IT Services



Podcasting in Teaching and Learning


Contents



1. Introduction

Since the launch of iTunes U in October 2008, podcasting activaties have flourished across the University. Examples of podcasting include:

On this page, you’ll find a set of resources intended to help you plan podcasts and identify how podcasting can enhance your teaching and students' learning.



1.1. What is podcasting?

Podcasts are audio or video files made available on the Internet for download and playback using a computer or a mobile device such as an iPod or smartphone. Most podcasts use RSS (an automatic subscription based system), which simplifies the regular checking and downloading process for a user.. [Source: http://library.hsc.unt.edu/researchtools/LibraryInformationTechnologyGlossary.cfm ]

If you want an introduction to what podcasting is, please watch the Why Podcast video.



1.2. Podcasting in H.E.: a list of pedagogical uses

A range of uses for podcating in education include:



2. Academic Podcasting Examples from Oxford

Figure images/video.jpg []

A short video on the use of podcasting in teaching and learning


2.1. Dr Stuart Lee - Podcasting English Lectures for revision and active engagment in a lecture

Figure images/stuart_lee.jpg [Dr Stuart Lee]

Stuart talks about his experiences as an academic producing podcasts for his English lectures  




2.2. Dr Andreas Busch - Introduction to the Government and Politics of Germany

Figure images/busch.jpg [Dr Andreas Busch]

Andreas is a former lecturer at Politics Department. He reported that enhanced podcasts helped his students to revise his lectures while maintaining a similar level of attendance.
More details of the case study …




2.3. Dr Marianne Talbot - Philosophy for Beginners

Figure images/mariannetalbot.jpg [Dr Marianne Talbot]

Marianne Talbot is a lecturer in philosophy in the University of Oxford Department for Continuing Education. She has become an iTunes U sensation with her lecture podcasts. Her podcasts reached the global number one position in October 2009 with over 250,000 downloads across the world.
“It’s extraordinary. It’s difficult to wrap my mind around the fact that throughout the world 18,000 people are downloading my lecture every week.”
More details of the case study ...




2.4. Dr Simon Benjamin - Caging Schrödinger’s Cat

Figure images/simon_benjamin.jpg [Dr Simon Benjamin]

Simon's podcasts have been hugely popular. The podcasts have enhanced the learning experience of his students as well as sparking an interest in the field of Quantum Nanotechnology within the general public.
More details about the case study …  




2.5. Dr Emma Smith - Educational Podcasts: Enabling “anytime, anywhere” learning

Figure images/emma-smith.JPG [Dr Emma Smith]

Dr. Emma Smith began podcasting her lectures on Early English Literature in Michaelmas 2009 for two reasons: to enable her students’ flexible “anytime, anywhere” learning, and to maximise the outcome of the effort that went into designing and preparing her lecture series. Through this educational technology, Dr. Emma Smith has reached a diverse global audience on iTunes U, and developed new digital skills.
More details about the case study …  



2.6. Access the Oxford podcasts

You can access all Oxford podcasts at http://podcasts.ox.ac.uk/



3. Applications of podcasting at other H.E. institutions

Assessing the use of Video and Audio Podcasts in the Teaching and Learning of Computing: A Pilot Study
This study concluded that students value podcasts as a useful supplement to lectures.  It also reported that provision of podcasts had little impact on student attendance as the majority of students did not believe that podcasting could replace face-to-face lectures.

More information: http://www.celt.mmu.ac.uk/ltia/issue15/waraich.php

Recording feedback as a podcast and uploading it to a VLE
Sarah Westwater-Wood, School of Nursing, Midwifery & Physiotherapy, the University of Nottingham. More info: http://www.nottingham.ac.uk/pesl/resources/elearning/recordin212/
Video feedback: a JISC funded project called ASSET
This project has developed an innovative, interactive Web 2.0 resource, 'ASSET', to encourage staff to experiment with the use of video media to provide feed-forward and feedback to students on their assignments.

More information: www.reading.ac.uk/videofeedback/Whatisasset/asset-WhatistheASSETProject.aspx



4. Podcast Production: How to plan and create educational podcasts



4.1. Pre-production planning

Define the purpose of the podcast you wish to create:

Who is it for? Define your intended audience. Be aware that material released publicly may draw a wider or more specific audience than you intended

Type of recording:

  • Filmed video (i.e. featuring live action such as recording a lecture with a camera in a room)
  • Screencapture video (i.e. recording presentations as seen on a display and typically not requiring a camera directed at a presenter)
  • Audio only (e.g. radio style broadcasts, where listeners are expected to be able to understand the content without being able to see the presenter or any additional displays). Note: Audio is typically much easier to produce, and often adequate.

Pre-production checking



4.2. Production of the content (Video Tutorials)

Figure images/video-icon.jpg []

More guidance can be found on the ‘how to podcast’ guide page.



4.3. Where to publish your content?

Public versus private podcasting: Podcasts are by their nature, publicly accessible and often can appear in many places. It is practically impossible to make digital recordings that can not be copied, edited, relocated, or republished anywhere else. For examples of the technical futility of trying, examine the news reports on film and music piracy. That said, by placing your content in a restricted access area (such as Weblearn) and asking users not to redistribute or share this material, the spread of your recordings can be contained to an extent, if that is your wish. Making your material publicly available, and advertising it with a suitable license (such as Creative Commons) is much more advisable. For more information on licensing and the benefits of public podcasting, please see the OpenSpires website.

The common places for podcasts to appear at Oxford are:

  • Your departmental and or college website
  • Your personal website
  • The University Web Portal for Podcasts (podcasts.ox.ac.uk)
  • Oxford on iTunes U
  • A WebLearn site: this is a good location to store and share files intended for use by a small or specific audience and can also host related materials such as Powerpoint presentations, handouts, etc.
Note: for the podcasting portal and Oxford iTunes sites, speakers need to have signed the relevant podcasting form before the podcasts can be published.


5. Integrating podcasts into WebLearn: authoring media enriched learning resources



6. Further resources 

A Strategy for Using Podcasts for Teaching and Learning in the Biosciences
http://www.bioscience.heacademy.ac.uk/ftp/tdf/barrystrategy.pdf             

This is a practical guide on how to produce podcast to enhance student learning experience.

An evaluation of learner-generated content and podcasting
www.heacademy.ac.uk/assets/hlst/documents/johlste/vol8no1/PP0214Format117to123.pdf

Education research: this study explores the use of podcasting as a means of developing learner-generated content

MPALA podcast models
http://www2.le.ac.uk/projects/impala/documents/IMPALA_podcast_models

A range of pedagogical models to address specific challenges in teaching and learning.

Video case studies:

Making a podcast of a lecture: recording and uploading to VLE
http://www.nottingham.ac.uk/pesl/resources/elearning/makingap677/
Recording feedback as a podcast and uploading it to a VLE
http://www.nottingham.ac.uk/pesl/resources/elearning/recordin212/
ePioneers project: vodcasting - videoing lectures
http://www.nottingham.ac.uk/pesl/resources/elearning/epioneer222/