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StudyCasts: A Creative Approach to Improve Student Outcomes and Engagement

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Listen and learn : Ed talk

Dr. Jabari Cain  
Dr. Sylvia Cain  
Dr. Brent Daigled  

StudyCasts, when used to supplement instruction, can lead to increased student outcomes in an environment that promotes active learning, critical thinking and higher levels of engagement. Explore the steps involved in the creation of StudyCasts so that it can become a part of routine instructional delivery in the classroom.

Audience: Curriculum/district specialists, Teachers, Teacher education/higher ed faculty
Skill level: Intermediate
Attendee devices: Devices not needed
Topic: Instructional design & delivery
Grade level: 6-12
Subject area: Social studies, Special education
ISTE Standards: For Students:
Creative Communicator
  • Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
  • Students publish or present content that customizes the message and medium for their intended audiences.
For Educators:
Facilitator
  • Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

Proposal summary

Purpose & objective

Participants will better understand the purpose and use of StudyCasts as an effective instructional strategy for students in secondary classroom settings. They will be able to identify the potential of using StudyCast technology across multiple content and subject areas to improve student engagement, technology use, and overall learning outcomes.

Additionally, focus will be given to the unique flexibility of this strategy to help meet the diverse learning, social, and behavioral needs of students with exceptionalities.

Attendees will be given the opportunity to create their own StudyCast through an interactive session with the presenters of this session. This will include an overview of the technologies needed to create a StudyCast, as well as the steps and necessary digital apps used to complete this activity. Attendees will leave this session with their own user-created StudyCast episode that can be used as a model for implementation in their own classroom.

This session is presented by Jabari Cain, Sylvia Cain, and Brent Daigle. This interactive presentation is based on their recent publication about StudyCasts and their experience in higher education in the areas of Instructional Technology, Secondary Education, and Special Education.

Outline

This interactive presentation is segmented into three distinct parts:

Part one: Overview and research basis of using StudyCasts as part of routine instructional delivery. Using a model based on direct instruction, participants will be provided an overview of the potential benefit of using StudyCasts in the classroom. Additionally, an outline of the steps needed to create a StudyCast will be provided to the audience. Lastly, an explanation of the digital tools and apps required for this strategy will be given. Attention will be given to the ease of implementation found in this strategy. Using existing app-based technologies (e.g., Audacity, GarageBand, Anchor), teachers can easily implement this engaging activity into their routine instruction.
Content and activities: Overview and technologies used in this instructional strategy.
Time: 20 Minutes
Process: Direct Instruction.

Part two: Interactive activity lead by the presenter where each participant in the session will create their own (mini) StudyCast. The audience will be guided through each step of the process, using their own devices (eg., iPhone, Android, tablet, iPad) to create their own StudyCast episode. Participants will be able to use the StudyCast episode they create during the session to serve as a model for implementation with their own students for content delivery and knowledge retention.
Content and activities: Interactive user-created StudyCast episode. Each step of the StudyCast process will be lead by the presenter as participants create their own episode.
Time: 25 Minutes
Process: Device-based activity with the facilitator and peer-to-peer interaction

Part three: Questions, clarifications, and closure. The objectives addressed in this session will be delineated and summarized. Time will be given to address any questions or clarifications raised by the participants in this session. A concise summary of “What did we Learn today” will be given as closure to this activity.
Content and activities: A summary of the objectives from this session will be provided. Any questions or needed clarifications raised by participants in the session will be addressed.
Time: 15 Minutes
Process: Interactive dialogue between the presenters and the audience to clarify any remaining questions and allow for closure of this activity.

Supporting research

Cain, J., Cain, S., & Daigle, B. (2021). Constructivist Podcasting Strategies in the 8th Grade Social Studies Classroom: “Studycasts” Support Motivation and Learning Outcomes. The Social Studies, 1–12.

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Presenters

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Dr. Jabari Cain, Kennesaw State University

Dr. Jabari Cain teaches undergraduate and graduate courses in the Instructional Technology Department at Kennesaw State University in Kennesaw, Georgia. His PhD is from The University of Nebraska–Lincoln. Dr. Cain is the 2011 recipient of the Apple Distinguished Educator (ADE) award presented to innovative teachers and their use of Apple products in the classroom.

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Dr. Sylvia Cain, Mercer University

Dr. Sylvia Y. Cain is an Associate Professor of Elementary Education at Mercer University. She researches integrating instructional technology with literacy and social studies methods for effective teaching and learning practices.

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Dr. Brent Daigled, Loras College

Brent Daigle is an Assistant Professor of Special Education at Loras College in Dubuque, Iowa. His PhD is from Louisiana State University.

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