John Palmer, the Eclectic Econoclast, wonders whether he should podcast his lectures on-line; be sure to scroll down to his point #7. Here is a recent article about podcasting university lectures (who owns the rights? who should own the rights?).
A few weeks ago, Russ Roberts at Cafe Hayek asked whether there was much demand for economics podcasts. Being excessively terse by nature, I feel ill-suited to the podcast medium. And I fear that podcast lectures would make some of my students stay home and also would make me more self-conscious in class. But what do you all think? Comments are open.
I would think the lectures would or should be public domain. I don’t think it would lower the value of a college education and professors who wish to retain their rights to their lectures just shouldn’t podcast.
Q: Should professors podcast thier lectures?
A: If they want to.
I’m brilliant.
Hello,
It depends: from the standpoint of students or the standpoint of Internauts?
I’m all for academic podcasts… if the professors wish so (and if universities can afford the webhosting server costs).
There’s a blogger out there who does MP3 interviews —RadioEconomics.com. I downloaded files, and never had time to listen to them. You know why?
MP3 files are not scannable. And user testing show that Internauts first scan and SOMETIMES read. Scanning is what it is all about.
A Web page is easily scannable, especially if the writer has put emphasis on his/her most important sentences —in bold. Technology, like Google Cache, can also help the scanning.
Conclusion: Professors would be better off publishing their papers as Web documents instead as PDF files. That sounds to me a more urgent task than academic podcasting.
Again, I am not a Tyler Cowen’s student, I speak as an Internaut.
Best regards,
Chris. F. Masse
when i was a student i took a class in which the professor:
a. taught directly from a powerpoint slide show
and
b. published the powerpoint slides on the class website.
we stopped going to class.
Being a student and also disabled, I cannot take my own notes in classes. I was planning on buying an iPod and iTalk attachment to record classes. having lectures as podcasts would be great. Sure it may cause some students not to come to class as often, but my instructors already post powerpoint slides to download anyway.
Hi! I’m a 4th year student of Cybernetics, Econometrics and Economics. I’d love to be able to go online and listen to my teachers’ lectures, if only to help me understand the notes I take in class.
The problem is, I think, that the kind of “mathematics heavy-lifting” we’re doing today doesn’t translate well into audio. Sure, some teachers read-out the equations they write on the blackboard, but they can’t read everything.
Regarding language style, efficiency and other considerations, I think that the lectures published by the Mises Institute are a good example. They’re mostly colloquial, and Austrians doesn’t do math (mostly) so maybe it’s not a good model for the mainstream, but an experienced lecturer, such as Block, can really “sell it”.
If your lectures are anywhere near as good as your blog, I would definately listen to your podcasts when I went home after work.
If I were a student I wouldn’t find a podcast to be a substitute for class. If I have to spend an hour listening to the podcast I might as well spend that hour in class where I can ask questions and talk with you. Especially since I would be paying millions of dollars for it. Not to mention, equations and math and supply and demand graphs don’t translate well to podcast. This would be problem as a student trying to pass tests, but as a casual auditing podcast listener, it wouldn’t bother me I think.
How is it terribly different than allowing the students to tape record a lecture (which is what we did during my mid-90′s college years)?
I often recorded lectures of classes that I attended so that I could pay more attention to the gist of the lecture rather than worrying about writing one point while listening to another. I don’t recall any professor minding, but I always asked beforehand. It was a fairly common practice.
As to missing classes: a tape was invaluable if you missed a class, but I don’t recall any impact on attendance. Professors who read out of the book (sad, but true) or added little to the materials tended to have really low attendance, those that were engaging didn’t. The chance to ask questions, especially on tough material, keeps you going.
A podcast just sounds like an improvement on distribution, not a shift in approach. The only real change is the decision to make these available publicly, or to find a way to make it so that only your students have access (having them emailed upon request, for example).
I personally find podcasts too slow – unless the speaker is Pagliaesque in her rate of speaking, I can learn more, faster, reading.
Apple should have a feature on the iPod to play podcasts (or any audio file) faster, because I agree they’re way too slow. The speed-up feature on MythTV is really useful, I usually watch shows at 1.4x speed or so. Man, listening to those Radioeconomics podcasts is like watching grass grow, I think I could go 2x. I guess it depends on whether you’re hearing something you already know (bring on the 2x), or learning something new (bring on the pause button).
I think you can just cut samples from the audio file to achieve this; it would probably sound better if you re-sample, but doing this on-the-fly would be processor-intensive. There are already software tools to speed up audio but it’s kind of a pain to have to re-encode everything before you put it on your iPod, hence my desire for an on-iPod feature.
I think it’s a brilliant idea, one that I hadn’t thought of, but that I would love to take advantage of in the future (especially GMU econ profs).
And I agree with earlier comments that a delay in releasing the podcasts would hopefully deter students from skipping class, while benefiting a great deal of casual listeners and armchair econ lovers.
Hoping the idea comes to fruition,
Kyle
As for how it affects you during class, I suppose that’s something you would know more than us. I’m not sure why being taped would make you more self conscious, though. It could very well feel strange the first few times, but I imagine you’d get used to it.
As for the class-attendance issue: why does it matter? For some professors, who don’t involve much discussion in their lectures, such taped lectures could very well replace the in-class experience for many students, though I fail to see what the negative aspect is there. For others (such as you), who can be very heavily discussion based, those who don’t show up are only hurting themselves. Either way, we’re talkin’ postgraduate level, so they’re all adults. They paid their money. If they don’t want to maximize how much they get out of the experience that’s their problem.
Frankly, I’m surprised this is still an issue these days. At my law school in NYC many professors would routinely tape lectures for students (I believe the tapes were put on reserve for folks to copy). One even admitted that he got into the habit so that he wouldn’t ever forget to tape the lecture on one of the many Jewish holidays which weren’t school holidays (which, in NYC, meant that half the class was gone for the day). Usually they would just designate a student to start/stop the machine for them. Anyway….
I’ve been recording your class, and I listen to it later at night to fill in all the stuff I missed in my notes. It IS a great help, but I think it helps simply because I have already heard the lecture earlier.
In the end, as long as you let your students record your lectures, I don’t think it matters to them: people who think it helps to playback the lectures, buy a recorder and record lectures themselves.
Lately, been listening to Feynman Lectures at work. Obviously, most lecturers don’t have Feynman’s penash. Still, be awesome to listen to lectures by those I’ll never take a course from. Natural extension of OCW, LANL, whatever. To Gabriel, I’d cite Feynman as an instance of lots of maths, where you get a great deal – not everything – from the audio.
In sum, need more content! MUST HAVE MORE CONTENT!!
do you plan to restrict who can access the podcasts? ie if I am not a stanford student, can I hear what you have to say?
what was the negative again?
more content available on the web = good for the world. see:
http://web.mit.edu/ocw/
I have just started playing with podcasts (my story here http://learnecon.blogspot.com/2005/11/teaching-and-learning-economics-with.html )and think their can be a substantial market. In my case, I believe that short on-point lively podcasts can be very useful in answering questions for students, especially the use of these to build up a FAQ file.
Yes, I think teachers, particularly at the college level should create podcast lectures. At the least, podcast supplemental lectures that perhaps go into refined nuances regarding the main topics. I think well structured podcasts would enhance almost any class, and also free the teacher up to cover more material.
As for students not showing up because the lectures are on podcasts, this shouldn’t be a problem at the college level, students should only be responsible for the material rather then the attendance. However, there should be no mercy for those that don’t know the material completely and don’t show up either.
Yes, teachers should maintain copyright and the right to restrict distribution as they see fit.
This has been a drive by posting … Good Luck.
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