Interview Podcast

For my final assignment, I chose to interview Donte McCoy, the 22-year-old program coordinator for the University of Phoenix's Asia/ Pacific division. Mr. McCoy also happens to be a technology dynamo, having built his own computer and server before even graduating high school. I sent a list of possible questions for Mr. McCoy to review before our scheduled interview. I assumed that his answers would contain points of clarification and technological jargon that I would have to decipher after the interview. To my surprise, this was not the case. Mr. McCoy explained very plainly that the most useful technologies are those that most people take for granted -- such as communications programs. In his opinion, user-friendly communication tools are indispensable to distance education because learning cannot occur if there is miscommunication on either end. I agree. After the interview, I understood why Mr. McCoy has achieved such a prestigious position at such a young age. He clearly defines his goals, has a plan for achieving them, knows the value of clarity, and communicates on a level accessible to techno-flunkies like me.

Open Written Transcript

Created at http://www.xtranormal.com 

During this process, I became intimately aware of the pitfalls of podcast technology. When I lived in Korea, I was restricted from visiting many sites originating in the U.S. because of piracy problems. For that same reason, Mr. McCoy and I were unable to take advantage of the podcast format. After two attempts, I settled for an interview via Skype. I downloaded an application which would allow me to record the conversation. Afterward, I realized that the sound was too garbled to distinguish. The poor sound quality prevented me from being able to decipher what was said. Even though I participated in the conversation, I could not recall all that was discussed. Mr. McCoy graciously emailed me a written response to the questions I previously sent. I converted that transcript into this video.

Update: Thanks to KSU Cuz for pointing this out--

"I had never heard of Microsoft Office Communicator, so I looked it up in Wikipedia (where else?). Turns out, it’s not called Communicator anymore; now it’s known as Microsoft Lync, and it’s essentially a corporate version of Windows Live Messenger"

http://en.wikipedia.org/wiki/Microsoft_Lync


References:

Kang, H. (2012). EDACE 765: Adult Learners and Integrating Technoloty into Curriculum Fall 2012 Syllabus. (Unpublished). 

King, K. P., & Cox, T. D. (2011). The Professor's Guide to Taming Technology. Charlotte, NC: Information Age Publishing Inc.

Pros and Cons of Podcasts

I had no idea how popular podcasts had become until I reviewed the reading for this week’s module. I am especially impressed by the 101-year-old who uses Facebook. Generally, I tend to prefer reading the podcast transcripts because I can skip to topics I want to explore and avoid those I do not. I, like most people, also read much faster than the rate at which the podcasts are verbally delivered. When I want to cover as much material as I can in as little time as possible, I opt to read. There are occasions which lend themselves to listening to the broadcast instead of reading the transcript. If I am busy with my other adulthood responsibilities, I can download the podcast to my iPod and listen at my convenience. Downloading podcasts to listen to while showering or driving is appealing for many frenetic, multi-tasking Americans.

I first was introduced to podcasts through my alma mater, UNC-CH. They use the technology to supplement lectures, for student assignments, to broadcast events, and much more. They also share links to help students create their own podcasts.

Since the cons of podcasts are disproportionately low in comparison to the pros, I will start with them.  Though MP3 players may seem affordable to most Americans, they can be regarded as an expensive luxury for those barely able to purchase the basic necessities. That considered, using podcasts as a form of requisite instruction can be a deterrent for students with limited internet access. Secondly, podcasts can be as monotonous as face-to-face lectures if the instructor does not have the tools or knowledge to make the lessons more dynamic. Lastly, the format lends itself to accidental plagiarism or violation of copyright laws. An individual may face fines and retributions if he/she innocently broadcasts a funny blurb about the topic of discussion without prior approval.

How Stuff Works Podcasts (One of my favorite)

As a VARK aural (auditory) learner, I appreciate the power of verbal lectures. Visual learners also benefit from this technology. The most appealing aspect is that the individual has control over the transmission of data. If something comes up in the middle of a live feed, he/she can easily return to the podcast at a more convenient time. One can pause and replay sections if better clarity is needed.

From an educator’s perspective, podcasts afford the opportunity for students to feel personally acquainted with the instructor. Furthermore, students are able to showcase their understanding without the nuances of formal papers. This appeals to instructors who experience difficulties with distracting grammatical errors. Podcasts also allow guest speakers to impart practical knowledge and demonstrate application without paying the costs of travel.

Though I have rarely utilized podcast as an informative tool in the past, I plan to take advantage of the many opportunities they present.

Reference

King, K. P., & Cox, T. D. (2011). The Professor's Guide to Taming Technology. Charlotte, NC: Information Age Publishing Inc.