Evaluating podcasts as a science communication assessment for postgraduate students

IF 1.9 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Innovations in Education and Teaching International Pub Date : 2023-10-05 DOI:10.1080/14703297.2023.2267047

Isabella Vainieri, Lisa Thackeray, Saul Hillman, Alejandra Perez, Ruth Roberts, Elena Panagiotopoulou

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引用次数: 0

Abstract

Communication to the lay audience is a critical skill in academia. To equip students with this skill, we developed a new workshop and assessment. Postgraduate students attended a 1.5-hour workshop taught by a communication expert to develop communication skills and deliver engaging presentations. They were then asked to develop a 10-minute podcast to present their research dissertation (including background, aims, methods, analysis, preliminary findings, challenges, and importance) to a non-academic audience. Feedback from 15 postgraduate students and reflections from four staff members were gathered and examined. Our results show that both the workshop and podcasts improved students’ confidence in science communication, but some adjustments were suggested. Staff reflections were in line with students’ feedback highlighting that the assessment was effective in teaching the importance of communicating their research in an accessible way. Overall, podcasts can be used as an alternative assessment tool to teach science communication.

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对播客作为研究生科学传播评估的评价

在学术界，与外行听众沟通是一项关键技能。为了让学生掌握这项技能，我们开发了一个新的研讨会和评估。研究生们参加了一个由沟通专家讲授的1.5小时的研讨会，以培养沟通技巧和发表引人入胜的演讲。然后，他们被要求制作一个10分钟的播客，向非学术观众展示他们的研究论文(包括背景、目标、方法、分析、初步发现、挑战和重要性)。15名研究生的反馈和4名工作人员的反思被收集和审查。我们的研究结果表明，研讨会和播客都提高了学生对科学传播的信心，但建议进行一些调整。教职员的反映与学生的反馈一致，强调评估有效地教导了以无障碍方式交流研究的重要性。总的来说，播客可以作为一种替代的评估工具来教授科学传播。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Innovations in Education and Teaching International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.80

自引率

5.60%

发文量

期刊介绍： Innovations in Education and Teaching International (IETI), is the journal of the Staff and Educational Development Association (SEDA) www.seda.ac.uk. As such, contributions to the Journal should reflect SEDA"s aim to promote innovation and good practice in higher education through staff and educational development and subject-related practices. Contributions are welcomed on any aspect of promoting and supporting educational change in higher and other post-school education, with an emphasis on research, experience, scholarship and evaluation, rather than mere description of practice.