Contributions of video-podcasting and blogging to increase reflection in science education learning at tertiary level

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Redman, C. (2008). Contributions of video-podcasting and blogging to increase reflection in science education learning at tertiary level. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 3908-3916). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/28928.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2008
Vienna, Austria
June 30, 2008
ISBN 1-880094-65-7
  Joseph Luca & Edgar R. Weippl
AACE

More Information on EDMEDIA
Table of Contents

Author

Christine Redman, The University of Melbourne, Australia

Abstract

This paper analyses the contribution of video-podcasts, through a theory of learning, in a science education learning sequence. Reports show that science education has been failing to engage students in science (Aikenhead 2006 Lyons 2006). Students appear to predominately be disengaged and disinterested and Information and Communication Technology (ICT) is viewed as having the potential to contribute to both the enhancement of engagement and improvements in learning (Hawkey 1999). Recent policy initiatives, internationally, have drawn attention to the need for personalised learning that has a strong emphasis on engaging students to achieve higher learning outcomes. Video-podcasting and blogging have been used to attempt to address concerns in science education and their contribution is analysed in this paper.

Keywords

• Information Sciences
• Sciences
• Educational Technology
• Learning Outcomes
• Information Communication Technologies

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