IMPALA Informal Mobile Podcasting and Learning Adaptation

Cardiff University

Podcasting and Pedagogy: How to Make and Use Podcasts in University Teaching

The world of internet and digital technology seems to be in a constant state of flux.  Everything that is solid one week seems to turn to dust the next.  In the last two years, the great craze was media blogging –  DIY-style reportage.  But the past year blogging has been surpassed by podcasting.  "Podcasting" is a neologism that combines the words "iPod" and "broadcasting."  The term is not altogether accurate as neither podcasting nor listening to podcasts requires an iPod (the slick looking digital music players made by Apple).  That said, the podcast phenomenon has been given a help in hand by the download music revolution.  Podcasting was initially used by amateur broadcasters and music radio buffs.  But the medium was soon embraced by traditional broadcasters and social institutions like government and business.  Higher educational establishments were also aware of the opportunities afforded by podcasting.  American universities led the way whilst UK establishments have lagged behind.  And the objective of this presentation is to make the case for the use of podcasts in University teaching. 

This presentation will show how podcasts can be produced using free software such as Audacity and Itunes.  There will also be some discussion of the ideal format for podcasts: How long should they be? What sort of material should be included?  Should they sound professional?  And can you include music?  More importantly the presentation considers the use of podcasting in higher education.  From simply recording existing class lectures to developing new supplementary course materials, there are particular benefits to be had from using downloadable audio content, complementing WebCT and other e-learning tools.  While podcasting cannot be a complete replacement for face to face education, the potential uses of podcasting in the university setting include the following: the provision of a flexible learning source that allows students to listen to lecture style content when and where they like, flexibility in class schedule, the coverage of dry academic material in a way that is engaging and even entertaining, the potential to create a medium which is specific to the e-learning medium.  In strategic terms, podcasting can allow lecturers to transfer course materials to the web.  There are some lecturers that are substituting lectures with podcasts, leaving more time for quality contact time with students.

In addition, I will argue that podcasting can be integrated into way students are assessed.  So alongside the orthodox methods of essays and exams, my idea is that students can be required to produce their own podcasts.  I feel this will help to help make the process of student assessment a process which helps to encourage and harness the creative potential of students.  In intellectual terms, podcasting has the potential to help academics re-engage with the public.  Since the post-war the academy has become inward looking and peer-directed.  The public has become alienated from academia.  The digital technology of podcasting gives us an opportunity to engage once more with the public, starting with our own immediate public – students.

Presentation

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