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Reginald D. Miles

Department/ College

RTVF - John H. Johnson School of Communications






Dr. James Rada

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I am a graduate of Columbia College Chicago (B.A. Liberal Arts) and Governor State University (M.A. Media Communications) authoring a thesis entitled “Introduction to Webcasting.” Prior to joining Howard University as Assistant Professor in August 2003, I worked over 20 years in broadcast industry as an announcer, production director, recording engineer, audio engineer and broadcast manager. At Howard University, I became technology consultant for the Black College Wire Internet News Service producing audio content from several HBCU's. I have lectured and trained journalism students in audio production at the Freedom Forum in Nashville, TN. I presented Podcasting: A Supplemental Learning Aid at the WSSA Convention and served a panel moderator on a Podcasting Panel and the Broadcast Education Convention 2009.


Facebook and Podcasting Linking Social Networking Applications in the Classroom


Radio Production - RTVF 322 02
CRN: 82296

Advanced Radio Production - RTVF 423 01
CRN: 82315

DS: Multitrack Music Prod - RTVF 412 01
CRN: 88747

URL OF RESOURCE!/Professor.reginald.miles

Howard University -Advanced Radio Production Class

Howard University - DS: Multi-Track Production Class

Teacher In The Pocket Podcast



In a effort to make instruction available to students on demand and time shift learning I sought to use the Internet as an assistant and combine components of Web 2.0. Podcasting an application under the Web 2.0 architecture allows the placement of audio and video content on the web. To expand the use of podcasting for both audio and visual learners. I incorporated another aspect of the Web 2.0 applications social networking. I utilized a social networking application 'facebook" to create virtual learning communities. The use of this technology allows students to communicate with each other and the professor. It is a technology that over 97 percents of the student use on a daily basis.


I am attempting to provide constant and consistent communication to help students focus on the subject matter and build a routine in the completion of their assignments. I was frustrated with the "I didn't know that" response, procrastination and "excuses" of the student. I interviewed the students and discovered several reasons for the lack of awareness and procrastination. With the fascination towards mobile technology among students, I sought to enter a realm where they already are. I discovered the very popular social networking application called "facebook." This Web 2.0 application allows for constant and consistent communications among "peers." The application allows the user to virtually link everything. The very nature of the software tracks through a digital signature the every movement of users of the application. I thought it would be an interesting supplemental learning aide to the classroom by creating virtual "groups" where I can communicate everything about the class with students. Facebook allowed me to attach my podcasts to the group pages where all students in the group could see or hear the material.


I signed up for a separate facebook account and also created a new email account strictly for the students to interact with me outside of class. The facebook technology was restricted to only the students in the class. As the administratior, students had to request to be a "friend" and I had to accept the request. Once the students were signed up in the group, I began to supplement class lectures with my podcasts linking them directly on facebook. The feedback from the students in the class was immediate as the students appreciated the on demand availability of class content and instruction. I employed facebook to post assignment due dates, quiz dates, test dates etc. Every students in the class can be notified in a single click of the mouse. In addition to creating the class groups on facebook students were required to sign up for a podcasting site using "Podbean or Podomatic. Students then were required to upload their audio assignments to their podcast site and then encouraged to add the link on facebook. This created a virtual audio community where the students were able to listen and hear each others productions and not incur cost of buying CD’s to submit assignments.


The improvement with on time submission of projects was immediate. Project submissions via the web is at 90 percent in all classes. Feedback with the students has increased. Production execution level has increased.


I issued an on line survey to ascertain the the students knowledge of facebook and podcasting. Survey monkey was employed to gather the initial data. The results of the survey was encouraging. Of the responses obtained, 92.3 percent of the students stated they were a part of a social network. 81.0 percent of the students surveyed stated that they belong to facebook.
When asked about the using the Internet to gather information for class, 50 percent of the students agreed and 46 percent of the students strongly agreed that they use the Internet for class preparation.
Students submitted a wide variety of comments. Some student responses were "In this day and age, countless persons don't read more than 2 sentences per topic. Thus, the appreciation speaks volume. The use of media in a media class puts the lesson to test.
"More teachers should consider making their materials available like this."
"With media being so intertwined now, I am excited to add more skills to my repertoire."
"Using facebook was a very creative and generation friendly method of teaching. It is a source that my classmates are very familiar with and use frequently."


Teacher in the Podcast and Facebook has allowed me to bridge many gaps. I was able to connect directly with both aural and visual learners. Also the student were more receptive to doing work and handing in assignments on time without excuses. The time shifting options of the podcasts and facebook fostered more questions from the students. I was able to share more "production secrets" as the sound of the use of the audio tool peaked the student interest. I was able to teach myself how to use facebook and streamline the application for "educational" purposes only.


The cost of the production was $0.0 dollars to the university, $0.0 dollars to myself and $0.0 to the student.


Through Web 2.0(facebook and podcasts) there are no limits to what can be produced by the faculty of Howard University. Professors considering adopting the use of facebook in the classroom as a supplemental learning aid for classes must realize extra preparation time will be required. A professor who desires to use facebook must independently assess the value of the application. A major hurdle in utilizing facebook is the terminology the software uses in setting up virtual communities. The word “friends” brings to focus an ethical situation. Can professors and students be friends? I chose to create a separate account strictly for use with students. In my mind the power of the application in connecting and linking people of the same group together outweighed the ethical concerns of some professors being "friends with students. I contend using facebook as a supplement to the class places students in an arena where they can flourish, communicate, interact, obtain instruction and feedback on demand. Students can continually work and learn in an environment they are accustomed to.


The facebook and podcast production covers learning styles of visual and auditory students. The technology reaches the students where they are and how they use mobile technology. The primary reason for employing facebook was to avoid having a student go outside of their normal routines with technolofor the student's time. I want to avoid that in teaching students audio.


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