Universidad Complutense de Madrid (SPAIN)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 8929-8934
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.2176
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Learning of future graduates should be based on knowledge and skills, both professionally and socially, according with the European Higher Education Area. In this sense, several researches have highlighted the potential of podcasting in the teaching-learning process, especially from the perspective of the positive effects on students, who can have greater control over their own training and achieve a rich experience.

According with the above mentioned, in the present academic year (2017/18) students of different subjects (such as Nutrition, Analytic Chemistry and Nutritional Status Indicators,) of the Degrees of Pharmacy and Human Nutrition and Dietetics are preparing subtitled videos with a duration of 5-7 minutes (with the possibility of translating it into a foreing language) and their corresponding podcasts (in Spanish) about theoretical information of the subject. For the elaboration of the materials, students are using free access online tools. To recording videos, students can use video cameras, mobile phones or tablets. In addition, they also can use some video editing software like Windows movie Maker or IMovie, which are very simple to handle software, with which they can import photos, make presentations, add videos, audio, music, effects, transitions, etc., They also can use Screen-O-Matic and ScreenFlow, that are free screen recording software. Furthermore, to add subtitles they can use different programs like Dotsub or Youtube, which allows subtitle videos in several languages in a simple way. Finally, for the edition of the podcasts they can use software like ePodcastCreator or EasyPodcast, which are very intuitive and simple to manage.

In this way, students can consult the audiovisual materials with the theoretical contents of the subjects where and when they want. Thus, the limitations of the classroom, and their schedule of the learning, are released. In addition, it allows foreign students and those with audiovisual disabilities to study the selected subjects, providing a recognition to the diversity of university students.
Podcast, subtitle videos, innovation.