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What Do Students Have to Say About Ecology and Evolution? Using Podcasting to Apply Integrative Biology Themes Across the Tree of Life Amy M

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What Do Students Have to Say About Ecology and Evolution? Using Podcasting to Apply Integrative Biology Themes Across the Tree of Life Amy M University of Richmond UR Scholarship Repository Biology Faculty Publications Biology 1-25-2008 What Do Students Have to Say About Ecology and Evolution? Using Podcasting to Apply Integrative Biology Themes Across the Tree of Life Amy M. Treonis University of Richmond, [email protected] Malcolm Hill University of Richmond, [email protected] Theresa Dolson University of Richmond, [email protected] Sue McGinnis Elizabeth Miles Follow this and additional works at: http://scholarship.richmond.edu/biology-faculty-publications Part of the Biodiversity Commons, Biology Commons, and the Curriculum and Instruction Commons Recommended Citation Treonis, Amy, Malcolm Hill, Theresa Dolson, Sue McGinnis, and Elizabeth Miles. "What Do Students Have to Say About Ecology and Evolution? Using Podcasting to Apply Integrative Biology Themes Across the Tree of Life." MicrobeLibrary, January 25, 2008, 1-32. This Article is brought to you for free and open access by the Biology at UR Scholarship Repository. It has been accepted for inclusion in Biology Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. MicrobeLibrary http://archive.microbelibrary.org/edzine/details_print.asp?id=2758&lang= What Do Students Have to Say About Ecology and Evolution? Using Podcasting to Apply Integrative Biology Themes Across the Tree of Life Resource Type: Curriculum: Classroom Publication Date: 1/25/2008 Authors Amy Treonis Department of Biology University of Richmond Richmond, VA 23173 USA Email: [email protected] Malcolm Hill Department of Biology University of Richmond Richmond, VA 23173 USA Email: [email protected] Theresa Dolson Center for Teaching, Learning & Technology University of Richmond Richmond, VA 23173 USA Email: [email protected] Sue McGinnis School of Nursing Virginia Commonwealth University Richmond, VA 23219 USA Email: [email protected] Elizabeth Miles School of Nursing Virginia Commonwealth University Richmond, VA 23219 USA Email: [email protected] Abstract We describe a versatile podcasting assignment that requires students to (i) review primary and secondary literature relating to an assigned organism with the goal of identifying the main features of its ecology and evolution, (ii) prepare an enhanced podcast about their organism, and (iii) critique peer podcasts. The goal of this assignment is for each student to gain a fuller appreciation for and understanding of biological diversity. This assignment will enhance students' research, technology, and communication skills while reinforcing the main themes of integrative biology. Activity Invitation for User Feedback. If you have used the activity and would like to provide feedback, please send an e-mail to [email protected]. Feedback can include ideas which complement the activity and new approaches for implementing the activity. Your comments will be added to the activity under a separate section labeled "Feedback." Comments may be edited. Learning Objectives. By completing this assignment, students will: 1) Enhance their knowledge of the ecology and evolution of various forms of life. 2) Improve their research skills by searching for accurate information about the organism they are assigned. 1 of 5 3/13/2012 1:08 PM MicrobeLibrary http://archive.microbelibrary.org/edzine/details_print.asp?id=2758&lang= 3) Acquire the technical ability to produce a podcast. 4) Improve their ability to communicate biological information clearly and concisely to peers. 5) Construct a broader and deeper understanding of the diversity of life through peer review of podcasts. Background. Podcasting has been rapidly expanding since its debut in 2004, and this medium is not a novelty to today’s generation of tech savvy college students. Podcasting may, in fact, represent a more approachable and enjoyable medium for communication than traditional written assignments. Our goal was to develop and implement a podcasting assignment that would enhance student technology skills and improve student learning in an introductory biology course. Integrative Biology is a required course for Biology majors at the University of Richmond. The themes explored include evolutionary mechanisms, speciation, diversity, and ecology. One important course goal is to challenge students to think broadly about biological information and to construct an understanding of, and appreciation for, the biological mechanisms by which the diversity of life on the planet came to be. One third of the course is devoted to description of various forms of life (Bacteria, Archaea, Protists, Animals, etc.). We have struggled with engaging students in this section because they can become overwhelmed by detail and the complex life histories of the various types of organisms. Therefore, we developed a podcasting assignment to improve student engagement in this section of the course and create enthusiasm for all branches of the Tree of Life. Each student was assigned a species from a comprehensive list and asked to prepare an enhanced podcast on that organism’s ecology and evolution. “Enhanced” podcasts consist of an audio track accompanied by a slide show. Enhanced podcasts can be viewed on any computer with a media player or a video mp3 player (e.g., a video iPod). This podcasting assignment requires students to (i) consult primary and secondary literature sources, (ii) learn how to use podcasting hardware and software, (iii) record and launch their own enhanced podcast, and (iv) listen to and review peer podcasts. Students provided feedback on the assignment in the form of an audio recording for extra credit. To complete this assignment, students need good basic computing and library research skills. Students should also understand basic concepts in ecology and evolution, such as phylogeny, systematics, and niche. We presented this material in our lecture and laboratory sessions. Effective implementation of this assignment relies on students’ natural curiosity regarding technology, enthusiasm with respect to their assigned organism, and willingness to listen to and critique their peers. PROCEDURE Materials. 1) Computers We used Apple Macintosh computers, but options are presented below for completing the assignment using PC computers. An mp3 player, such as an iPod, offers students a portable option for listening to podcasts but is not necessary to complete this assignment. 2) Podcatching software (for downloading podcasts from the Internet and facilitating their transfer to mp3 players or iPods) We used Apple's iTunes. This popular and free software is available for both PC and Mac platforms and provides an easy way to organize an audiovisual library and search for additional podcasts of interest. 3) Podcasting software (for making original, enhanced podcasts) We used Apple’s GarageBand 3, part of the iLife '06 software package (not available for PC’s). At the time of the assignment, Apple's GarageBand enabled the easiest creation of an enhanced podcast in a format accessible by a wide variety of media players. Students were able to drag and drop images into the file, create their own musical "intros" and "outros," and add links to Internet sites and additional metadata. The intuitive interface of GarageBand enabled students to dive right into making their podcasts. Using Apple's GarageBand also meant that students had to come to the University’s Technology Learning Center to complete their podcasts (as relatively few students had their own Apple computers). This provided an atmosphere where they were able to receive support and encouragement from technology staff. Students wishing to go beyond the scope of an enhanced podcast created “vodcasts” (video podcasts) using Apple's iMovie. There was no additional training provided to students in this software. The vodcasts showed a more advanced technological detail, e.g., with subtle transitions between images and audio, that added to the overall effect of the piece. It is possible to carry out this assignment on PC computers using software for the Windows operating system. Photo Story 3 is a free download from the Microsoft website that can be used to create enhanced podcasts. Using this software, students can drag and drop photos, record their narrative tracks, add background music, add transitions between photos, and complete small photo editing changes using special filters already installed. Photo Story creates a file in .wmv format, which is viewable using Windows Media Player 11. (Photo Story is not currently available for the Macintosh platform.) Free software is available that converts podcast files generated using Photo Story from .wmv format to .m4a format so that they can be played on multiple operating systems (http://www.ipod-video-converter.org/). Other available software: Audacity is Mac and Windows friendly software available for free from the SourceForge website (http://audacity.sourceforge.net/) that allows for the editing of audio files. Editing audio files can take a large amount of time and is not recommended for most students. This application does not support the production of enhanced podcasts. 4) Recording equipment 2 of 5 3/13/2012 1:08 PM MicrobeLibrary http://archive.microbelibrary.org/edzine/details_print.asp?id=2758&lang= Students used Plantronics 400 headsets with microphones to record the narrations for their podcasts. Originally, we envisioned students recording their narrations using a microphone attached to their iPods (MicroMemo iPod microphone), but
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