Podcasts – Technology Summary
Podcasting is a term derived from a combination of two separate words, pod derived from iPod and cast from broadcasting. Podcasts are defined as an audio media file available for download from the internet or to subscribers through a syndication feed which can be played at a later point in time on any device capable of playing MP3 files. Using podcasts are an inexpensive way to create audio files for the classroom. In higher education, instructors typically provide podcasts of recorded lectures or supplementary course content materials. Learners cite portability and flexibility as benefits of podcasts. A high degree of learner satisfaction is associated with the use of podcasts.
Advantages
- Convenient for faculty and students to access portable digital content (Skiba, 2006; McGarr, 2009)
- Flexible, independent access to digital content (Skiba, 2006; McGarr 2009)
- Easy-to-use tools for recording (Skiba, 2006; Brown et al., 2009)
- A low-cost technology that can be created using open source software (Hew, 2009; Brown et al., 2009)
- Greater student engagement and interest inclass discussions, labs, field research, and independent projects (Skiba, 2006)
- Enhanced support for individualized learning preferences and needs (Skiba, 2006)
Disadvantages
- Challenges for full integration within existing technology infrastructures (Skiba, 2006)
- Lack of pre-existing academic content and difficulties with licensing agreements from commercial resources (Skiba, 2006)
- Technical limitations and lack of training resources (Skiba, 2006; Copley, 2007)
- Lack of awareness and knowledge by faculty, staff, and students in podcast functionality (Skiba, 2006; Hew, 2009)
- Inability of podcasts to deliver visual information (Hew, 2009)
- Lack of structured learning environment (Copley, 2007)
Best Practices
- Practice content delivery before recording – too many podcasts recorded for educational purposes lack focus (Olliges, 2009)
- Podcasts of lectures should be comprehensive as students use them for 1) revision of notes or preparation for assessments, 2) to take notes at their own pace, 3) catching up on missed lectures, and 4) maintaining a complete record for their own interest (Copley, 2007)
- Podcasts are best used when delivering supplementary materials or preparing students for further information to be discussed in a lecture; podcasts assist learning (Olliges, 2009; McGarr, 2009)
- Break lecture podcasts into segments to meet listener preferences (Copley, 2007)
- Podcasts should not be more than a maximum of 20 minutes in duration (Hew, 2009)
- Ensure podcasts are relevant to the subject area (Hew, 2009)
Apply this technology
How to Implement
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George Mason University has space available on iTunes U to upload podcasts. They also have a website describing how to acquire space on their iTunes U. To access George Mason’s iTunes U, you will need the iTunes software. GMU process and access to GMU iTunes U |
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The video below describes how to create a podcast for use in an educational setting. Topics include technical requirements, how to select appropriate content, and how to develop a script. Instructions for creating, editing, and exporting a podcast are also included. |
Real World Examples
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A set of podcasts and vodcasts are available to George Mason faculty, staff, and students that support a GMU course on how to make an instructional podcast. To view these examples, login to Mason iTunes, scroll down to the link ‘Education and Human Development,’ and then select EDIT 575: Introduction to Podcasting. A menu of podcasts and vodcasts are available to download. To access George Mason’s iTunes U, you will need the iTunes software. |
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Four podcasts are available. Each is formatted to provide an introduction, content, and summary . The Princeton: Rhyme and Reason reviews a case history in the context of the training topic. The Princeton: Swine Fluent provides an example of how to use a recorded point-counterpoint discussion as a means to introduce and analyze content. |
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Scientific American offers free daily podcasts on a selection of topics. Each podcast is limited to ‘60 seconds’ of information. This type of podcast application could support an online course to keep the student engaged on a regular basis and later serve as reference materials. |
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Two podcasts were created to augment ACQ201A, Module 6, Lesson 1: Contract Dispute. The first podcast serves as an introduction to the module by reviewing terminology, summarizing the case history, and presenting rhetorical questions. The second podcast provides a summary of the lesson. |
Practice
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George Mason University has space available on iTunes U to upload podcasts. They also have a website describing how to acquire space on their iTunes U. Note that GMU defines podcasting as including both audio and video files. To access George Mason’s iTunes U, you will need the iTunes software. |
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Audacity® is free, open source software for recording and editing sounds. It is available for Mac OS X, Microsoft Windows, GNU/Linux, and other operating systems. |
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Jokosher is a simple and powerful multi-track studio. Jokosher provides a complete application for recording, editing, mixing and exporting audio, and has been specifically designed with usability in mind. The developers behind Jokosher have re-thought audio production at every level, and created something devilishly simple to use. |
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GarageBand for Apple, is a streamlined digital audio workstation (DAW) and music sequencer, which can record and play back multiple tracks of audio. Built in audio filters allow the audio track to be enhanced for recording guitar instruments, etc. The tuning system can also effectively imitate the auto-tune effect when tuned to maximum. |
