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Podcasting, Cognitive Theory, and Really Simple Syndication: What is the potential impact when used together?
ARTICLE

, College of William and Mary, United States

Journal of Educational Multimedia and Hypermedia Volume 20, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The addition of video capabilities to portable media playing devices has engendered a broader definition of the term podcast to include video files. Current research designs on podcast use in education are neglectful of the considerations of cognitive load on student learning. Podcasting is the process by which multimedia learning objects (MLOs) are delivered via Really Simple Syndication (RSS). This review identifies connections between the technology, pedagogy, and student learning that should be emphasized in podcast research. The importance of using podcasts is discussed, and the current types and uses of podcasting are identified. Areas where the potential of podcasts have not been realized, such as RSS usage, are also identified. Cognitive load theory and the implications of podcast and learner attributes on the design principles for MLOs are discussed. Finally, conclusions of the current review and suggestions for future studies are presented.

Citation

Lori, A. (2011). Podcasting, Cognitive Theory, and Really Simple Syndication: What is the potential impact when used together?. Journal of Educational Multimedia and Hypermedia, 20(3), 219-234. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2019 from .

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