Podcasts

In
Education

A Hands-On Training for Success Academy Charter

Schools
HRD 470
ID Project
Rozy Parlette

Podcasts in Education
Table of Contents
Background................3
Instructional Design Model and Rationale..............3
Analysis of Learning Context...............5
Analysis of Learners
Analysis Plan and Rationale.....................7
Survey Link and Summary of Survey Responses...................8
Analysis of the Learning Task
Learning Goal...................11
Task Analysis Discussion.................12
Task Analysis Flow Chart...............13
Learning Tasks Objectives..................14
Assessment of the Learning
Discussion.............................18
Rubric for Formative Assessment..................18
Rubric for Summative Assessment.,...............20
References.............21
Appendix...............22

Background
MRP, Inc. has been contracted by Success Academy Charter Schools to train 160
S.A. staff members on the topic of podcasts in education. The network is particularly
interested in increasing its use of Web 2.0 applications since these collaborative
applications are an inexpensive use of technology. Training facilities are located at the
network office in Manhattan and include 40 state-of-the-art computers with broadband
access. Due to the limited number of computers in the training facility, it has been
decided that training will be subdivided into two (1 hour) sessions comprised of 80
participants each, with learners doubled up on computers during the training session.
Training will consist of an introduction to podcasts and their application in education,
followed by hands-on exploration which will result the creation of a podcast for posting
on the Success Academy website. Staff will be expected to compose a one-minute
introduction to their respective course, followed by creating a sound file and uploading it
to their individual teacher web page.

Instructional Design Model and Rationale

It was determined that a product-oriented model is best suited for this design task because
product development models typically assume the amount of product to be developed will be
several hours, or perhaps a few days, in duration (Gustafson & Branch, 2002, p. 30), which fits
with the proposed one and one-half hour training sessions. The Seels and Glasgow model, a

product-based model, was chosen specifically for this task because the constant feedback
obtained throughout the design phase as a result of the models iterative nature will ensure that
teachers will be able to apply the training independently.
The Seels and Glasgow model consists of three distinct phases, needs analysis
management, instructional design management, and implementation and evaluation
management. Needs analysis focuses on developing instructional goals and strategies through
task and instructional analysis. During the instructional design phase, materials and formative
evaluations are developed, while the last phase entails implementation and summative
evaluation. Effective utilization of the three design phases will increase the probability of
successful adoption and diffusion of instructional products (Gustafson & Branch, 2002, p. 43).
It is anticipated that the use of the Seels and Glasgow Model will increase the likelihood of
convincing teachers of the educational benefits of podcasts while providing them with the
knowledge to act on their beliefs.

Branch & Gustafson, 2002.

Analysis of Learning Context

Prior to training, a needs assessment was conducted using the innovation model. This
model was selected because the application of podcasts to the classroom represents a change in
the networks outlook regarding technology. The results of the needs assessment, conducted via
interviews with the networks upper management and technology personnel, will help guide the
instructional development process and will be utilized to establish learning goals for the training
(Smith and Ragan, 2005, p. 46). Of particular importance is the networks vision for the training
as this will impact the learning goals and summative assessment. Additionally, because attitude
can impact trainee receptiveness, questions essential to establishing levels of affective learner
characteristics are pivotal to designing effective and appealing instruction. These questions
include: Is training mandatory? Will teachers be compensated for attending the training? Is there
an expectation that teachers will apply the training to the classroom? Will teachers be given
additional time to work on their summative assessments? What network resources will be
available to ensure that teachers can successfully apply their new skills?
If the network expectation is that teachers are to utilize podcasts to enhance their
respective curriculum, it will be crucial to determine network policy regarding posting of
podcasts by teachers and utilization of the technology by students, as well as developing an
understanding of the networks economic composition. An interview, via either phone or mail,
with the technology director would address the following questions: Does the network have a
policy regarding the posting of podcasts on the individual teachers websites? Is there a limit on

the number or size of files posted? Does the network have a policy regarding the posting of
student work on the teachers website, including posting student-created podcasts? What is the
economic make-up of the community? What percentage of families in the network has access to
computers or Mp3 players for downloading podcasts?
A walk-through of the training facility will be conducted in order to determine the
physical layout of the room and the specific make-up of the computers available, as these factors
will influence the delivery of instruction. Specifically, are there speakers connected to a
demonstration computer that will allow participants to hear examples of podcasts? Does the
training facility have a projector for demonstrating educational websites which feature podcasts?
Are the computers facing the front of the room to ensure that participants can easily see what is
occurring on the screen? Is there a microphone available to project the trainers voice and to
ensure that all trainees can hear directions? Are the computers of sufficient distance apart that
high-quality podcasts can be created with a minimum of background noise? Are external
microphones available that can be connected to computers to ensure high quality recording? Is
there enough room to allow participants to double up on a computer? Can teachers bring laptops
to the training to reduce the ratio of staff to computer? Finally, the posting of podcasts to
individual teacher pages on the school networks Schoolwires website will require knowing the
following: Do the computers in the training facility have Internet access? Does each employee
have a Schoolwires account and know how to access it? Can participants save their podcast file
to a network in the event that they do not finish

uploading it into Schoolwires? What type of technical support will be available to learners both
during and following training? Will microphones be available for implementing podcasts with
students?

Analysis Plan and Rationale

Preliminary assessment of the target population has yielded that S.A. staff, all of whom
speak English fluently, vary in their computer skills. It is assumed, however, that all learners
possess the entry level skills necessary to utilize Windows operating system and to navigate to
the school network web site, Schoolwires, where they can access their individual teacher web
page. Additional knowledge of the target audience was garnered using a 20-question online
anonymous survey. Results will be used to develop effective, efficient, and interesting
instructional materials (Smith & Ragan, 2005, p. 70). The survey examined learner comfort
level related to the use and integration of technology in the classroom, familiarity with podcasts,
the use and familiarity of the school network web site, and motivation and interest in training.
Understanding the affective characteristics of the target population will be critical to the
success of all learners, particularly those who lack confidence with technology, especially since
it will be difficult for the instructor to effectively monitor and assist 40 work stations. Results
from the survey will be used to group students; learners that are not as motivated to learn or who
perceive they lack technology skills, will be partnered with motivated learners who perceive
themselves to possess good technology skills.

Learners were also surveyed for their knowledge of podcasts and their application to
education. Establishing prior knowledge is essential for determining skills and knowledge that
must be addressed during instruction; factors such as presentation pace and the amount of
practice will be impacted by the level of expertise possessed by the target audience.
Lastly, determining if any participant has a physical impairment which would interfere
with their ability to speak into a microphone, hear directions, or see images projected onto a
screen would be important to know prior to training so that appropriate accommodations could
be made that will ensure the success of those learners.

Survey Link and Summary of Survey Responses

The survey was administered to all 160 trainees through a link to a Google form.
Of the 127 responses received, 81% of the target audience reported being comfortable
using technology on a personal basis, with 56% stating they use technology daily. Seventeen
percent, however, reported that they found learning new tasks on the computer to be stressful. In
terms of utilizing technology in the classroom, 74% stated they were comfortable with its use,
45% utilize it daily in the classroom, and 53% stated they were comfortable creating lessons that
incorporate technology. One individual reported that they had difficulty speaking into a
microphone and four others indicated hearing and/or vision problems. Accommodations in
the form of preferential seating close to the instructor will be made for those individuals.

Learners were also surveyed concerning their beliefs related to technology and
education and their motivation related to the specific training topic. The results are shown in the
table below.

Table 1: Common Beliefs Held by Target Audience Related to Technology and Interest in
Podcasts
Common Beliefs Related to Technology
Agreement

% Trainees in

The integration of technology to the curriculum is important

It is a teachers responsibility to use instructional time to teach
technology

97%
47%

Interest in Podcasts
Interest in updating web page
Interest in creating learning activities that integrate technology
into the curriculum
Interest in learning how to create a podcast
Interest in teaching students how to create a podcast

82%
92%
58%
42%

It is worth noting that although 97% of the respondents believe that integrating
technology into the curriculum is important, this tenant does not necessarily convey into
interest in creating a podcast or the belief that it is a teachers job to teach technology, as
only
58% were interested in learning how to create podcasts and only 47% believed in using
instructional time to teach technology. It will be critical to partner up those learners who see
the value in podcasts with those learners who feel otherwise. In addition, a substantial

introduction to podcasts that includes examples from numerous content areas may be necessary
to motivate learners to engage and apply the skills they will acquire in the workshop.
Graph 1

Belief that technology integration is important to the cirriculum

Not Important
Somewhat
Unimportant

3%
34%
63%

Neutral
Somewhat
Important
Very Important

Graph 2

Learner Interest for Creating Podcasts

5% 5%

Strongly Agree
21%

Agree
Neutral
Disagree

32%

Strongly disagree
37%

The chart below summarizes the target audiences knowledge of podcasts, including the
ability to create and post podcasts to the Success Academy Charter Schools websites, and
determines the comfort level learners possess regarding updating their individual teacher web
pages. These results will be critical in determining the instructional pace, lesson structure, and
the amount of guidance available during training, particularly since only 2% of the respondents
reported previous experience with posting podcasts to the network web site.
Table 2: Prior Knowledge Exhibited by Target Audience
Percentage of Learners Who
Know what a podcast is
Have utilized podcasts in the classroom
Have posted a podcast to their web page
Are comfortable with the technology required to create
podcasts
Know that the network web page can host podcasts
Feel comfortable updating their web page
Update web page at least once a month

89%
5%
2%
18%
18%
66%
42%

Learning Goal
Given a Mac and a microphone, learners will successfully create and post a one-minute working
podcast that is available for downloading from their teacher page of the Success Academy Charter
School Network website.

Task Analysis
In order to accomplish the overall goal, teachers must be able to write a podcast script,
access sound recorder, record the podcast using sound recorder, save the sound file to the
computer, create a new page in Schoolwires, and upload the podcast to the newly-created page. It
is assumed that all learners have basic entry skills that include the ability to use the Mac OS
operating software and are capable of accessing their Schoolwires web page using their name
and password. Learners will be evaluated during training utilizing formative assessment that
includes instructor observation, peer input, and self-evaluation of the learning task; the ability to
apply training to post an additional podcast on Schoolwires will serve as a summative
assessment.
A concept map which outlines the steps necessary for successful podcast creation and
subsequent posting on Schoolwires follows. The link for the concept map below is available at
http://www.mywebspiration.com/view/332587a242d8.

Learning Tasks Objectives

Learning Task
Entry Level Skills
Can locate and open
files in Windows
Can access
Schoolwires website
using name and
password
1.0 Create a
Podcast
1.1 Write a 1 minute
script the introduces
your course

1.2 Connect
microphone to
computer

Objective

Learning Outcome
(based on R. Gagne)

Assessment

NA

NA

NA

NA

NA

NA

Learner will be able Declarative

to (LWBAT)
knowledge and
compose a written
Attitude
introduction of their
course that, when
read, will be at least
one minute in
length. The
introduction will
include a discussion
of the major areas of
study for their
course, forms of
assessment, and
teacher contact
information

Formative
Assessment: Self
evaluation; peer
input

Given an external
microphone and
computer LWBAT
to properly connect
microphone to
computer

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

Intellectual Skills:
Procedures and
Psychomotor Skills

1.3 Locate Sound

Recorder

1.4 Open Sound

Recorder

Given a Mac that

has OS as the
operating system,
LWBAT navigate to
Sound Recorder
under Start Menu,
Programs,
Accessories
Given a MAC that
has OS as the
operating system,
LWBAT open
Sound Recorder

Intellectual Skills:
Procedures

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

Intellectual Skills:
Procedures

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

1.5 Record Podcast

script using Sound
Recorder

Given a microphone Declarative

and MAC, LWBAT Knowledge and
use Sound Recorder Psychomotor skills
to record a 1-minute
introduction to their
course

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

1.6 Name sound

File to computer

LWBAT name the

sound file created
using Sound
Recorder

Intellectual Skills:
Procedures

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

1.7 Save sound File

to computer

LWBAT save the

sound file created
using Sound
Recorder as a
Quick Time
Audio file

Intellectual Skills:
Procedures

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

1.8 Check to see

that sound file plays
correctly

Cognitive Strategies
LWBAT listen to
open sound file to
check if sound file
is of at least one
minute in length and
is clearly audible

2.0 Post podcast to

Schoolwires

Formative
Assessment:
Trainer
observation; selfevaluation; peer
input

2.1 Open Internet,

Navigate to
Schoolwires and log
in using name and
password
2.2 Create a new
page in Schoolwires

NA/Entry Level
Skill

NA

NA

LWBAT create a
new page in their
Schoolwires teacher
website

Intellectual Skills:
Procedures

2.3 Name page

Podcast

LWBAT name
newly-created page
from step 2.2
Podcast.

Intellectual Skills:
Procedures

2.4 Save Page

LWBAT save the

podcast page by
selecting Save

Intellectual Skills:
Procedures

2.5 Locate Podcast

LWBAT navigate to
newly created
podcast page by
selecting Home
and then Manage
Pages

Intellectual Skills:
Procedures

Formative
Assessment:
Trainer
observation; selfevaluation
Formative
Assessment:
Trainer
observation; selfevaluation
Formative
Assessment:
Trainer
observation; selfevaluation
Formative
Assessment:
Trainer
observation; selfevaluation

2.6 Open Podcast

Page

LWBAT navigate to
newly created
podcast page and
open it

Intellectual Skills:
Procedures

2.7 Add New

Episode

LWBAT select
Add a new
episode

Intellectual Skills:
Procedures

2.8 Name Episode

and give podcast an
author

LWBAT name the

episode Course
Introduction and
record their name as

Intellectual Skills:
Procedures

Formative
Assessment:
Trainer
observation; selfevaluation
Formative
Assessment:
Trainer
observation; selfevaluation
Formative
Assessment:
Trainer
observation; self-

the author
2.9 Browse to find
LWBAT browse for
file created in Sound the file created
Recorder
using Sound
Recorder and select
it
2.10 Save podcast
LWBAT save the
file
selected file that
was created using
Sound Recorder to
the Schoolwires
Podcast page
2.11 Check to see
podcast plays
correctly

3.0 Classroom
Application
3.1 Brainstorm for
other ways to
implement in
classroom
3.2 Create new
podcast OR teach
students how to
create podcast

3.3 Post Podcast to

teacher web page on
Washington County
School Network
Schoolwires site

Intellectual Skills:
Procedures

Intellectual Skills:
Procedures

evaluation
Formative
Assessment:
Trainer
observation; selfevaluation
Formative
Assessment:
Trainer
observation; selfevaluation

LWBAT navigate to Cognitive Strategies

their Schoolwires
and Psychomotor
web page, navigate
Skills
to the podcast page
of their Schoolwires
web page, and select
the podcast file to
see if it is working
properly

Formative
Assessment:
Trainer
observation; selfevaluation, and
peer input

LWBAT list at least

3 ways that podcasts
can be utilized in
their classroom
setting
Within 3 weeks
following training,
LWBAT create a
new podcast OR
teach students how
to create a podcast

Cognitive strategies
and Attitude

Summative
Assessment:
Observation and
Peer Input

Intellectual Skills:
Procedures and
Attitude

Summative
Assessment

LWBAT post a
working podcast to
their Schoolwires
web page.

Intellectual Skills:
Procedures and
Attitude

Summative
Assessment

Assessment of the Learning

Prior to training, learners were preassessed for their knowledge of podcasts using a
survey tool. The results focused the instructional design on the type of skills and information that
would be necessary to include during training. Throughout the training, formative performance
assessments in the form of trainer observation, self-evaluation, and peer feedback will be
utilized. A summative performance assessment, which will consist of the creation of an
additional podcast and subsequent posting to Schoolwires, will be used to evaluate the ability of
the learner to apply the training and to determine level of learner success compared to the
learning goal. Rubrics will be utilized both during and after the training session to evaluate the
learner on his/her ability to master and apply the learning tasks necessary to accomplish the
learning goal.

Rubric for Formative Assessment: Podcast Created During Training

Task
Sound File
Posting to Web
Site

Plays Correctly

Narration

Exceeds
Expectations
NA

Meets Expectations Below Expectations

Is able to save file
created in Sound
Recorder
Can successfully
navigate to
Schoolwires web
page, create a new
page called
Podcast, add a
new Episode with
an author and title,
browse and upload
correct sound file,
and save podcast
file to Schoolwires
correctly
Podcast opens and
plays correctly. Title
and author are
included.

Is not able to save

file created in Sound
Recorder
NA
Cannot successfully
navigate to
Schoolwires web
page, create a new
page called
Podcast, add a
new Episode with an
author and title,
browse and upload
correct sound file,
and save podcast file
to Schoolwires
correctly
NA
Podcast does not
open and/or will not
play. May be
missing a title or
author.
Narration is clearly Narration is clearly Narration is unclear
audible with no
audible with no
and/or there may be
distracting noises in distracting noises in distracting noises in
the background.
the background.
the background or
Speaker enunciates
Speaker enunciates
speaker may say
clearly but in a
clearly but may
um or make other
manner that does
sound rehearsed or
distracting sounds
not sound rehearsed. have a few ums or that interfere with a
There are a
other distracting
listeners ability to
minimum ums or sounds.
concentrate.
other distracting
sounds.

Content

Podcast introduces
the teachers course
and includes topics
of study, methods of
assessment, and
contact information
for teacher. Podcast
is more than one
minute in length.

Podcast introduces
the teachers course
and includes topics
of study, methods of
assessment, and
contact information
for teacher. Podcast
is one minute in
length.

Podcast may be
missing topics of
study, methods of
assessment, and/or
contact information
for teacher and/or
podcast is less than
one minute in
length.

Rubric for Summative Assessment: Classroom Application

Task
Application of
Training

Plays Correctly

Narration

Curriculum Link

Exceeds
Expectations
Learner created
more than one new
podcast and/or
posted more than
one student-created
podcast on their
teacher web page on
Schoolwires
Podcast opens and
plays correctly. Title
and author are
included.

Meets Expectations Below Expectations

Podcast includes
several topics
covered in learners
curriculum

Subject of podcast is Subject of podcast

a single topic
has no connection to
covered in learners classroom content
curriculum

Learner created one

new podcast and/or
posted one studentcreated podcast on
their teacher web
page on
Schoolwires

Learner made no
attempt to create
another podcast or
to teach students
how to create a
podcast

NA

Podcast does not

open and/or will not
play. May be
missing a title or
author.
Narration is clearly Narration is clearly Narration is unclear
audible with no
audible with no
and/or there may be
distracting noises in distracting noises in distracting noises in
the background.
the background.
the background or
Speaker enunciates
Speaker enunciates
speaker may say
clearly but in a
clearly but may
um or make other
manner that does
sound rehearsed or
distracting sounds
not sound rehearsed. have a few ums or that interfere with a
There are a
other distracting
listeners ability to
minimum ums or sounds.
concentrate.
other distracting
sounds.

References
Gustafson, K. & Branch, R. (2002). Survey of Instructional Development Models (4th
ed.). Syracuse, NY: Information Resources Publications, Syracuse University
Smith, P. L., & Ragan, T. J. (2005). Instructional Design 3rd Edition. Hoboken: John
Wiley and Sons.
[Untitled Image of Seels and Glasgow ISD Model] Retrieved on June 14, 2014 from:
http://elearningcurve.blogspot.com/2009/06/seels-and-glasgow-model- discovering.html

Appendix
Learner Analysis Survey
Please fill out the survey below to the best of your ability. All responses will be kept
confidential.
* Required
1. How would you rate your comfort level with utilizing technology on a personal basis (to check
emails, create documents, etc.)? *
Extremely uncomfortable
Uncomfortable
Neutral
Comfortable
Extremely Comfortable
2. How would you rate your comfort level with utilizing technology in the classroom? *
Extremely Uncomfortable
Uncomfortable
Neutral
Comfortable
Extremely Comfortable
3. Rank your frequency of computer usage in the classroom. *This can be teacher or student use
Daily
Weekly
Once or twice a month
Less than once or twice a month
Never

4. How important do you feel the integration of technology is to your curriculum? *

Not important at all
Somewhat unimportant
Neutral
Somewhat important
Very important
5. I feel it is a teacher's responsibility to use classroom instructional time to teach technology. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
6. I am comfortable creating lessons that utilize technology. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
7. I am interested in creating learning activities that integrate technology into my curriculum. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
8. Do you know what a podcast is? *
Yes
No

9. Have you ever utilized a podcast for educational purposes in the classroom? *
Yes
No
10. I am comfortable with the technology required to create a podcast. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
11. How often do you use the school web site Schoolwires to post items on your teacher web
page? *
Daily
Weekly
Monthly
Only a few times a year
Not at all
12. I am comfortable updating my Schoolwires teacher web page. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
13. Please rank your interest in updating your Schoolwires teacher web page. *
Not at all interested
Somewhat disinterested
Neutral
Somewhat interested
Very interested

14. Are you aware that Schoolwires has the ability to host podcasts? *
Yes
No
15. Have you ever posted a podcast on your Schoolwires teacher web page? *
Yes
No
16. I am interested in learning how to create podcasts which can be posted on my Schoolwires
teacher web page. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
17. I am interested in teaching my students how to create a podcast that can be posted on my
Schoolwires teacher web page. *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
18. Do you have any kind of disability that would interfere with your ability to speak clearly into
a microphone? *
Yes
No

19. Do you have any kind of disability that would interfere with your ability to hear directions or
see images that are projected onto a screen *
Yes No
Option 3
20. I find learning new tasks on the computer to be stressful *
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree

*Survey will be created on Google Forms. This will allow for monitoring of participation and data
collection.