There are many ways to use podcasts and/or YouTube videos to create powerful learner-centered learning environments.

Students can become knowledge creators, critical thinkers, and creative problem solvers. Podcasts Research-Reports- Podcasts can be used to teach specific course curriculum such as mathematics in a variety of methods. Particular projects which can be undertaken from a students point of view are to have them share their own math experiences and problems through the use of a podcasts. An instructor can collaborate with students to create podcasts and then have them play the role of researchers who report the accounts. Student may develop their own math problems to be presented through a podcast. Fellow students may then provide comments and solutions to the proposed math problem after viewing the podcast. Students can also record a video of themselves solving a math problem and then post it for instructor review in which the teacher will provide guidance on how to proceed, whether the process was correct or whether the student needs to revise the podcast. Podcasts can facilitate the same task of being asked to come to the front of the class and working the problem. Using Podcasts can give students more time to study the information on the lesson plan outside of the class by having the opportunity to review the lessons, yet still provides interaction amongst the students and teacher. Interviews- Podcasts can also be used effectively in a Journalism writing class. Instructors can assign students a project where they have to create a website presenting podcast interviews around a common subject. The instructor encourages students to select a subject with multiple and conflicting viewpoints; a topic that is of community interest such as recycling, health services, security, etc. Students organize their project in a series of episodes (podcasts) corresponding to the interviews. Students state their position in front of the topic and make suggestions in order to improve it. The student-generated podcasts can then be published and contribute to an archive of information for the local community. Demonstrations- Another useful way to use Podcasts is in a Robotics course. Students research Lego NXT robotics videos. They are then required to plan and create two podcast or videos demonstrating the steps for a robotics build and how to program their robot to solve the designated challenge that the teacher assigns. The challenge can be from a competition or one the teacher creates. These podcasts can later be viewed and used to help other students to complete future projects. Mock Debates- Students in a History class can research one of the presidents of the United States and create a video re-enacting the great speeches or debates of presidents such as Lincoln or George Washington. Students could research and analyze a past historical presidential election or candidate to determine what factors helped them either win or lose a debate for the presidency. The students can then create their own Mock Presidential Debate in an attempt to redo the debate or for their own class election and make a podcast or video of the event. This activity could also be used for mock trials that could go along with literature selections. These procedures for a

group podcast could also be used for other topics such as a reenactment of an event in an influential man or woman's life. Weather Forecasts- During a study on weather have students research the weather and weather reports (reports during the news- use caution some weather reports may be inappropriate. You may want to use teacher tube for research purposes online. Allow students to create their own weather forecast (podcast) with the students creating the set, job list (camera man, editor, weather man or woman), and script. I would use a green screen also. This should also open up the idea of different behind the scenes jobs that the students may have not known about.

YouTube "How to Videos"-Students in a Digital Graphics and Animation class watch several YouTube"How to Videos" on using Adobe Photoshop. Then the students follow the directions in the YouTube tutorials to create their own projects. Students then preset the projects to the class, each student "teaching" the techniques that they have learned from the tutorials. For additional student centered learning students are required to expand on their knowledge of Photoshop and create their own YouTube video showing the class how to apply a particular technique/ tool that they have learned from the various tutorials that they have observed. This idea can be transferred over to other classes where students watch and create how to videos on other topics as well. Virtual Field Trips- Students can use cameras outside of school to document trips to locations such as museums, historic sites, or specific locations being studied (the desert, mountains, etc. Students will need to have a plan of what and how they will video.), edit the material, and create a final video. This information can then be used to take a virtual field trip as a class and will allow all of the students to have different experiences they might not get to have. NOTE: Some locations may vary for different grade levels and some locations may not allow video cameras. Ecosystems (Elementary Science)-During a study on ecosystems, students will create a claymation video to post on YouTube to demonstrate the different living environments of varying animals around the world. Instructional Videos- YouTube videos can be utilized in the field of ESL teaching where an instructor creates videos to aid foreign language students in seeing and hearing how the American Language is spoken along with the mannerisms associated with the language. A series of lesson plans can be created on YouTube providing information on American Culture, language annunciations and ways to overcome speaking English as a second language. Then students in ESL or foreign language classes can participate in a discussion topic assigned by the instructor ranging from simple conversations to debate topics. ESL students can record their conversations in English and play them back for the class to see their development in the language. Foreign language students can record their videos in Spanish or French and watch the videos in class to see their progress. Handouts can be created by the students to test their classmates knowledge. This Instructional application of YouTube Videos can also be utilized in other topic areas such as in Science and Math classes. Videos can be created by students to present Math or Science concepts in a meaningful and interactive way. Students, with the help of

their teachers, can present the application of those concepts in real problem-solving situations and create a YouTube video showing the Math or Science concept

Critical Analysis Videos- In a Literature class, students can read about a specific genre, author, book or topic. Their project consists of presenting a short video where they critically analyze the impact of the assigned author in todays literature or expose their view on a particular topic mentioned in the reading. Videos are uploaded to YouTube so they can receive feedback from both peers and instructor. These become educational videos that instructors incorporate in their classes. Group Discussions- Instructor assigns a specific class topic to each group of students. Instructor either finds videos to post in the class management system for students to watch, or assigns groups to find relevant videos and share with class prior to the class meeting. Each group creates a handout for the videos that are used in face-to-face or online discussions and debates. Students then pose a question towards their classmates and invite comments to be either written in a blog or replied with another video based on the videos. Students can create their own learning environment engage other students and contribute their perspectives in relation to a project, homework, or real-world situation. They can voice their opinion on the matter at hand and archive their response for later review. Students may seek more information on the topic that has been presented by exploring playlists of videos to gain insight and understanding. One student of a group project can take the role of project manager to delegate, collaborate, and discuss various tasks for completing assignments. ~Olive Garden Group-2011