DOCSLIB.ORG

2013 PIA National Agency Marketing Guide: Astonish, Bankers Financial Corporation, Rough Notes and Seaworthy Insurance Company

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2013 PIA National Agency Marketing Guide: Astonish, Bankers Financial Corporation, Rough Notes and Seaworthy Insurance Company Special Report: Maximize Your People, Processes and Systems to Increase Sales PIA National Agency Marketing Guide2013 Brought to you by these sponsors: A Berkshire Hathaway Company A product of the PIA Branding Program AMS360® Online Pipeline Manager Benefi tPoint® ReferenceConnect® ® We’re bringing it all together. WorkSmart Vertafore Agency Platform™ Engage™ Producer Plus® PL Rating™ AgencyEDGE ™ An insurance agency competing in today’s market needs more than a management system. Vertafore Agency Platform™ brings together best-of-breed insurance software products to create a cloud-based solution that helps every member of your team succeed, whether they are on the road or in the offi ce. The business of insurance is changing—it’s time for your software to change too. See how much more Vertafore Agency Platform has to offer your agency. Visit vertafore.com/together for more information. © 2013 Vertafore, Inc. and its subsidiaries. All rights reserved. Trademarks contained herein are owned by Vertafore, Inc. elcome to the fourth edition of the PIA National Agency Marketing Guide! The 2013 edition of this PIA Branding Program publication focuses on helping agency owners and managers get the most out of three things that make up a Wgreat deal of every agency: the people, the processes and the systems. People, processes and systems are the pillars upon which much of the success of your agency depends. When one fails, the footing of the entire agency comes into question. When they work in harmony, great things are possible. I hope our authors’ take on how you can get the most out of your people, processes and systems inspires you to make positive changes in your agency. The 2013 Agency Marketing Guide follows three previous editions. The 2012 publication pro- vided a road map for profitably including personal lines insurance in your agency. In 2011 we helped agents understand how they could successfully use the Internet to market their ser- vices. The inaugural edition of the Agency Marketing Guide, published in 2010, featured the Agents’ Guide to Social Media. All four editions of the Agency Marketing Guide are available online at www.PIAAgencyMarketingGuide.com. PIA National would like to extend a special thank you to the sponsors of the 2013 PIA National Agency Marketing Guide: Astonish, Bankers Financial Corporation, Rough Notes and Seaworthy Insurance Company. Please join me in thanking these sponsors. Best wishes and happy marketing! Andrew C. Harris, CIC, CPCU, ARM, AIS, CRM President National Association of Professional Insurance Agents Table of Contents Sponsors: Features: Seaworthy Insurance Company . pages 4-5 Is Inbound Marketing Really the Magic Bullet? by Michael Jans . page 26 Rough Notes. pages 6-7 25 Ways to Grow Your Independent Agency Astonish . pages 8-9 by Alan Shulman. page 28 Bankers Financial Corporation . pages 10-11 Leaving Commodityville Special Report: Maximize Your People, Processes and by David Connolly. page 30 Systems to Increase Sales Consumers Continue to Value Agents Cultivating the Basic Ingredient When Buying Insurance by Nancy Doucette ........................... page 12 by Bill Jenkins . page 32 Producer Acquisition, Compensation, Motivation Marketing 101 – Back to the Basics and Management by George Nordhaus . page 34 by Al Diamond . page 14 Social Media Trends: Leadership: It All Starts With a Vision Will Your Old PC Become the New T. Rex? by Kitty Ambers. page 16 by Ted Janusz ................................. page 36 Make More Money by Fixing Your Agency’s Why Google+ Should Be Part of Your Agency’s Follow-up Failure Online Strategy by Steve Anderson ............................ page 18 by Matthew Marko ........................... page 38 Sales Tactics From the Trenches: Top Insurance Web Site Marketing Tips for Success in What’s Working for Agencies Search Engines by Adam DeGraide. page 20 by Gary Savelli ................................ page 38 A Prescription for Success: 10 Reasons Why You Should Consider Niche Marketing How to Act Like an Insurance Salesperson by Michael Jans . page 40 by John Graham .............................. page 22 Podcasting: The Secret Weapon to Growing More Than an Agency Management System Your Insurance Agency by Bruce Winterburn. page 24 by Ryan Hanley ............................... page 41 OFFERING MARINE PRODUCTS FOR YOUR CLIENTS? YOU COULD BE MISSING THE BOAT With over 10 Million Registered Boats in the U.S., make sure you’re writing your share with Boat and Yacht products from Seaworthy Insurance. THE SEAWORTHY ADVANTAGE: Policy Options for Recreational Boats, Yachts, Super Yachts, and Charter Boats Competitive Rates and Broad Coverage Options Web-based Management System – Agents Rate and Quote in One Easy Step Low Premium Volume Commitment Exceptional Claims Service Provided 24/7 by Boating Experts Dock Your Boat Client Here 4 2013 PIA National Agency Marketing Guide PIA Spread_4c_8x10.5 SinglePages.indd 1 4/29/13 5:18 PM AM Best Rated A+ for Financial Strength and Security, and backed by Berkshire Hathaway, Seaworthy Insurance is the premier provider of specialty marine insurance for boaters nationwide. We feature products developed for boaters, by boaters, and our state-of-the-art online management tools make it easy for agents to build and manage their own direct book of boat and yacht business. “You have gone over and above what I consider to be the general level of a company’s response to their agents. Your assistance has been vital in allowing me to provide a high level of service to my customers.” — Rick Linale, Kings Bay Insurance If you have an insurance agency and are interested in adding marine insurance to your products, call Suzanne Redden or visit us online. 1-877-580-2628 Seaworthyinsurance.com AM BEST RATED A+, SEAWORTHY INSURANCE COMPANY WAS ESTABLISHED IN ANNAPOLIS, MD IN 1989. 2013 PIA National Agency Marketing Guide 5 PIA Spread_4c_8x10.5 SinglePages.indd 2 4/29/13 5:18 PM IS FOR EVERY AGENCY Producer Online is for the AGENCY committed to: n Practicing agency risk management n Offering insurance coverage training principles to its staff n Protecting itself from E&O exposures n Delivering account development n Providing faster access to coverage training to its producers and technical information to its staff n Creating effective mail or e-mail n Increasing revenue and profit campaigns n n Improving retention Having the best and most knowledgeable team of professionals n Using a consistent method for documenting client information n Providing easy to use tools that teach new producers the right way to collect all the critical data n Sending professionally written letters to prospects and clients n Providing customer focused content for its Web site For more information or a one-on-one demo contact: Nancy Lynch Margaret Rhodes 800.428.4384 ext.1096 800.428.4384 ext.1029 Service available Monday — Friday, 8 a.m. – 4 p.m. EST 6 2013 PIA National Agency Marketing Guide provides the tools to help every agency grow. Producer Online is for the PRODUCER and ACCOUNT MANAGER committed to: n Being better prepared, better equipped, n Researching appropriate coverages quickly and ready to hit the ground running n Preparing your renewals accurately with n Possessing specific knowledge of your the personal lines pre-renewal questionnaire prospect’s operations and exposures n Accessing the right markets for specialty before your first meeting risks and high value “toys” from your computer n Sharpening your technical skills n Explaining complicated insurance terms n Demonstrating your insight using in language your customers can understand real court cases and decisions n Keeping all the facts and information about your clients organized n Producing risk specific lists of questions to ask and information to gather before you quote n Printing an ACORD® application when you need it—anytime, anywhere n Adding depth to your book of business n Composing business correspondence with ease Special PIA first year price and annual renewal $500.00 Monthly installment billing available E-mail Orders: [email protected] Fax Orders: 800-321-1909 2013 PIA National Agency Marketing Guide 7 The Best Friend of the Local Agent! VIRTUAL PROFIT CENTERTM Fully Integrated AMS360, Sagitta, Applied TAM, & QQ Solutions What the System Does for You... Mobile Responsive Web Platform • Web Traffic Booster Engine • Email Marketing Social Media Engagement • Mobile Producer Alerts • Sales Pipeline Management Prospecting Engine • Round Out Engine • Referral Manager • Renewal Manager Reports You Can’t Live Without • The Astonish Training System ... and so much MORE! TURN YOUR FUTURE & EXISTING BOOK OF BUSINESS INTO AN UNSTOPPABLE REBEL FORCE OF PROFITABILITY! The ONLY complete agency growth system! ASTONISH.COM TAKE THE TOUR TODAY! 877-905-1999 A family of companies, a company of families, and you. We’re The Original Flood Experts, providing P&C coverage and specialty programs designed to be agent-profitable and consumer-friendly. Supporting small to medium-size businesses, we are certified HR professionals administering payroll, workers’ comp and much, much more. We drive profits as your single-source insurance service provider, including private label coverage options, and comprehensive outsourcing solutions. Call us or visit us online at bankersfinancialcorp.com, and join the family business. We’ll save you a seat at the table. 800.627.0000 annuities asset protection benefi ts management business owners insurance business solutions commercial insurance commercial surety consumer
Load more

Recommended publications
  • Using Podcasts and Podcasting for Language Teaching and Learning
    Using podcasts and podcasting for language teaching and learning You can use podcasts as a source of listening material for your classes, create a class podcast with your students, or podcast yourself! What can I do in this DOTS Where can I find the activity? information? (click on the link to go to the section) Part 1 Find out what podcasts are. A. What is a podcast? Think about some pedagogical reasons B. Why would I want to use why I would want to use podcasts for my podcasts in my teaching? teaching. Part 2 C. How to find/download Learn about how to find and download podcasts? podcasts. Consider what I need to keep in mind when using podcasts in my teaching, D. Pedagogical considerations explore podcasting yourself, and the different types of podcasts available. Find out about some practical suggestion E. Practical suggestions and for the classroom, and a sample activity. sample activity Part 3 Check my understanding using a quick F. Check your understanding and easy checklist. Think back over what worked and what didn‟t work (in the DOTS activity and/or G. Reflect! in my use of this tool). Check out what other teachers do with podcasts. Discuss and evaluate ideas and activities H. Explore and share! in a DOTS forum. Create additional tasks and share them with colleagues online. Explore privacy issues in podcasting. I. Protecting students‟ privacy. J. References 1 Part 1 A. What is a podcast? If you‟ve never listened to a podcast before, try it out! Here‟s a link to a podcast for beginners‟ Spanish from a well-known provider.
    [Show full text]
  • Business Education EBA & Accreditation VOLUME 8 NUMBER 1 2016
    Business Education EBA & Accreditation VOLUME 8 NUMBER 1 2016 CONTENTS Institutionalizing and Standardizing Assessment Methodology for Multiple Accreditation 1 Agencies Natalya Delcoure, Martha L. Sale & Genevieve Scalan Open Innovation Alliances and Communities in Higher Education 15 Juha Kettunen Implementing Enterprise Resource Planning Education in a Postgraduate Accounting Information Systems Course 27 Kishore Singh Cognition and the Teaching-Learning System 39 Mario Luis Perossa, Alejandra Elena Marinaro Faculty and Student Perceptions of Podcasting: Empirical Evidence from Four Higher Education Institutions 47 Nicole Ortloff What Universities Can Learn from Businesses: A Critical Research Study of Adapting Corporate Organizational Development Approach in University Environment 57 Ljubomir Medenica Best Practices in Marketing Education: Undergraduate Marketing Programs at National University 71 Ramon Corona, Mary Beth McCabe & Susan Silverstone Social Environment and Decisions, Factors in Organizational Behavior of a Business School in Mexico 89 Eduardo Alejandro Carmona Business Education & Accreditation Vol. 8, No. 1, 2016, pp. 1-14 ISSN: 1944-5903 (print) www.theIBFR.COM ISSN: 2157-0809 (online) INSTITUTIONALIZING AND STANDARDIZING ASSESSMENT METHODOLOGY FOR MULTIPLE ACCREDITATION AGENCIES Natalya Delcoure, Texas A & M University – Kingsville Martha L. Sale, Texas A & M University – Kingsville Genevieve Scalan, Texas A & M University – Kingsville ABSTRACT After successfully maintaining ACBSP accreditation and subsequently adding the attainment of AACSB accreditation as an important objective, the College of Business Administration at Texas A & M University– Kingsville is institutionalizing and standardizing student learning outcome assessment. The business education accrediting bodies place great emphasis on student learning outcomes assessment and on using the results of assessment activities to fuel continuous improvement; however, the administration of these assessment activities varies widely.
    [Show full text]
  • 10 Years of the LLAS Elearning Symposium: Case Studies in Good Practice
    10 years of the LLAS elearning symposium: case studies in good practice Edited by Kate Borthwick, Erika Corradini and Alison Dickens Published by Research-publishing.net, not-for-profit association Dublin, Ireland; Voillans, France, [email protected] © 2015 by Research-publishing.net (collective work) Each author retains their own copyright 10 years of the LLAS elearning symposium: case studies in good practice Edited by Kate Borthwick, Erika Corradini, & Alison Dickens Rights: All articles in this collection are published under the Attribution-NonCommercial -NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF files) for anybody to read, download, copy, and redistribute provided that the author(s), editorial team, and publisher are properly cited. Commercial use and derivative works are, however, not permitted. Disclaimer: Research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before, or that it is not under consideration for publication elsewhere. While the information in this book are believed to be true and accurate on the date of its going to press, neither the editorial team, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein. While Research-publishing.net is committed to publishing works of integrity, the words are the authors’ alone. Trademark notice: product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.
    [Show full text]
  • Teaching Online Toolbox
    P a g e | 60 Teaching Online Toolbox Technology is obviously an important consideration in teaching online. The key question is – which of the myriad of available technologies would most meaningfully impact learning in my online class? There is not a one-size-fits-all response to this question. Equally important, the technology is of little use if it is not coupled with an associated practice that makes it compelling to use a particular tool in your online class. Technology is a loose term we are using here to indicate a web application for your class. In the past few years, the web has evolved from a destination to a place for social interaction. The combination of unlimited access to information coupled with the unprecedented ability to publish to the web creates new opportunities for teaching and learning in online classes. Some key questions in this section: What does research suggest about integrating technology into your teaching? How do new social media tools open up opportunities for connecting and collaborating with online students? How can content be provided in new and engaging ways? What practices online support learning-centeredness? What role can mobile devices such as smart phones play in online learning? How might students collect their work as part of a college ePortfolio? Theory Behind Integrating Technology with Learning - TPACK TPACK - Technological Pedagogical Content Knowledge Online Teaching and Learning Resource Guide P a g e | 61 {Image courtesy Matt Koehler & Punya Mishra} While the same could be said of face-to-face instruction, the application and integration of content knowledge, pedagogical knowledge, and technological knowledge is at the heart of an online class.
    [Show full text]
  • Student‐Generated Podcasts in Teacher Education
    Waikato Journal of Education Te Hautaka Mātauranga o Waikato Volume 16, Issue 1: 2011 Beyond lecture capture: Student‐generated podcasts in teacher education Dianne Forbes Faculty of Education The University of Waikato Abstract Podcasting in higher education most often takes the form of lecture capture or “coursecasting” as instructors record and disseminate lectures (King & Gura, 2007, p. 181). Studies published within the past five years continue to prioritise podcasting of lectures for the student audience, and to test the effectiveness of such podcasts via traditional pencil and paper assessments covering the material delivered via podcast (Hodges, Stackpole-Hodges, & Cox, 2008). A premise of this article is that in order to enhance learning outcomes via podcasting, it is necessary to move beyond coursecasting, toward podcasting with and by students, and to value key competencies and dispositions as learning outcomes. This article reports on a pilot study undertaken with teacher education students in an online ICT class, where students investigated podcasting and created reflective podcasts. The pilot study aimed to engage students actively in generating podcasts, incorporating a wider view of assessment and learning outcomes. Student-generated podcasts were self-assessed, and shared online in order to invite formative feedback from peers. A range of positive outcomes are reported, whereby students learned about and through podcasting, engaging in reflection, problem solving and interactive formative assessment. Keywords Online, podcasting, teacher education, student voice, outcomes Introduction A podcast is a digital media file that plays sound, is accessed from a website, and can be opened and/or downloaded to play on a computer or portable player (Salmon, Mobbs, Edirisingha, & Dennett, 2008).
    [Show full text]
  • Faculty Adaptation to Emerging Instructional Technologies in Higher Education Marilyn Murrillo University of the Pacific, [email protected]
    University of the Pacific Masthead Logo Scholarly Commons University of the Pacific Theses and Dissertations Graduate School 2019 Faculty adaptation to emerging instructional technologies in higher education Marilyn Murrillo University of the Pacific, [email protected] Follow this and additional works at: https://scholarlycommons.pacific.edu/uop_etds Part of the Community College Leadership Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, and the Educational Technology Commons Recommended Citation Murrillo, Marilyn. (2019). Faculty adaptation to emerging instructional technologies in higher education. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3589 This Dissertation is brought to you for free and open access by the Graduate School at Scholarly Commons. It has been accepted for inclusion in University of the Pacific Theses and Dissertations by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. 1 FACULTY ADAPTATION TO EMERGING INSTRUCTIONAL TECHNOLOGIES IN HIGHER EDUCATION by Marilyn Murrillo A Dissertation Submitted to the Graduate School in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION Benerd School of Education Educational Administration and Leadership University of the Pacific Stockton, CA 2019 2 FACULTY ADAPTATION TO EMERGING INSTRUCTIONAL TECHNOLOGIES IN HIGHER EDUCATION by Marilyn Murrillo APPROVED BY: Dissertation Advisor: Delores McNair, Ed.D.
    [Show full text]
  • In Search of a Podcasting “Podagogy” for Language Learning
    Open Research Online The Open University’s repository of research publications and other research outputs Top of the Pods - In search of a podcasting “podagogy” for language learning Journal Item How to cite: Rosell-Aguilar, Fernando (2007). Top of the Pods - In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5) pp. 471–492. For guidance on citations see FAQs. c 2007 Routledge Version: Accepted Manuscript Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.1080/09588220701746047 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk Top of the Pods – in search of a Podcasting “podagogy” for language learning. Abstract The popularization of portable media players such as the iPod , and the delivery of audio and video content through content management software such as iTunes mean that there is a wealth of language learning resources freely available to users who may download them and use them anywhere at any time. These resources vary greatly in quality and follow different approaches to learning. This paper provides a taxonomy of podcast resources, reviews materials in the light of Second Language Acquisition (SLA) theories, argues for better design, and outlines directions for future research. 1 Introduction: A cartoon on the (UK) Times Newspaper on 5/5/2006 shows two drawings: under the heading “University lectures then”, one is of an elderly man, in jacket and bow tie, reading from notes; next to it, under the heading “University lectures now”, a student in a t-shirt and cap is sitting, smiling, listening to his portable media player.
    [Show full text]
  • What's on Your Playlist? the Power of Podcasts As a Pedagogical Tool
    WHAT’S ON YOUR PLAYLIST? THE POWER OF PODCASTS AS A PEDAGOGICAL TOOL Kathleen Elliott Vinson† Abstract It is six in the morning and a law student is walking her dog before beginning a full day of classes. Across town a few hours later, a classmate rushes onto a crowded subway train, forced to stand sandwiched between strangers during his commute to school. That afternoon, an evening student sits in rush hour traffic, hoping to make it into the city in time for class. Later that night, a student jogs on a treadmill at the gym after a long day of school. What do all of these students have in common? They are learning by listening to their professors‘ podcasts. Even though they are located in different places, at different times of the day, while their hands or eyes may not be free to open a book to study, they can still listen and learn. This Article discusses how and why professors can use podcasts to enhance their students‘ education. Podcasts provide students with an opportunity to listen to their professor outside of the time and space constraints of the classroom. This Article discusses the accessibility, portability, and simplicity of using podcasts. Whether a student is a night owl or a morning person, whether she prefers to listen on her iPod or MP3 player, burn a CD, or listen to it on her computer, the student decides when, where, and how she will listen to the podcast on her own terms and timetables. The Article also examines the benefits and challenges of using podcasts.
    [Show full text]
  • Downloads New Content
    APPLICATION OF WEB 2.0 IN LIBRARIES DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF f/:^// V 2008-2009 \ tj J-1 V,- ' By MOHAMMAD AZIM Roll No. 08 LSM-07 '/, Enrolment No. GB 4475 Under the Supervision of DR. SUDHARMA HARIDASAN (Reader) DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE ALIGARH MUSLIM UNIVERSITY ALIGARH-202002 (INDIA) M ^^l^" ^iu. «v, DS3753 EPBX 2700916, 20-22, 26 Ext. 19/39 Direct : 0571-2700039, 2700920 DEPARTMENT OF LIBRARY & INFORMATION SCIENCE ALIGARH MUSLIM UNIVERSITY, ALIGARH-202002 (U.P.), INDIA CERTIFICATE This is to certify that M^ Mohammad Azim has completed his dissertation entitled '^Application of -At "^ Web 2,0 In Libraries" in partial fulfilment of the requirements for the award of the degree of Master of Library and Information Science (2008- 09). He has conducted the work under my supervision and guidance. I deem it fit for submission. Dr. (Ms) Sudharma Haridasan Reader Ac^iiowled^ement 'In the name ofA^lS^the most Beneficient amfmercrfuT Tirst andforemost, sincereCy offer my endCess tfian^to JiOafi, tfieMmighty, because of'Whose heCp onCy, emSryonic ideas aSout the suBject of study have come to fruition. I feel immense pleasure to e^ess my regards and thanks ^ "D* ^•rteCTic/ teacher and supervisor, <Dr. Sudharma yfaridasan ((Rgader), (Department of LiSrary and Information Sciences, Jl-MlJ., Afigarh, who despite of her Busy schedule, provided me excellent guidance, motivation, constant help, andtoo^^en interest in my (Dissertation. I express my sincere sense of gratitude to <Dr. 9iaushad^R <P.M. Chairman, (Department of LiBrary and Information Sciences, A-M-X).
    [Show full text]
  • Aithisg Rannsachaidh Air Pod-Chraoladh Sa Ghàidhlig
    Pod-chraoladh sa Ghàidhlig Investigating the potential of social media for minority language development Soillse Small Research Fund - Final Report (15 August 2012) Mark McConville, University of Glasgow In collaboration with: Fiona Dunn, Roibeard Ó Maolalaigh (University of Glasgow) Elaine Mowat (Edinburgh Napier University) 1 1. Introduction The main aims of the Pod-chraoladh sa Ghàidhlig project are: • to investigate the potential for bottom-up, crowdsourced approaches to status and usage planning for minority and lesser-resourced languages; • to plan, carry out and evaluate a targeted intervention to create a sustainable Gaelic- medium “podcasting scene” among the undergraduate students at the University of Glasgow; • to recruit a group of ten fluent Gaelic-speaking students, and teach them how to plan, record, edit and publish podcasts on the internet; • to conduct a quantitative and a qualitative evaluation of the project, with reference to podcasters, listeners, and Gaelic learners. The structure of this report is as follows: Section 2 presents some brief background and motivation for the project (p. 3). Section 3 describes the methodology used in the research (p. 7). Section 4 presents an evaluation of the podcasting part of the project (p. 13). Section 5 presents some feedback on other social media efforts inspired by the project (p. 21). 2 2. Background 2.1. Technical background The internet is simply a huge computer hardware network, incorporating billions of computers all of which: • are physically linked together in some way, for example with coaxial or fibre-optic cabling or by high-frequency radio waves; and • can all send and receive messages encoded in the same "communications protocol", i.e.
    [Show full text]
  • PRAGMATIC PODCASTING: FACILITATING PODCASTING in DEVELOPING Heis
    PRAGMATIC PODCASTING: FACILITATING PODCASTING IN DEVELOPING HEIs Raymond Mugwanya HPI Research School in ICT4D, Department of Computer Science University of Cape Town, Rondebosch # 7700, South Africa [email protected] Gary Marsden HPI Research School in ICT4D, Department of Computer Science University of Cape Town, Rondebosch # 7700, South Africa [email protected] John Traxler The Learning Lab, School of Computing and Information Technology University of Wolverhampton, TF2 9NT, United Kingdom [email protected] ABSTRACT MLCAT is a desktop content authoring application that is used to record lectures and presentations for educational purposes. It does not only record the audio of the speaker but also their Power Point presentation. It is able to record, encode and save the presentation in various formats. The result is one synchronized multimedia video that can be played back on a variety of feature phones. Apple has a big success with the release of podcasting solutions, iPod series and accessories. They enable the user to carry around music and videos, play them back while on a bus or even use it as a digital multimedia library. These products have been trialled and used in Higher Education Institutions (HEIs) in the developed world. Developing world HEIs such as those in Africa have limited diffusion of these technologies due to their relative high cost; infrastructural limitations, technical skills shortages; digital divides and cultural and socio-economic issues. This paper describes a pragmatic podcasting approach and how instructors can author and supply the learner with mobile-ready lecture recordings in order to enable mobile learning “anytime – anywhere”.
    [Show full text]
  • Simplifying Podcasting
    International Journal of Teaching and Learning in Higher Education 2009, Volume 20, Number 2, 251-261 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Simplifying Podcasting Prachi Parashar Panday Human Karigar, India and MindMedia, The Netherlands The article intends to simplify the different aspects of podcasting. The article covers types of podcasts; the pedagogical benefits of podcasting; the connection between theory and podcasting; answers to questions, queries, and apprehensions. Before trying out a new tool, it is important to understand why we do things the way we do. A crucial part of using any tool or technology is to understand, test, and determine the pedagogical appropriateness of it for specific context. Through the article, the author has tried to suggest some of the uses of podcasting along with the pedagogical appropriateness in different scenarios. At the end, the author has tried to (through pictorial representation) describe the podcasting community and the tasks performed by the community members. Also, through a pictorial representation, the author has provided a gist of the podcasting creation process as a producer and as a consumer. Podcasting is the hottest topic in the training people as possible. How do young people learn? Young industry, including the educational as well as corporate people want hands-on experience, action, interaction, sectors. With this new tool in the market, different identity in cyberculture, and connectivity with the groups of people have emerged – Naïve, Inquisitives, world. They want a change in the role from consumers Beginners/First-timers, Experimenters, Enthusiasts, to producers. They want learning to be a social process.
    [Show full text]