Developing interactive podcasts for a large entry-level class in Earth and Environmental Science
This project proposes to build a series of interactive podcasts embedded in moodle modules to present key concepts in earth and environmental sciences for entry-level students (from both ETH and UZH). As the audience in this first-semester class is often heterogeneous, the modules offer the students an individual, independent, and flexible way of learning the required basic theory.
The project
In this project, we built a series of interactive podcasts embedded in moodle to present key concepts in earth and environmental sciences for entry-level students (from both ETH and UZH). As the audience in this large (> 200 students) first-semester class is often heterogeneous, the modules offer the students an individual, independent, and flexible way of learning the required basic theory. This seems to be one of the best ways to teach such large classes.
Implementation into teaching practice
We produced a series of podcasts, 5 to 30 minutes long, on specific themes in the earth and environmental sciences. They were embedded into the moodle course of the class ‹Dynamische Erde 1›. These podcasts were developed by one of our MSc students (who has also been working for focusTerra; Léon Frey) on the basis of my lectures given the years before.
I used some of the podcasts in class, supplemented by lectures, exercises and Q&A sessions (using mostly the ETH EduApp). All podcasts could also be watched (re-watched) outside of class, on the students own timing.
These podcasts are also available on YouTube (https://www.youtube.com/@dynamischeerdeethzurich5806).
Lessons learned and further impacts
For the teaching team, the goals were fully achieved; the podcasts were all completed, and I consider them very well done. There were no significant deviations from the original plans, and I have not yet discovered unexpected benefits, although I find teaching in this more dynamic environment (with short lectures, Q&A sessions, and small exercises together with the podcasts) much more pleasant and fulfilling. I hope the students will reach the same conclusion. We have been running a small survey at the end of the class to gather their opinions, and the comments are very positive (the pdf showing the results are available upon request). I have also prepared a small data analysis exercise with the help of my colleague Greg de Souza, and this was also well received by the students; they seem to want more of these small exercises…
The way this class was taught seems to be an excellent solution for large class sizes, and I would recommend this to other courses, such as Geology of Switzerland.