I am attaching my literature review for the MDDE663 course.  It is far from perfect and I need to do another edit but I thought I should post it warts and all:

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I had trouble expressing myself clearly in the review and I think my muddled thinking was reflected in the writing.  For some strange reason my writing skills seem to be getting worse the closer i am getting to the end of my program.  My classmate, Glenn, may find it interesting that I think I express myself clearer in my blog postings then in my formal papers.

I am including some thoughts I have that I would like to make about the topic of using mcasts (audio/video podcasts, screencasts, video clips) in education:

What does the literature conclude?

• Use of podcasts in lectures shows no evidence of student achievement.
• Students appreciated having recorded lectures available for download but did not always take advantage of them.
• Some concern about transferring lecture style instruction to podcasting.
• RSS feeds were an advantage for students to minimize the hassle of finding and downloading podcasts.
• One study focused on the use of podcast lectures and note-taking and found improvement over notes taken in class.  Concludes podcast lectures lead to better review of material and therefore a better understanding of material.
• Podcasts can’t replace the vital role of the instructor.
• Students prefer to use recorded podcasts on computers
• Literature recognizes need for further studies.
• Lack of studies about use of asynchronous video in education (eg. video clips, screencasts).  Most studies look at podcasts lectures that are audio with synced slides.
  

What areas need further research?

• The affect of asynchronous video.  I made a clumsy attempt to get at this by looking at video conferencing.  I think some of the benefits of VC can be transferable to asynchronous use of video (e.g. video clips).
• Need to look at how asynchronous audio and video affect learner motivation.  Does this not lead to interaction and further engagement and investment by students in the learning experience?
• What about integrating these technologies for student use in courses?  Studies look at how lectures can be broadcast to students but what if students were encouraged to reciprocate?  What about student assignments that using these technologies?  How would that affect the learning environment?
• Think about your own reactions to seeing and hearing your instructor and fellow students for the first time in a distance course?  How did you feel about this experience as a learner?
• Cheaper and simpler broadcasting technologies are now available to record audio and video and share it via the web (Flip Video camera, Audacity, Windows Movie Maker, Viddler, Vimeo, ITunes, The Jing Project, Screen Toaster …).  How can these be best utilized for education?
• Now possible to stream video over the web cheaply.  (Ustream, Stickam Chat, …) and record these streams.