1. Are all the vodcasts created by yourselves or have you used any peer teaching?

Aaron and I make the podcasts before class. Since we both teach the same classes we have taken turns. I do unit 1 and he does unit 2, etc. This has seemed to work well. We have also done a few together where both of us are sitting in front of the computer making the podcasts. We have found this to be the best way to do it. There is a dynamic when there are two people that seems to really help the learning process. It is one of our goals to find time to sit down and make podcasts together. Now if only our school would give us time off together to make these kinds of podcasts.

2. Have any of the topics covered been more successful than others? If so why?

We have found that subjects where students have to follow a set of specific instructions is the best use of podcasts. balancing chemical equations, doing stoichiometric calculations. What we have also noted is that really tough conceptual topics like quantum mechanics and atomic theory have not worked as well. Next year we may just do these live in the class...

3. Are other subjects taking your research on board? Which have been most successful?

Our Spanish teachers (foreign language) are just now starting this out. They are very excited about podcasting. Some of their issues is that they need to purchase higher quality microphones since the audio quality is important to them. We have other science teachers podcasting as well. These teachers are now recording their lessons live and archiving them for future use for their students.

4. How long does a typical cast take to produce?

Recording is done live. We simply record as we teach. So as long as the podcast is how long we use to make them. Editing them after the fact we have found is a pain so we try and do them right the first time. Occasionally we have had to do them over. After the podcast there is some time to format the podcasts into useable formats. This requires that we just push the "format" button on SnapKast and wait. We also use Nero to make DVD's. This requires some time (and computing power) but again once you have done this a few times you just let the computer do it's work.

5. What are some fringe benefits of vodcasting?

1. Parents are watching the podcasts with their kids and learning Chemistry along with them.
2. Kids are moving ahead. This enables them to learn at their own pace. I have one student who started the course midway into the year and has accomplished 1 year of chemistry in 1/2 a year.
3. As Aaron and I have made the podcasts we have had to discuss how we teach. We have had to have conversations about best practices and this has helped us become better teachers. Our close relationship has truly helped kids out.
4. Students get more than one perspective on Chemistry. Instead of "me" being their teacher they consider Aaron and I their teachers. It is much more a team approach. I have even had kids stop me in the store, at the dance, etc and tell me that they love my podcasts--and these are kids I don't know.
5. We regularly get emails from other students around the country who are watching the podcasts to hep them understand Chemistry
6. And related, we get emails from teachers who are using our podcasts from all over the world to supplement their classes.

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