CIP LITERATURE REVIEW GROUP 1

Collaborative Inquiry Project - Literature Review:

Exploring Podcasts in Interdisciplinary

Project-Based Learning

GROUP 1:

Fariba Adibi

Ebru Bengisu

Ryan Stotesbury

Kevin Tyner

University of British Columbia

Authors Note

Class: ETEC 532 Technology in the Arts and Humanities Classroom

Instructor: Dr. Alex F. de Cosson

Assignment: CIP - Literature review

Word count [excluding cover page & annotated bibliography]: 3,461 words
CIP LITERATURE REVIEW GROUP 1

Annotated Bibliography

Altay, B. (2014). User-centered design through learner-centered instruction. Teaching in Higher

Education, 19(2), 138155. https://doi.org/10.1080/13562517.2013.827646

Project-based learning when utilized in design studies can offer many possibilities for

students to explore authentic learning experiences. It promotes engagement with the subject

at hand which serves to help alter students present prejudices through reflection. Altay

(2013) demonstrates the practicability of project-based learning in a course for universal

design principles. Over a semester, students created various projects aiming to share their

knowledge with a larger audience related to universal design awareness. Altays findings

from student survey results indicated that they learned the most from project experiences

rather than in-class lectures.

Armstrong, G. R., Tucker, J. M., & Massad, V. J. (2009). Interviewing the Experts: Student

Produced Podcast. Journal of Information Technology Education, 8, 7990. Retrieved from

http://search.proquest.com/docview/61823630?accountid=11440%5Cnhttp://pr7mz9rq5v.se

arch.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-

8&rfr_id=info:sid/ProQ:ericshell&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=artic

le&rft.jtitle

This paper describes a class project by students in an introductory management information

systems (MIS) course. The project consisted of students collaboratively creating podcasts of

interviews with experts in their research topic fields. Following a systematic procedure that

was facilitated by the instructor, students reported the project to be very effective in meeting

educational objectives which included developing technology skills, literacy skills, self-

reliance, confidence, critical analysis, communication skills, creativity and cooperation. In

CIP LITERATURE REVIEW GROUP 1

addition, a library of podcasts was built for integration in future classes. The authors also

concluded that software and instructions for creating podcasts are easily accessible,

illustrating multiple benefits of integrating podcast into PBL.

Bruce, B., & Lin, C. (2009). Voices of Youth: Podcasting as a Means for Inquiry-Based

Community Engagement. E-Learning and Digital Media, 6(2), 230241.

https://doi.org/10.2304/elea.2009.6.2.230

This paper describes an inquiry-based learning project to foster self-understanding and

community engagement, with a group of Mexican American youth. By integrating visual art

and digital media, researching their cultural heritage, and exchanging viewpoints and

thought processes, students created video podcasts expressing their thoughts regarding their

communities and heritage. By the end of the project, students technological skills,

confidence to articulate and share their thoughts, awareness about their community, and

their level of engagement had increased. Their learning stretched across multiple

disciplines, including communication policy issues such as intellectual property law, open

source licenses and Internet safety. The authors highlight the value of interdisciplinary

project work and the benefits of creating digital artifacts to increase students

communication skills, technological skills, confidence, and understanding.

Chalas, A. (2015). The Architect, the Museum, and the School: Working Together to Incorporate

Architecture and Built Environment Education into the Curriculum. Teaching Artist

Journal, 13(March), 7483. https://doi.org/10.1080/15411796.2015.997112

In this article, Chalas (2015) identifies current strategies for increasing the efficiency of

classroom activities after museum field trips, and investigates the need for an alternative

strategy of instruction. The interdisciplinary program included an orientation program for

CIP LITERATURE REVIEW GROUP 1

the teacher, classroom visits by musicians, pre-visit activities with museum educators, city

tour and an architect-facilitated activity after the museum visit. The surveys during and after

the project indicated that interdisciplinary post-visit activities are an effective strategy for

providing students factual knowledge and critical thinking skills as well as supporting

teachers in integrating museum experience into classrooms. In order to increase the efficacy

of such projects, interdisciplinary training in the arts for teachers and training in pedagogies

for artists are recommended by the author.

Cochrane, T., & Bateman, R. (2009). Transforming Pedagogy Using Mobile Web 2.0.

International Journal of Mobile and Blended Learning, 1(4), 5683.

https://doi.org/10.4018/jmbl.2009090804

Cochrane & Bateman (2009) argue the importance of mobile technology and Web 2.0 tools

in universities stating they can create social constructivist learning environments that

bridge learning contexts (p.1). The article provides evidence and suggestions as to how

schools can successfully integrate mobile learning technologies including podcasts. They

state it is important to provide both students and teachers with significant time to gain

skills and understanding of new and emerging Web 2.0 tools (p.5). The authors indicate

that schools need to provide instructors with technological and pedagogical support, while

teachers need to take the time to understand and practice good technological pedagogy with

their students (p. 6), including providing students with regular formative feedback is

important when developing podcasts. By using Web 2.0 tools and podcasts the authors

suggest we can develop global connections and awareness.

CIP LITERATURE REVIEW GROUP 1

Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language

in Greek Primary Schools: From Theory to Practice. English Language Teaching, 2, 113

119. https://doi.org/10.5539/elt.v2n3p113

This article shows the result of the implementation of an interdisciplinary project-based

learning approach in teaching English as a Foreign Language at the primary school level.

The projects goals included students increasing awareness of the history of their region,

and increased language and communicative competence through engagement with projects

involving technology. Students collaboratively gathered information and participated in

field trips. They produced a series of artifacts including topographic maps, brochures, and

PowerPoint presentations. The project results showed improved language and

communication skills, increased motivation and self-esteem, the development of content

knowledge, and increased social and computer skills highlighting the many benefits of

interdisciplinary project-based learning.

Jones, C. (2013). Designing for Practice: A View from Social Science. In Rethinking Pedagogy

for a Digital Age. Routledge. https://doi.org/10.4324/9780203078952

In the final chapter of an extremely informative book, Jones argues the need for

collaboration via technology across the social sciences, as the study of humanities includes

a wide range of disciplines. Jones illustrates the challenges of interdisciplinary curricula,

highlighting that teachers and instructors must consider multiple skill sets when teaching

students. These include information and literary skills, communication, dialogue, and

research skills. When designing courses for podcasts, educators should therefore consider

the interdisciplinary skills required for successful completion of projects. Jones illustrates
CIP LITERATURE REVIEW GROUP 1

the connections with social-constructivism when using podcasts, illustrating communities of

inquiry and practice involved with media creation.

Kay, R. H. (2012). Exploring the use of video podcasts in education: A comprehensive review of

the literature. Computers in Human Behavior, 28(3), 820831.

https://doi.org/10.1016/j.chb.2012.01.011

This literature review explores studies related to video podcasts in education through a

variety of topics including methodological concerns for the validation of research, and the

benefits and challenges of using video podcasts. Kay found that the existing literature

supports that video podcasts may improve learning for students at their desired time, place

and pace. Students described video podcasts useful, effective, motivating, and enjoyable,

with some studies indicating that video podcasts have a positive effect on student

performance. The challenges addressed in the literature are related with some students'

preference of not using the podcasts. After reviewing the literature, Kay concludes the need

to focus on the quality and the design of video podcasts, clear indication of the methodology

and pedagogical aspects of podcasting, inclusion of the instructor's perspective, and further

analysis on viewing patterns and examination of individual differences.

Kim, M. J., Ju, S. R., & Lee, L. (2015). A Cross-Cultural and Interdisciplinary Collaboration in a

Joint Design Studio. International Journal of Art & Design Education, 34(1), 102120.

https://doi.org/10.1111/jade.12019

Interdisciplinary learning can affect students' thinking and encourage them to bring

innovative solutions. Kim, Ju and Su (2015) explored the effects of working in a cross-

cultural interdisciplinary joint design studio in which Korean interior design and Malaysian

architecture students worked together to design affordable housing. In teams of two,

CIP LITERATURE REVIEW GROUP 1

students collaborate efficiently, and learned from each other through each stage of design.

At the end of the project through discussions, students expressed that they have learned new

design strategies as well as different design thinking (i.e. conceptual thinking for

architecture students and applicability for interior design students) from each other. They

also enhanced their understandings of different cultures and lifestyles which is an important

requirement to design houses. This study is important to explore alternative solutions based

on the knowledge of those from different educational and cultural backgrounds.

Lansiquot, R., & Cunningham, T. (2016). Conclusion: Integrating Interdisciplinary Pedagogies.

In R. D. Lansiquot (Ed.), Interdisciplinary Pedagogy for STEM: A Collaborative Case

Study (pp. 127139). New York: Palgrave Macmillan US. https://doi.org/10.1057/978-1-

137-56745-1_7

Lansiquot and Cunningham's conclusion to their book stresses the importance of

interdisciplinary education in undergraduate programs. They emphasize the benefits of

team-taught courses, integrating the best practices from various faculties culminating in

skills that culminate and unify knowledge in students. This final chapter examines several

interdisciplinary undergraduate course case studies including a weird science course,

research projects, virtual world building, as well as a role-playing course combining

English, computer studies, and problem solving. After reflecting on both studies, as well as

the preceding chapters in the book, the authors conclude that interdisciplinary programs

offer the benefit of multiple perspectives to approaching knowledge, allowing students to

develop common-sense through constructivist and social-constructivist practices; skills

that benefit both lifelong-learning as well as positive benefits to society in general.

CIP LITERATURE REVIEW GROUP 1

MacDonald, S., Panayotakis, C., & Park, L. (2016). Insatiability and Crisis: Using

Interdisciplinarity to Understand (And Denaturalize) Contemporary Humans. In R. D.

Lansiquot (Ed.), Interdisciplinary Pedagogy for STEM: A Collaborative Case Study (pp.

3755). New York: Palgrave Macmillan US. https://doi.org/10.1057/978-1-137-56745-1_3

MacDonald and Panayotakis approach to interdisciplinary education emphasizes the need

for multiple perspectives to challenge accepted norms and beliefs, encouraging critical

thinking of the standards of thought regarding capitalist economics and psychology. They

argue that the tenets of Sociology and Economics can be combined to offer a refreshing

perspective on both neoclassical economics as well as defining human behaviour, the

combination of the subjects offering a new insight into the forces that shape our

society. Their interdisciplinary course examines two critical case studies examining human

insatiability and neoclassical rationality, encouraging students to explore and question

assumptions of what human nature is, and how it has been cultivated. The combination of

disciplines offers students a means to critically evaluate these questions, finding faults and

logic in the systems and definitions that legitimize the status quos answers to economics

and social theories.

Maida, C. A. (2016). Project-Based Learning: a critical pedagogy for the twenty-first century,

9(6), 759768. https://doi.org/10.2304/pfie.2011.9.6.759

Maidas examination of Project-Based Learning (PBL) traces its history from the early

education reform of John Dewey, to the industrialization and factory model of the education

system to the early twentieth century, to modern form of educational experiences utilizing

technology. Maida links Deweys ideas of the school as a social laboratory, teaching the

life skills necessary for being a productive citizen in the workforce, as early stages of
CIP LITERATURE REVIEW GROUP 1

experiential project-based learning. In a reaction to education trends from the 1940s

onwards to the 1980s focusing on management style education with a focus on rigid

pedagogy and test scores, Maida illustrates the movement for experiential, authentic,

student-centered learning that has grown over the last several decades. Maida concludes

that PBL puts students as the main constructor of knowledge, and through meaningful

experiences in communities of practice, they contribute to better educational and societal

outcomes that traditional pedagogies.

Meggs, S. M., & Greer, A. G. (2011). Perspectives on interdisciplinary pedagogy. Design

Principles and Practices, 5(2), 205218. Retrieved from

http://www.scopus.com/inward/record.url?eid=2-s2.0-

84859509368&partnerID=40&md5=a3eba46fd60a7ce615f7d63805c5f600

Meggs and Greers case study examines a honours seminar course combining health

sciences and design principles, that combines experiential pedagogy with didactic

lecturing. The case study illustrates the context of the design of the seminar course,

analyzes the pedagogy, while examining student outcomes. The curriculum unified art and

design elements of content, form, and subject with medical principles related to end-of-life

care, giving students both a social, historical and environmental understanding of their

patients experiences through the lens of function and aesthetics. The course was taught in

a blended learning environment, giving students course content online, as well as through

direct experience, allowing for reflection and exploration both in constructivist, and social-

constructivist contexts, involving situated learning environments in the field. Qualitative

analysis of student outcomes concluded that this combination of learning styles and

practical learning yielded rich dialogue and reflection into understanding the process of
CIP LITERATURE REVIEW GROUP 1

dying as it applies both to medical as well as social and ethical contexts, highlighting the

benefits of combining multiple perspectives to humanize didactic medical curriculum into

real-life experiences.

Merhi, M. I. (2015). Factors influencing higher education students to adopt podcast: An

empirical study. Computers and Education, 83, 3243.

https://doi.org/10.1016/j.compedu.2014.12.014

Student response to podcast usage in education is often a neglected topic, and Merhi (2015)

addresses this issue with a survey of 352 undergraduate and graduate students. The results

indicated that technological, personal and social factors play important roles in podcast

adoption. Technological factors of relative advantage such as the perception of podcasts

bringing students more benefits than other media, as well as the ease of use and mobility

were the most important factors for adaptation, while other factors such as perceived

enjoyment and the image of students significantly affect podcast adoption. An interesting

result of this study was that self-efficacy was not found as a significant factor, contrasting

from other similar studies. The author therefore suggested to re-test this model in other

cultural settings with different student groups to validate these findings.

Ngambi, D., & Lombe, A. (2012). Using podcasting to facilitate student learning: A

constructivist perspective. Educational Technology and Society, 15(4), 181192. Retrieved

from

http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com.ezproxy.library.ubc.ca/do

cview/1287025377?accountid=14656

Due to responsibilities relating to work, sports, and family commitments, students are often

on the move. Podcasts provide students with mobility and accessibility, giving students
CIP LITERATURE REVIEW GROUP 1

ample time to learn new material and to reflect on academic work or social commentary.

Ngambi & Lombe (2011) conducted a case study comparing two groups on the merits of

podcasting in South Africa and determined it can be used to help students with self-paced

learning, reflection and flexibility in a constructivist classroom and turn entertainment

spaces into learning environments. The case study comparison of two groups had the first

group involved with detailed constructivist pedagogy and daily reflective tasks

accompanied with their use of podcasts, while the second group had less pedagogy and

reflection tasks assigned to them. The first group produced better academic results and

indicated a preference for the use of podcasts in their learning space. The authors suggest

that teachers must create activities for reflection and integrate these tasks within the

curriculum, concluding that the coupling of pedagogy and reflection tasks is an integral

component of the successful integration of podcasts.

Pegrum, M., Bartle, E., & Longnecker, N. (2015). Can creative podcasting promote deep

learning? The use of podcasting for learning content in an undergraduate science unit.

British Journal of Educational Technology, 46(1), 142152.

https://doi.org/10.1111/bjet.12133

This article reports the findings of a study where first year undergraduate chemistry students

used creative podcasting to explore chemical concepts. Students worked collaboratively in

small groups and created podcasts concepts using contextual examples. Their podcasts were

eventually made available to their peers to listen to and offer feedback. The study results

show that in addition to improved student engagement and motivation, creative podcasting

can foster deep learning and enhance student understanding and retention of knowledge.

The article also refers to other studies on podcast creation, suggesting that it fits with a
CIP LITERATURE REVIEW GROUP 1

constructivist educational approach and can improve depth of understanding, offering

several excellent references for exploring the potential benefits of student-created podcasts

in arts and humanities classrooms.

Sampaio, A. Z., & Martins, O. P. (2014). The application of virtual reality technology in the

construction of bridge: The cantilever and incremental launching methods. Automation in

Construction, 37, 5867. https://doi.org/10.1016/j.autcon.2013.10.015

Project-based instruction in design disciplines benefit from technological developments

extensively, Sampaio and Martins (2014) case study examines the introduction of virtual

reality (VR) in a design course. Students explored the technical as well as scheduling

requirements of constructing a bridge in real life situations, with VR software helping

students achieve to effectively visualize and analyze the project in regards to sequential,

spatial, and temporal aspects of design. Through project-based learning in the virtual reality

medium, students interacted with the model facilitating work and observations of

methodology in detail without the fallbacks and challenges of real-life contexts.

Seitzinger, J. (2008). Be Constructive: Blogs, Podcasts, and Wikis as Constructivist Learning

Tools. Retrieved March 1, 2017, from

https://www.learningsolutionsmag.com/articles/220/be-constructive-blogs-podcasts-and-

wikis-as-constructivist-learning-tools

Joyce Seitzinger (2008) outlines support for using media based tools such as podcasts in a

constructivist classroom, illustrating the foundations for constructivism and project-based

learning (PBL). While the article discusses the use of wikis and blogs, it also provides

excellent support for the use of podcasts in the classroom, illustrating how podcasts offer

excellent possibilities for different types of learners. Students who may struggle with
CIP LITERATURE REVIEW GROUP 1

traditional forms of education, such as those who are not strong writers and readers, can use

podcasts to improve their understanding of material. According to Seitzinger, hearing the

voices of authors or lecturers can lend an authenticity perhaps more difficult to attain when

reading about on paper (p.9). In addition, the podcasts can be uploaded to a digital space

and students can provide immediate feedback to one another. Peer feedback and comments

received can be just as powerful as those of the teacher (p.9). The article helps support the

idea that podcasts are excellent for self-paced learning, different learning types and a good

platform for feedback and reflection.

CIP LITERATURE REVIEW GROUP 1

Introduction

Modern educators faced with the challenges of implementing technology and creative

ways to deliver curriculum have turned to new means of delivering content and engaging

students. Project-based learning (PBL) and interdisciplinary curricula are two evolving methods

of educating students, involving modern constructivist principles of knowledge acquisition and

skills development. PBL offers educators from multiple disciplines the chance to incorporate

technology to facilitate production of media including video and audio projects.

Project-based learning is a student-centered method of learning in which students spend large

amounts of time to investigate and solve authentic problems or challenges, involving long-term

inquiry and reflection. The educator poses the problem or challenge, and facilitates learning

through guided instruction and structured activities, allowing students to construct meaning

independently or socially in groups.

Forms of interdisciplinary education have shown to be a successful integration of

seemingly disparate curricula. The combination of multiple disciplines or curricula encourages

the development of critical thinking skills, and increased understanding due to multiple

perspectives (MacDonald and Panayotakis, 2016). While educators combine content knowledge

from humanities and the sciences, students apply investigative and critical skills from each

discipline across the spectrum of their studies, increasing engagement and broader understanding

of knowledge.

With the popularity of PBL in mainstream curriculums, as well as growing opportunities

to create interdisciplinary curricula, educators are often overwhelmed by the possibilities for the

forms a project may take. With the high learning curves of technology based projects, the
CIP LITERATURE REVIEW GROUP 1

authors of this review decided to focus research on a relatively simple technology in terms of

implementation and use: the podcast.

Podcasting as a media can be traced back to MTV personality Adam Curry, who

championed the format in early 2004 (Brown, & Green 2007) by creating a method of recording

and publishing content online, similar to the Really Simple Syndication (RSS) format for

blogging and news sites. As the format offered a quick and easy way to share content with

communities online, podcasting quickly became a dominant media for radio-style shows

featuring discussions, interviews, and research on popular topics such as technology, music, and

other popular media like television and movies. As a technology for educational purposes, it has

relatively few barriers of access: creating and sharing podcasts require only a means to record

audio, simple software to edit recordings, and internet access.

Objectives

The intended aim of this literature review is to examine the prevailing trends in PBL and

interdisciplinarity, and to aim this knowledge towards the contexts of creating podcasts for

student projects. Current instructional trends and best practices for pedagogy will be considered

as we aim to create a comprehensive overview of knowledge and strategies for using podcasts in

interdisciplinary project-based classes. As the humanities offer a wide range of encompassing

subjects and disciplines, inquiry and research into project-based learning offering

interdisciplinary connections is of high scholarly merit, and the utilization of a relatively simple

technology such as podcasting can offer a wide array of educational research and action research.
CIP LITERATURE REVIEW GROUP 1

Interdisciplinary Curricula

Curricula spanning multiple disciplines is a challenge for educators across all levels of

education, however the benefits may outweigh the challenges. Jones (2013) argues the for the

benefits of interdisciplinary collaboration via technology in the social sciences, as it contains a

wide range of disciplines that boast a multitude of skill sets required for both teaching and

learning. These include information and literary skills, communication, dialogue, and research

skills. Case studies (Lansiquot & Cunningham, 2016) in postsecondary show that team-teaching

helps to integrate the best practices from various faculties culminating in skills that help to unify

knowledge in students from the combination of multiple perspectives.

Interdisciplinary learning can also be applied in intercultural contexts for richer

understanding and reflection. Kim, Ju and Su (2015) explored the effects of working in a cross-

cultural interdisciplinary joint design studio in which Korean interior design students and

Malaysian architecture students worked together to design affordable housing. At the end of the

project, students expressed learning new strategies for design as well as different conceptual

thought spanning both architectural and interior design principles. Their interdisciplinary

investigations also enhanced their understandings into the different culture and lifestyle relating

to designing houses in different countries.

Traditional single-discipline education contains many challenges in engagement and

knowledge construction, while interdisciplinary methods can offer comprehensive perspectives

on a single topic that helps to increase engagement, and encourage constructivist methods of

knowledge acquisition. An example of how interdisciplinary learning can be superior to

traditional methods are school trips to museums: as singular and temporal events, these trips

usually involve little more than a tour and didactic instruction of exhibits. Chalas (2015)
CIP LITERATURE REVIEW GROUP 1

identifies strategies for increasing the efficiency of classroom activities after museum visits, and

how some challenges for student engagement indicates a need for an alternative strategy,

suggesting post-visit activities and projects with professionals from multiple disciplines

including artists, musicians, and professional historians. Surveys during and after these projects

highlights that interdisciplinary activities are far more effective for students to construct

knowledge, as well as for developing critical thinking skills.

Sometimes seemingly unrelated disciplines can provide exemplary benefits when

working towards a common educational goal. In an example case study, Meggs & Greer (2011)

examined an honours seminar course combining health sciences and design principles that

combined experiential pedagogy with didactic lecturing. An interdisciplinary curriculum of

unified art and design elements (such as content, form, and subject) was combined with medical

education related to end-of-life care, providing students both a social, historical and

environmental understanding of patient experiences through the lens of design function and

aesthetics. Qualitative analysis of student outcomes concluded that this combination of learning

styles and practical learning yielded rich dialogue and reflection into understanding the process

of dying, as it applies both to medical as well as social and ethical contexts, highlighting the

benefits of combining multiple perspectives to humanize didactic medical curriculum into real-

life experiences.

Research suggests that incorporating interdisciplinary project-based work in second and

foreign language learning has many benefits including developing student language skills,

confidence, autonomy, and improvement of attitudes towards learning. Fragoulis & Tsiplakides

(2009) conducted a study of an interdisciplinary project-based approach involving sixth grade

Greek students learning English as a foreign language. The authors found that student language
CIP LITERATURE REVIEW GROUP 1

skills improved with project-based learning, as well as with situated learning contexts. When

students engaged in authentic language production in real-world contexts, retention of

knowledge and engagement was much higher than with traditional didactic methods. The results

of the study showed improved language and communication skills, increased motivation, higher

engagement, developed content knowledge, and social and computer skills. They conclude that

another worthwhile benefit of project-based learning is that students gain lifelong transferable

skills such as problem-solving and critical thinking skills in addition to language acquisition

skills.

In a similar study, Bruce & Lin (2009) examined a case of an interdisciplinary project

involving Mexican American youth engaged in collaborative visual arts and research projects,

creating video podcasts to express their thoughts in relation to their communities and their

heritage. By the end of the project, students reported increased technology literacy and skills,

increased confidence in articulation of their thoughts, awareness of their community, and an

increase in their level of engagement. The authors indicate that the project allowed the

participants to construct meaning socially and independently, and the creation of podcasts served

both as a means and an end in the process of their learning.

MacDonald and Panayotakis (2016) approach to interdisciplinary education emphasizes

the need for multiple perspectives to challenge accepted norms and beliefs, encouraging critical

thinking of the standards of thought regarding capitalist economics and psychology. Their

interdisciplinary course examined two critical case studies, encouraging students to explore and

question assumptions of human nature, and how it has been cultivated throughout history. The

combination of Economics and Sociology offered students a means to critically evaluate

questions relating to human insatiability and neoclassical rationality, finding faults in logic in the
CIP LITERATURE REVIEW GROUP 1

systems and definitions that legitimize the status quos accepted beliefs in economics and social

theories. This type of challenging of conventional thought is made possible from the different

ways of examining content, using pedagogy from multiple disciplines instead of a single

perspective, helping students develop finely honed learning and critical thinking skills that are

applicable in a wide range of contexts.

The advantage of interdisciplinarity involves developing multiple perspectives of content

knowledge, facilitating student development of common-sense through constructivist and

social-constructivist practices; skills that benefit lifelong-learning, as well as offering benefits to

society in general through the development of a well-rounded understanding of the world.

Project-Based Learning

Project-based learning offers students an enriched and long term experience for learning

that often goes beyond the classroom; by creating products that synthesize their understanding of

content knowledge and demonstrating a variety of interdisciplinary skills students develop life

skills that are valuable beyond academic contexts. Project-Based Learning traces its history from

the early education reforms of John Dewey, to the industrialization and factory model of the

education system to the early twentieth century, to modern form of educational experiences

utilizing technology (Maida, 2016). John Deweys (1900) ideas of the school as a social

laboratory that teaches the life skills necessary for being a productive citizen in the workforce,

represents one of the early implementations of experiential and project-based learning. In a

reaction to education trends from the 1940s onwards to the 1980s that focused more on the

management style education with a focus on rigid pedagogy and test scores, the movement for

experiential, authentic, student-centered learning that has grown over the last several decades

(Maida, 2016). PBL puts students as the main constructor of knowledge, and through
CIP LITERATURE REVIEW GROUP 1

meaningful experiences in communities of practice, they contribute to better educational and

societal outcomes when compared to traditional, teacher-centered pedagogies.

While students are constructing knowledge through self-directed and group work, there is

a subtle change in the teachers role as well, with learning encounters between students and

their teachers . . . conceived as dialogues, [with] a distinctive feature of project-based learning is

that the teacher-student relationship is constructed and negotiated through such encounters.

(Maida, 2016). Studies have shown (Altay, 2013; Fragoulis & Tsiplakides, 2009) that PBL

results in improved language and communication skills, increased motivation and self-esteem,

enhanced development of content knowledge, and increased social and computer skills.

Newly emerging technologies such as virtual reality (VR) and augmented reality (AR)

offer opportunities to explore and understand knowledge in novel and engaging

methods. Sampaio and Martins (2014) introduced virtual reality in a class challenging students

to design a bridge, and in the course of their project, students explored the technical as well as

scheduling requirements of constructing a bridge in real life situations. Virtual reality software

helped students to visualize and analyze the projects sequential, spatial, and temporal contexts,

creating educational opportunities that would not be applicable in traditional circumstances.

Using web based and online technology such as video-blogging and podcasting, can

potentially sustain youth participation beyond access to information, social networking, and the

work practice opportunities afforded by project-based learning in the schools. (Maida, 2016, p.

766). For the purposes of this literature review and Collaborative Inquiry Project (CIP), the

authors of this paper chose podcasting as a suitable project format for effective PBL in

interdisciplinary curricula.
CIP LITERATURE REVIEW GROUP 1

Benefits of Podcasting

Recent studies have shown (Bruce & Lin, 2009) the benefits of interdisciplinary project-

based approach to learning using technology. Including creative podcasting projects can further

increase student engagement and helping increase confidence and gain the required skills to

express ideas effectively. Creative podcasting fits within the constructivist educational approach

to learning, and can enhance depth of understanding (Pegrum, Bartle & Longnecker, 2015).

Creating podcasts offers learners the opportunity to actively create meaning through reflection

and discussion, enhancing the learning process. Pegrum, Bartle & Longnecker (2015) report on a

study involving first year undergraduate chemistry students collaboratively creating podcasts,

exploring and explaining chemical concepts through contextual discussions. These podcasts were

eventually made available to their peers to listen and give feedback, as a community of inquiry.

The studys results show that in addition to improved student engagement and motivation,

creative podcasting can foster deep learning and enhance student understanding and knowledge

retention. The authors found that podcast creation turns learners into knowledge-creators,

actively constructing knowledge and developing critical thinking skills.

Armstrong, Tucker & Massad (2009) refer to the value of knowledge-creation in

podcasting and its significance in disseminating learner-generated content. Their case study

analyzed a class project in an introductory management information systems (MIS) course,

where students collaboratively created podcasts of interviews with experts in their research topic

fields. Not only did students gain content knowledge from the course, but the process of

organizing the project helped students increase their teamwork and project management skills.

Students involved in this project reported many benefits including the development of

technological skills, literacy skills, self-reliance, confidence, critical analysis, communication

CIP LITERATURE REVIEW GROUP 1

skills, increased creativity, and cooperation. As a result of this project, a library of interview

podcasts with experts was created for integration in future classes, creating an online community

of practice. The authors stated that software and instructions for creating podcasts are easily

available, making projects accessible for most students. They also indicated that creating audio

podcasting has advantages over video podcasting since it allows student to communicate without

having to deal with technical issues of lighting and camera, and the format is also less time-

consuming to edit. Given the benefits of creative podcasting found in the literature, students in

multiple disciplines can benefit significantly from the experience.

Podcasts facilitate interaction between students promoting social constructivist learning

in the classroom. When students create podcasts, and provide opportunities for their classmates

and teachers to listen and respond, the sharing and discussing of new ideas helps construct

meaning and knowledge through socially negotiated understanding. According to Cochrane &

Bateman (2009) podcasts create social constructivist learning environments that bridge learning

contexts (p.1). Platforms for sharing podcasts such as SoundCloud or YouTube help to

encourage online learning communities based on Vygotskys theory of social constructivism,

with interaction encouraging learning. Facilitating the engagement of online communities of

practice among students encourages them to create a space where they can share ideas, comment,

and reflect on peer feedback as comments received [from peers] can be just as powerful as

those of the teacher (Seitzinger 2008, p.9).

Podcasting is also a very powerful educational method: Students from kindergarten to

post-secondary school often have multiple responsibilities ranging from extracurricular, family

obligations, to after school work, and podcasts offer students access to learning in a mobile

environment while they have access to a handheld device able to play podcasts. Merhi (2015)
CIP LITERATURE REVIEW GROUP 1

points to the mobility given to students of university classes when using podcasts for educational

material, as learning should not be restricted to a specific timeframe. Podcasts give students the

opportunity to continue their learning after class as they are easily accessible using smartphones

or mp3 players. With access to podcasts providing students with access to course materials

outside of class time, often these students produce better academic results than without

supplementary materials (Ng'ambi & Lombe, 2012).

Podcasting and Pedagogy

To successfully integrate technology such as podcasts, it is important to incorporate

critical pedagogy. The authors of this review suggest following the Technological, Pedagogical

and Content Knowledge (TPACK) framework (Finger, Jamieson-Proctor & Albion 2010) to

understand the relationships between different forms of knowledge and pedagogy. It is important

for instructors to understand how the various software programs are used to create podcasts, in

addition to understanding the specific style, form, and function of the podcast medium. While

many students may have listened to podcasts, they may not necessarily understand how they are

created. Per Cochrane & Bateman (2009), teachers need to take significant time to gain skills

and understanding of new and emerging Web 2.0 tools for podcast creation such as Audacity or

Garageband (p.5). Even though many students may be considered digital natives, many still

need guidance in understanding how to use new tools. In addition to learning how to utilize

software, it is important for students to practice a variety of reflective tasks while using

technology. Without time set aside to reflect on work and improvement, finished products are

often underwhelming. Therefore, to successfully incorporate podcasts, teachers must create

activities for reflection and integrate these tasks within the course curriculum (Ng'ambi &

Lombe, 2012) to affect successful outcomes.

CIP LITERATURE REVIEW GROUP 1

Student response to podcast usage in education is often a neglected topic. Merhi (2015)

addresses this issue and in a survey study with 352 undergraduate and graduate students. The

results pointed out that technological, personal and social factors play important roles in podcast

adoption. Technological factors including perceptions of the relative advantages of podcasts

when compared to other media, its ease of use and mobility, were found to be the most important

factors for adaptation, while other factors such as perceived enjoyment and the image of students

also had a significant effect.

Despite the proven benefits of podcasting, students might be reluctant to use them.

Students require more time outside the classroom to master their learning, and if they are unable

to practice the technical aspects or articulate the effectiveness of podcasts, they may likely

choose other less effective learning methods. Therefore, the basic technological competencies

and attitudes are significant to increase student adaptation to the technology.

Challenges

As technologies continue to progress, particularly with social media and social

networking, future trends in educational technology can take cues from project-based learning

and interdisciplinary methods to fully engage students in the online world. As traditional

classrooms move towards hybrid models or fully online models of education, teachers can

involve students more with podcasting and video-blogging (vlogging) via online communities.

The advancement of virtual reality (VR) or augmented reality (AR) technologies are beginning

to show potential for project and interdisciplinary learning outside of traditional classrooms

(Sampaio & Martins, 2014); the podcasting model of creating and sharing media can be applied

to emerging technologies as they are adopted, albeit the barriers of access for high technology

may not be as equally applied.

CIP LITERATURE REVIEW GROUP 1

Although the aim towards integrating new technologies in project-based learning is to

increase the quality of education, these objectives should be carefully considered due to the

attachment of ideologies and politics stemming from the originating cultures, school systems,

and teachers. Even with the most altruistic of intentions, teachers and even students may be

drawn into their assumed neo-colonial worldviews that sometimes are insensitive to other

cultures, identities, and gender issues (Hauge & Bryson, 2014).

Despite these challenges, interdisciplinary and project-based learning offers many

possibilities for intercultural exchange: Bruce & Lin (2009) conducted a study in which a group

of Mexican American Youth connected with their heritage through reflecting on Hispanic

artwork, using digital media to communicate their opinion and concerns about their community

issues, linking to John Deweys interpretation of art as a social expression. These types of

projects help to draw attention to the participatory capacities of digital media by engaging

learners in their communities and empowering them to take responsibility in transformation of

social life. Interdisciplinary projects have the potential of empowering youth and provide a

learning model where they connect holistically with the world.

Conclusion

Podcasting is useful and easy technology for project-based learning, and there is a wide

variety of research and applications available for a wide range of disciplines. Podcasting

facilitates collaboration to create projects showcasing student growth in both content knowledge

and skills, and offers authentic social constructivist learning experiences. Through these

experiences, podcasting is empowering both its creators and its consumers: student participation
CIP LITERATURE REVIEW GROUP 1

helps to form communities of inquiry and practice based on similar interests, and offers a

medium for sharing conversations about interesting ideas, important issues, or social problems.

Podcasting offers a comparably low barrier of access for technology and cost; requiring less

investment in learning the technology, as well as the costs for equipment and software

(Armstrong, Tucker & Massad, 2009). Considerations should be made in the cases where

students may not have computer access, internet or wi-fi capabilities; the authors suggest

repurposing school equipment (PC with a sound card, basic microphone, internet access) and

using open source software like Audacity to create a small podcast lab that can be provided for

students.

The act of combining subjects and disciplines in the creation of comprehensive podcasts

offers students the benefit of sharing multiple perspectives, and the collaboration between

departments and disciplines can offer enriching experiences that encourage critical thinking and

the development of common sense skills useful for lifelong learning. Project-based learning

offers students a chance to practice vital life skills that serve them beyond the classroom, helping

to form productive and reflective members of society, and the act of creating podcasts helps to

encourage beneficial and open-minded discussion about important issues, reinforcing student

knowledge and creating positive communities of practice, in the classroom, online, and in real-

world contexts.
CIP LITERATURE REVIEW GROUP 1

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