; transformation; creativity; innovation DOI: 10.1080/09687760903033082 <s> BIB004
The term podcast is a contraction of iPod and broadcast. A podcast is an audio or video file (educational resources in this case) that can be created and made available for download from the Internet to a computer or mobile device that is capable of playing MP3 or MP4 files on demand. Most podcasts have RSS capability (see subscribed content) allowing users to automate the process of accessing recent additions. An alternative to podcasts are streamed files which contain data sent in a compressed format that is played in real time at the destination. Unlike podcasts, playing a streamed file can lead to stop-start reception depending on the speed at which the data is transmitted. Such media is becoming commonplace in education, particularly in distance learning with many of the world's prestigious universities now distributing their lectures through services such as iTunes (e.g. Stanford and Harvard). Considerable research has been undertaken into the use of both teacher-generated and studentgenerated podcasts in learning environments. BIB002 reports that the most common use of podcasts is for delivery of lectures and supplementary recordings. With the advent of iTunesU, podcasting was touted as the answer to learning anytime, anywhere and high profile universities made podcasts of lecture series freely available  ). Other projects have demonstrated the versatility and efficacy of podcasts as a means of engaging students in their learning BIB001 ; BIB003 ; BIB004 . Barriers to sustainable use of podcasts in education include unfamiliarity with the technology, lack of perceived relevance to teaching or learning and lack of time to prepare podcasts BIB002 ). Middleton (2009) highlights lack of technical support and technical confidence as barriers to institutional scalability of podcasting. However Sutton-Brady, Scott, Taylor, Carabetta and Clark (2009, p. 219) suggest that "the majority of students believe they gained learning benefits from podcasts and appreciated the flexibility of the medium".