The material presented by this author offers 25 video podcasts that can be used support the content areas in the Sciences. In addition, the content of the podcasts can be differentiated based on student interests. In particular, the side bars offer specific podcasts on topics such as, Home Planet, Biology, Nature, Go Figure, Physics, and Chemistry, Space, Body and Brain, Engineer, Gadgets and Geeks. Also, the podcasts supports learning in a variety of settings such as middle, high school, freshman, lower division and pre-service training in teacher preparation programs. Prior knowledge and skills include proficiency of subject matter and skills in using iPads or other mobile devices. Due to the eclectic nature of this collection, the application of the resource would be dependent on content being covered in class.
Type of Material:
Collection
Recommended Uses:
•Examples of recommended use (s) include in class activities, homework, extended practice, and advanced credit for approved college preparatory course in the sciences ; such as, Biology, Physics, or Chemistry,and online learning.
Technical Requirements:
iPads, Android phone and other mobile devices, web browser, iTunes, speakers/headphones.
Identify Major Learning Goals:
Depending on the video(s) that is/are used:
• The learner will define various science terms
• The learner with explain various science concepts
• The learner will apply science concepts in lab based settings
Note: Because there are 25 videos that differ in content, the term “science concepts” or “science terms” could be replaced by more specific content to align to a specific video (e.g. The learner will explain the characteristics of an octopus or The learner will define the term Solar Spotting)
• Many video podcasts interview experts in the field (e.g. University Professors). As a result, this may add to the validity and reliability of the content.
• These video podcast could be a great way to bring professionals in the field and/or “guest lecturers” into your classroom. This provides a sources of content that is not always readily available.
• Because the video podcast have been published on iTunes they may be viewed as containing content is valid and of high quality.
Concerns:
• No major concerns with the quality of this resource
• Because the videos are short video podcasts they can be used to introduce or reinforce concepts, but it could be difficult to view them as a complete demonstration on a concept/topic.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
• These video podcasts take scientific concepts and present them in a way that is easy to understand.
• Video podcasts provide a great mode of presentation and learning that many student enjoy/prefer.
• The video podcasts provide opportunities to create more multimodal learning experiences.
The podcasts support the application of the ISTE-NETS standards for both teacher and student.
Concerns:
• The resource itself doesn’t state learning objectives or prerequisite knowledge upfront. These videos would most likely be used as supplemental resources that the instructor would need to strategically integrate into a lesson/unit/etc. As a result, the effectiveness that the resource may have on learning could be dependent on how well the instructor uses/integrates it.
• Because each video podcast is short and focuses on a specific topic, demonstrating the relationships between concepts may be more dependent how well an instructor uses the resource in the course.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
• The video podcasts are engaging and visually appealing.
• The video podcasts have been professional recorded and therefore are of higher quality than other internet based videos you may find.
• The video podcast range from 2 to 9 minutes, so they could be easily integrated as part a lesson.
Concerns:
• A user must have iTunes downloaded on their device.
• If a user is an iPhone/iPad user they could watch the video podcasts on these mobile devices, but if a user is an Android user iTunes will not be available on their mobile devices.
• There didn’t appear to be a closed captioning option.
• Some video titles don’t necessary give the user a quick and clear indication of what the video is about. As a result, a user may end up spending more time accessing and viewing a video only to find that the video may not be of use to them.
Other Issues and Comments:
None
Creative Commons:
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