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
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
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
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
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
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
More information: http://www.celt.mmu.ac.uk/ltia/issue15/waraich.php
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:
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:
5. Integrating podcasts into WebLearn: authoring media enriched learning resources
6. Further resources
This is a practical guide on how to produce podcast to enhance student learning experience.
Education research: this study explores the use of podcasting as a means of developing learner-generated content
A range of pedagogical models to address specific challenges in teaching and learning.
Video case studies: