IRT is wrapping up a pilot project to investigate instructional uses of podcasting at UST.

Introduction

In the past decade, the experience of "audio or video on a computer" has moved from novel to common. To address how this change in technology and culture is influencing the changing opportunities for teaching and learning, Information Resources and Technologies has sponsored a project to investigate podcasting of instructional content.

Resources

UST's pilot project for Podcasting Instructional Content was introduced and explained in a September 27th Bulletin Today article.

Additional ideas for podcasting in UST courses appeared in a December 15th Bulletin Today article.

An article in EduCAUSE Quarterly entitled "Podcasting Lectures" discusses podcasting in the context of work at the University of Michigan School of Dentistry.

EduCAUSE also features a concise overview of podcasting in academic settings in its document 7 Things You Should Know About Podcasting:

"Because students are already familiar with the underlying technology, podcasting broadens educational options in a nonthreatening and easily accessible manner. For example, podcasting allows lectures or other course content to be made available to students if they miss class. Beyond missed lectures, podcasting can provide access to experts through interviews. Podcasting is not limited to content delivered to the student, however; students can create their own podcasts—as a record of activities, a way to collect notes, or a reflection on what they have learned."

Ideas for Instructional Podcasting

Based on concepts outlined by Elliott Masie, consider the following uses of podcasting in the classroom.

Blended Models (using a podcast in conjunction with a face-to-face classroom experience):

Learning "marketing" podcasts: Promote your learning activity to prospective learners.

Pre-work content podcast: Ask learners to access content prior to class so that face time is spent on interactive dialogue rather than lecture.

Post-class follow-up: Extend the class with either additional content or context. These podcasts can be designed according to the questions learners ask in class, or they can be sent to the instructor after they return to the workplace.

Podcast of class: After a seminar, provide learners with a complete audio-video podcast of the seminar. This allows them to review the content on a granular level.

 

Stand-Alone Podcasts (using a podcast as a class-independent content offering):

Subject-matter expert interviews: Create a series of podcasts with internal and external experts on a given subject.

Step-by-step instructions: Walk learners through the steps of how to perform a task, do a procedure, use an application, or operate a piece of machinery.

Weekly talk show: Create a weekly talk show on a continuing topic or ongoing academic discussion.

Debrief of key events: Use podcasts as quick debriefs of key events on students' minds

Podcasts from the crowd: Imagine if you could get 100 short podcasts from students across multiple sections of class, sharing their ideas on a key topic in the course. Although it might be chaotic, it also would create a great pool of wisdom.

Additional information about these uses of podcasting can be found at The MASIE Center web site, including a podcast (MP3 download) and transcript (PDF download) discussing the topic.

Timeline and Contact Information

Excellent information and experience has been gathered from the departments and individuals (faculty and staff) who participated in the project.  IRT is now working to document support levels and recommended courses of action for faculty who are interested in integrating podcasting into their curriculum. 

To discuss if podcasting is right for you or your class, contact your academic technology consultant, or the IRT Tech Desk, (651) 962-6230.