Hi everyone,

Learning Outcome

Students will be able to identify, understand, and differentiate between Freud’s id, ego, and superego.

Listen to the following podcast by Tamar Gendler (Parts of the Soul I) from Internet Archive and Open Yale Courses . Please be aware that you are only required to listen to the section from 10:30-15:00.

Using Audio to Support Learning

This audio resource supports my learning outcomes since it first differentiates how the id, ego, and superego differ from one another. Secondly, this audio resource supports my learning outcomes since it clearly argues that while the id regards human impulse and drive in an unconscious way, it is the ego which manifests human consciousness and self-reflection. The selected section of the audio resource is then concluded by stating that the tension between the impulsive action of the id and the conscious awareness of the ego is counterbalanced by the absence or presence of the human integration and internalization of social norms and taboos.

Carter’s (2012) Principles of Audio Design & My Audio File

My selected audio resource from Open Yale Courses is well-supported by Carter’s (2012) four audio design principles. For example, the lecture recording of Tamar Gendler uses a combination of Carter’s (2012) informational narrative of presenting facts in a clear and concise way with brief references to student participation in their course-readings (p. 55). It is also evidence that Tamar Gendler speaks in short-sentences which is indicative of Carter’s focus on the fleeting nature of spoken words which dictates that audio recordings need be avoidant of unnecessary complexity (p. 56).

It is also very clear that my chosen Open Yale audio-resource avoids inappropriate environmental sounds which would have distracted students listening to the audio recording (p. 56). Lastly, my selected audio recording of Tamar Gendler’s brief lecture on Freud’s Theory of Personality helps to reinforce student listening since it Tamar Gendler avoids the “unexpected silences, hesitations, and ‘um’ moments” which helps all students listening to the audio recording to not exert excessive cognitive processing (p. 57).

Suitability & Reflection

Upon reflection of the overall suitability of this audio-file, I believe that it is highly suitable but that it requires minor editing. For instance, while I feel that the selected audio from 10:30-15:00 behaves as an excellent supplementary resource for my learning outcome, I nonetheless believe that if I were to edit/clip the audio to only be my selected portion of the entire 40-minute lecture that students would have an easier means of managing the content.

Best,

Carson 🙂

References

Carter, C. W. (2012, October 26). Instructional audio guidelines: Four design principles to consider for every instructional audio design effort. Techtrends: Linking Research & Practice to Improve Learning, 56(6), 54–58. https://doi.org/10.1007/s11528-012-0615-z

Gendler, T. (2012, March 27). 3. parts of the soul I : Tamar Gendler. Internet Archive. Retrieved February 28, 2022, from https://archive.org/details/podcast_philosophy-science-huma_3-parts-soul-i_1000112264831