Our group had the topic of Podcasting. In exploring our individual interests in podcasting, and what would be useful to us in our own practices, we decided to create A Podcasting Guide for Educators. This guide is designed to help educators explore the possibilities that podcasting presents to both educators and students. Discover how educators are using podcasts in their classrooms, case studies, how to podcast guides for both students and educators, and more. Dive into examples, partake in discussions, try your hand at a bit of creativity, and even join the studio audience for the live recording and broadcast of a podcast!
Due to our varied interests, background in education and edtech, and experience, the guide is quite substantial, so we do not expect you to go through it in its entirety. Rather we recommend that you orient yourselves via our Welcome Page and utilize the Table of Contents on the sidebar to choose your own pathway to the sections of interest to you.
Get started with A Podcasting Guide for Educators here: https://storytogo.ca/classroom/course/a-podcasting-guide-for-educators/
We are also hosting two interactive, live studio recordings of the Encounters in EdTech podcast on Friday November 12th, 2021, for you to participate in, if you wish. The podcasts in question are as follows:
- Podcasting with Kids (Grade School Educator focus) – November 12th at 8 am PST – Tune into the replay: https://firesidechat.com/ericahargreave/01FKA12QD4N1SMNWJJ84N5EVNG
- Utilizing Podcasts with Adult Learners – November 12th at 1 pm PST – Tune into the replay: https://firesidechat.com/ericahargreave/01FM1HMEZNS875SY2H1J0PVP6S
For these podcasts, we are utilizing a new interactive, mobile podcasting app – Fireside Chat, that was recently publicly launched. While the live and recorded podcast can be listened to on all mobile devices, if you wish to participate in the live studio audience within the app, you will need access to an iPhone or iPad, as the app is currently only available on iOS devices, while the Android App is set for release in 2022 (the downside of brand new technology).
If you wish to join the live studio audience for these broadcasts, you can do so in Fireside Chat App via our Guest Link: https://f.chat/j9Ly
For those that are unable to attend the live broadcasts, links to the recorded shows will be shared here and in A Podcasting Guide for Educators, after the shows.
Once you’ve had a chance to explore through the guide, we’d love to learn about how you are using podcasts in the comments below. Also as our intent with this guide is for it to be dynamic and evolve and adapt over time, we’d love any feedback you might have, along with further questions and curiosities that you would enjoy discovering more on, either here or on our Final Reflections padlet.
Thanks for your time and feedback!
~ Kendall Johnson, Graham Herrick, Deisy Castillo, Chris Howey, Jessica Cammaert Raval and Erica Hargreave
Hi podcast team! I did my A1 on podcasting. It’s really a mobile technology that I love and feel is often underused in education. For my A1, I had recorded my own podcast episode on analyzing why podcasts are so popular today… I mean, it’s a billion-dollar industry. One of the things that I love and am particularly intrigued by podcasts is the way they can make certain complex information more accessible to the layperson. Many podcasts are structured in a very conversational way that feels somewhat informal. It’s an important part of knowledge transfer and I feel an underappreciated art of podcasts. People are generally interested in learning and podcasts have become an accessible and convenient way to learn about anything you are interested in! We’ve been playing with the idea of creating and offering teaching and learning podcasts to the McGill Faculty community. We did a trial with a live “vodcast”, which differed from our typical webinars in that we had 4 “hosts” and had a conversation on Zoom while people listened. It sounded like an information conversation even though it was highly prepared (as with most podcast episodes). It was one of the first sessions we structure this way and people really liked it. It was our highest attended session of the term. So I think there really is something there and we should be using this modality in education. Whether we be to share knowledge or used for students to create and be assessed. Anyways. Thank you for the great OER! Cheers!
Yeah, I love that about podcasts too – re: that informal, conversational style of learning. But then informal learning, often tied to storytelling has long been a draw for me. Love that you are having fun experimenting with podcasts, Jasmine – both in your own endeavours and at work. I’ve been having fun with it too, and find once you start that it becomes highly addictive.
Kudos for pulling this together and creating a useful, informative, and engaging OER. I know I’ll find it very helpful in my own teaching practice. I had never considered creating a podcast with my class before, assuming it was too technically complicated, but this has changed my mind. I was particularly interested in their use in higher education as I teach high-stakes test preparation to candidates planning to attend college or university in Canada. Like so many others, the pandemic forced me to create a pedagogically-sound hybrid-learning space for my students so one of the environment take-away piqued my interest. I found keeping learners engaged in Zoom while I was busy in break-out rooms a real challenge and loved the idea of using podcasts to act as an anchor for the commons space. Without visual distractions, the “low tech / high human” affordances of audio can be really exploited here. Overall, a wealth of useful information and ideas.Thanks for building and sharing this.
Thanks Gary. If you do create a podcast with your class later on, I’d love to hear about it – the concept and style of approach. Find it fascinating discovering how different people utilize podcasting in their specific areas of teaching.
Hi Podcast crew! Great work on your OER here, I learned a lot because I’m not really a podcast listener at all and I’ve never had students create one for an assignment. Being a social studies teacher, I can see how a podcast about history would make for an easier and more informative listen than would a math podcast because of the more natural storytelling element to learning history. This could easily be my own bias however, because maybe a math enthusiast would be able to visualize the numbers and equations in a way that I can’t, and they would find the storytelling of a history podcast too hard to follow. When I think about podcasts in use, I can only imagine them being used while on the go or in the car, is there another class setting that would make them superior to a learning medium with visuals? I also have a question about the section of the OEL that notes that podcast creation as an assessment tool ensures a higher degree of accountability for students than writing an essay. How is this so? Is there a difference between a student reading a script or an essay as opposed to submitting that script/essay? If it was a live presentation I could see how there would be accountability because of live questions, but doesn’t a podcast provide the same protections as a written essay for students?
You’d be surprised, Liam. I looked up Math Podcasts for one of our colleagues and was shocked at the number I found. There are quite a few. But yes, podcasting about history definitely seems to be an easier, more natural topic to conceptualise.
In terms of other reasons of why listen as oppose to watch, I know for me, listening is more relaxing and it cuts down on my screen fatigue.
I can’t fully speak to Jessica’s statement that “ensures a higher degree of accountability for students than writing an essay”, but personally in thinking about that, that increased accountability would come with podcasts typically being shared publicly, and in that it is harder to submit a podcast created by someone else, than a paper created by someone else – especially if the podcast is conversational in nature (rather than a reading of script).
This was a fantastic take on podcasting group. I am personally a podcast addict and use them to set up class discussions each week in my Robotics class. I love how you took the perspective of using student-made podcast which is something I hadn’t thought to explore. I would love to see what a shift of medium does for student work through these excellent resources.
Love it, Mitchell. Are you using a podcast of your own making or those of others as your lead into to your Robotics class? I’d love some links to what podcasts you are using, as that sounds like my sort of listening.
Introductory Robotics Friday Food For Thoughts
https://sites.google.com/educbe.ca/the-lab-under-the-stairs-intro/module-0-odds-and-ends/0-7-friday-food-for-thought
Intermediate/Advanced Friday Food For Thoughts (under the top menu)
https://sites.google.com/educbe.ca/thelabunderthestairs-sr/friday-food-for-thought
Thanks Mitchell. Looking forward to tuning in.
Hi Week 10 team! Well done on your project – the depth and coverage of your OER is amazing! It inspired me to think of podcasts as a treasure trove of creativity rather than a cumbersome (and potentially boring) new tool to introduce in my professional work. Interestingly, in my professional work designing online courses to train ministerial staff on educational planning, we have only ever used podcasts as a story telling element. For instance, recently we created a podcast to introduce a project to participants that was based on a fictional ministry of education for a fake country (Kamparastan). We had a scripted the podcast to include a conversation between a radio host and a ministry official as they review some of the initiatives that the fake ministry was incorporating. We then asked course participants use the podcast to learn more about the country and assess elements of its education sector plans. After going through your OER, I would like to test for myself the different possibilities of podcasts in my work either by incorporating it as a replacement for a webinar – Kind of like your fireside chat – or as an assignment for our participants to prepare. As an assignment, podcasts have a lot of perks for our courses in particular. Many of our participants have less reliable internet access, making podcasts a lighter production medium in terms of file size and they can also be easily recorded on smartphones making them accessible for ministerial staff who are often in transit and working from their phones. Definitely a medium with a lot of untapped potential!
Loving all of your thoughts here, Sage. Your work sounds fascinating, and love how your different ideas for engaging your learners with podcasts / podcasting.
Hi Team Podcast! What an interesting topic and guide you put together for us this week. I love the first quote you chose by Jeff Desjardins as it summarizes the podcast phenomena so nicely. As long as we have access to the internet, podcasts offer an effective way to learn. It’s easy to slip earbuds into our ears and listen to a show during workouts, commutes, or other private moments in our day. Podcasts are unique as we generally close out the world and listen to the audio on our own. We depend on our mobile devices, but we don’t need to be looking at the screen, and what a relief that is! As a learning channel, I can see how podcasts could enhance a curriculum and be a part of a blended learning solution; this assumes that the curated podcast aligns with the course’s learning objectives. Asking students to create a podcast would be much like asking them to make any other digital product; It will take more out of your classroom time budget. FYI – I wanted to continue to explore your site this morning, but I received an error message from two different devices “the connection is not private”. This may well be an issue on my end?? Overall, great job!
Thanks Elisabeth.
The “connection is not private” message was because the site’s SSL certificate was down this morning. You’ll find that that message is no longer there now.
I quite agree with you at the relief at not having to constantly be watching our screens.
Podcasting with students is an intimidating endeavour with any grade for most classroom teachers. I work with many different classrooms around the district and have offered podcasting as a solution to assessment and cross curricular learning but the uptake is low. I enjoyed picking my way through your guide this week and will use many of the different sections to inform and give reference to teachers inquiring about audio recording and podcasting for learning. I wasn’t able to make the live fireside podcast but appreciated listening to it over coffee afterwards. You covered many angles and resolved many issues surrounding the hesitations and barriers with podcasting in the classroom. The hardware and software that you presented validated what I often pitch to teachers for audio recording. Sometimes its hard to get that message across that the UX while listening to the podcast is almost as important as the content. Many of our schools have an abundance of iPads but the computers are often much more difficult to secure and the limited mobility of computers along with the podcasting accessories can make it difficult to record. I would like to suggest adding mobile devices like iPods, phones and tablets to the list of capturing devices. There are some great microphones for these that allow students to be more mobile or even outside to capture their content. I am curious if you left these out for a reason that is based on your experience? Thanks again for your OER and comprehensive guide.
Hi Mistermc,
Thank you for sharing your experience and advocating for the inclusion of podcasts as assessment and transdisciplinary learning tools. Absolutely we agree that mobile devices such as iPhones, Smartphones and iPads are accessible to most students and are a key component to creating student podcasts. Within the section, Guide to Creating Student Podcasts > Prepare and Practice >Know your Equipment you should find an overview of these capturing devices and how they can be used in student podcast production. Please let me know if this is not the case. Thank you.
Great work on your OER. What a great resource you provided for educators to think and explore ways on including podcasting in their classrooms. I appreciated how you provided examples, as strategies to get started and how this style of learning can be adapted towards all ages. I like how you highlighted how students can benefit from listening to podcasts as a flexible way to understand and engage with content in a non -formal way outside of the classroom; this would also allow students to supplement learning as well. Another aspect of podcasts that you included were to include learners in making and creating their own content. I can see how this would be a really fun and engaging activity that would really allow learners to get creative and excited about their learning. Overall this was a great resource and one I have jotted down ideas from to definitely use in my classroom going forward.
Hi Miguel, It’s great to know you can use our OER as a resource for your classroom going forward. Thanks for the reply.
Hi Podcast team! Being a lover of podcasts myself, I enjoyed exploring your guide! In another course in the MET program, I built a history project where students were paired and had to create a podcast episode on a specific event in history. The students had to record a conversation or an interview simulation where they had to discuss predetermined elements they had to research. I believe a resource like the one your team created would have been very helpful since I had a difficult time finding useful sources to help me out. I appreciate your hard work! Great job!
Thanks Joëlle. We are glad it’s helpful. That was our goal – creating something that would be useful to all of us in our personal practices.
Podcasters! Thank you for creating such an educational OER. The summary of podcasting and editing platforms was very interesting. Editing has been something that has held me back from starting as I find some technology more daunting than others. I particularly liked the Voice Training video. That is an area that some people would not consider or realize the importance of training both your voice and breath which is something that vocal coaches utilize to help relax your vocal cords and expand your range. I think a lip trill competition would have been quite interesting!
Podcasting has been something I have been toying with from an employee onboarding and customer education perspective. What aspects of your OER do you think would support podcasts in this way and what areas do you think would have to be investigated further. In the Healthcare market, in particular, there is a need for continued education and CE credits. Would podcasting be something that could attain CE credits and become a new way for professionals to maintain their credentials?
Interesting. We spent a bit of time discussing employee onboarding and customer education in the ‘Utilising Podcasts with Adult Learners’ Fireside Chat we had: https://firesidechat.com/ericahargreave/01FM1HMEZNS875SY2H1J0PVP6S Ultimately it is all about creativity and thinking about what would be useful and valuable to the new employees and customers, and then how can that be shared with them in a way that is interesting and engaging to listen to. In terms of Continuing Education credits, podcasts are a tool for learning that are already used in continuing education courses (mine included). Presumably though, they are just one aspect of that learning, as to receive credits for something, there also needs to be some form of assessment involved.
Hi Podcast Team! What a wonderful OER! Great job! I love podcasts and I listen to them every day during my commute. It allows me to explore any topic (literally everything you can imagine) and listen to opinions from different perspectives. I tried producing a podcast for a course project once and had so much fun with it. However, I’ve been hesitant to try producing podcasts with my students, worrying about the little ones wouldn’t be able to share much of their thoughts. I really appreciate the case study of 2 J Podcasts and it shows me the possibilities of creating podcasts with early primary students. Now I feel motivated to try it with my class. My biggest concern is that most of my students are ELLs and sometimes it is hard for them to state their ideas clearly. Often times when I ask a question, I would just get a word or a short phrase for answers. I wonder if you guys can share any strategies to prompt student conversations (or simply just get them to speak more) while recording the podcast.
Hi Trista,
Thank you for your comments and for sharing your experience with podcasting. When approaching podcasting with language learners it may be helpful to build up to the creation of the podcast and design the unit as part of a project based learning (PBL) unit where the creation of the podcast is the final product. Since the podcast is conversational it might be helpful to have students participate in small groups where they discuss texts using questions they create. Explicitly teaching open-ended questioning may help encourage dialogue and allow students to understand how the questions they ask will encourage or discourage conversation. Allowing students time to preview and prepare their questions and potential answers about an engaging text might help build confidence. Also allowing time to reflect on the process of question creation and discussion as a whole class allows for the creation of a community and helps facilitate shared best practices. Having students repeat this process with multiple texts allows them to build their skills without the pressure of being recorded. Depending on the language composition of your class it may also help to allow learners to discuss a text in their mother tongue to become familiar with the process before engaging in other discussions. The idea would be to help students build confidence with the questions they create and engage in conversation in a low-risk setting while making connections to how these skills will become valuable when they produce their podcast. Approaching this as a PBL could help build excitement around the podcasting event and reduce the pressure that some students may feel when being recorded. You can also remind students that unless a podcast is intended to be heard live (unedited) anything they say can be edited out and it’s ok not to say all the right things. Explore and experiment with the skills they have learned and edit out what you don’t feel is useful within the final product.
Great OER, Podcast Team! I enjoyed going through it. I was particularly drawn to the section about creating podcasts for professional development. Working with adult learners, I’ve noticed that many people are drawn to using a variety of methods to continue their professional learning and development. I’m a consumer of podcasts myself, and I’ve noticed on several occasions that listening to certain podcasts for entertainment (e.g., Hidden Brain: https://www.npr.org/series/423302056/hidden-brain) sparked ideas and strategies for projects at work, that I’ve later implemented and shared with colleagues. As you mentioned, podcasts can be a great way to disseminate information (knowledge sharing) and build communities of practice. Even business leaders are turning to podcasts to connect with employees (see: https://digiday.com/media/business-leaders-turn-to-internal-podcasts-to-stay-connected-with-workforces/), especially as remote working remains popular for several industries. For kids, in addition to the advantages you outlined and several others noted above, I can see the value of podcasts being another tool/resource for information, one that may start in a more formal setting but help them transition to informal learning in adulthood, instilling a love of (and strategy for) lifelong learning and development!
Hi Melissa,
Thank you for your comments and I am glad to hear you enjoyed engaging with our OER. I absolutely agree with your point about podcasts being a valuable method when exploring formal vs informal settings. I would also add that podcasts are great for exploring formal vs informal language. Podcasts offer the ability to engage with a range of topics (serious and lighthearted) in a typically conversational setting promoting exploration and dialogue. Youth can explore these topics using language that is less formal but comfortable to themselves which certainly encourages lifelong learning and development.
Thanks, team Podcast for such a well-organized OER!
Podcasts can help your students develop their voices for an authentic audience, I have tried it once but did not really go in-depth. Thanks for providing us with a wide range of resources. I really enjoyed the 2J podcast with your little ones Kendall! It takes me back to the students who usually struggle with writing, this is the perfect platform for their voices or ideas to be heard.
This is a great opportunity to address academic goals by immersing students in the real-world experiences through discussions. I think I will incorporate this more in my future lessons for students at different academic levels or even with varying needs and interests in my classroom.
Thanks Analesa. Yeah, Kendall’s classroom case study made me smile too and miss my days in Grade School Classrooms. I love your observation about it being a great way to allow students that struggle with writing to have their ideas heard.
Hi team Podcast! I loved how you included a step-by-step guide for students to organize and create their podcasts, along with professional guidance so that teachers like myself can feel confident sharing it with our students! I admittedly haven’t used podcasts yet in my practice; I think that the runtime (much like for student videos as discussed in the team video assessment OER) has dissuaded me from such assessments in the past, however, I like that you pointed out of the lack of video and “face to face” presenting might actually help alleviate some of those student anxieties, and I could see a role for it as an alternate presentation format for students who don’t like talking in front of a class. Admittedly, I still foresee some issues using this format in Math class (perhaps in an elementary setting or for student reflections on Mathematical thinking?), but most Middle school or higher math would necessarily involve a visual component. Nevertheless, you’ve definitely given me an extra tool to contemplate for supporting my students, so thanks for all the hard work and the exceptional OER!
Hello Brendan,
I’m pleased that our OER provided you with an extra tool to support your learners. As you said, podcasts can work as an assessment alternative to encourage different forms of expression. Indeed some of your students will still need some visual support. Podcasts are not a solution that fits alls. Good luck!
Hi Brendan, I looked up math podcasts earlier, prompted by a query of Katherine’s and was pleased to find a fair bit of inspiration. Here are the links that I shared with her: All podcasts for mathematics people – https://medium.com/however-mathematics/all-podcasts-for-mathematics-people-e684c9cac79b / Best 40 Math Podcasts – https://blog.feedspot.com/math_podcasts/
Hi Podcast Team,
I enjoy any opportunity for collaborative learning, and creating podcasts with students is a great approach. Creating a podcast allows for independent learning since students decide the topic and format; therefore, the role of the teacher is a facilitator. They develop research skills since they need to be knowledgeable about the subject and have content. There are many avenues for learning; when students create podcasts, which result in the development of lifelong learning skills. Also, the alternative way of learning accommodates students with different learning styles, which can be challenging. Since as educators, we aim for a learning environment that is engaging for students. I also appreciate the step-by-step guide for creating podcasts since I have never created one and now have a tool to consult.
Hello Anna,
As you said, students can engage in podcasts and develop skills needed in real-life. I’m pleased that you will consult our OER later. That was one of the primary reasons for using storytogo for distribution. It will remain open for you and a larger audience.
Hello Podcast Team!
Thank you for the robust resource! I’m glad to finally understand how an RSS feed is used for podcasts! (haha!) As a fellow podcast consumer, I’ve actually not given much (serious) thought to producing or using podcasts in the classroom but your resource highlighted numerous possibilities. Feras and Deisy’s discussion about providing (podcast) alternatives and how the medium can be supplemented/combined with video, transcriptions, comments, show notes etc. provides a great deal of insight to me about how “podcasting” is more than just an online, series of audio files, and how to begin to think about leveraging podcasting following principles of ‘universal design for learning’ (UDL).
Ha! Yeah, I had not admittedly not given RSS feeds so much thought, before writing up that section in the student’s guide, and had a little chuckle at myself as I started getting nerdily super excited over them.
Hi Podcast Team, thank you for providing so much information on how to get a podcast started! I did not realize how much work goes into putting one podcast together! I love podcasts, especially true crime ones. So many YouTubers, brands, and storytellers are doing podcasts now. It is a great way to pass on information and as the listener, I am not bound to where I can get this information. I could be driving, working, or just lounging on the couch and still be able to have access to a whole wealth of podcasts. Sometimes I watch the YouTube “podcasts” and I feel like I’m actually part of the conversation because most of the time, they are sitting around a table or sitting in a living room. That personal touch can really hit the message home. I’m trying to see how podcast can fit into my professional work setting…
Hello Sarah,
That’s the beauty of podcasts; they go with you, they are available for you and the host talks to you. As you said, there is a lot of preproduction work that you need to consider if you think of starting one on your own. However, we hope this OER provides you with some key elements to reflect on, so you will find solutions to tackle the need in your professional environment.
Hi Podcast team!
Thank you for your for the incredibly helpful guide! I listen to podcasts pretty much daily, but have not ventured into the world of podcasts in Education. Like some of our classmates, I have always thought that podcasts wouldn’t lend themselves as well to the high school sciences classes that I teach as they would to say a Language Arts class. Your guide has, at the very least, served as a reminder that Podcasts can be an engaging, alternative means of reresenting content to students, even in Science/Math courses. I thought I would also share a link to an article written about an incredible colleague of mine, Lisa Green, who bravely piloted a “Podcast Project” with her English 12 students a few years ago. She ran the project as a year-long endeavour (our school was in a linear system at the time) and had teams of students conceptualize, design and produce their own Podcast from start to finish. The results were impressive to say the least, but the process-based learning was what was most valuable! Here is the link:
https://www.oakbaynews.com/community/oak-bay-youth-give-teens-a-voice-explore-homelessness-talk-to-seniors-for-podcasts/
Hi Alexis,
I’m glad to hear that you found our OER helpful and thank you for sharing the work of your incredible colleague. The article ties into so many of the points within our OER and serves as a wonderful real-world example of podcasting success in education. I really like how the article reinforces the idea of podcasting as a fun way to connect with a wider community. It also details some of your colleagues’ process which is valuable and adds to the conversation of how an educator might put together a podcast project with their students.
Hi Alexis. I admire the effort that your colleague put into the process, and I appreciate all the details that Lisa went through while working on this project. Thanks for sharing the link. The trailer shows how exciting, yet productive, the process could be. As you said, learning something new and taking risks provides invaluable learning experiences through process-based learning. Therefore, I believe that by venturing on the journey of creating their own podcasts, students can gain much collateral knowledge and experience along the way. Let’s not forget that auditory learners would benefit best by getting involved in such a project, and the best part about this is that is it highly personalized and very rewarding.
Hi Podcast team! What a comprehensive OER you have created there! Although the content may seem quite dense for the viewer, there is much knowledge and resources packed in the presentation that is definitely worth exploring. I think it is a rich reference site for those who think about embarking on the podcasting journey. To begin with, I love the quote you shared by Jeff Desjardins, and I think that it hits home with the emerging technologies and affordances that smartphones offer. Again, all the roads here lead to Rome, and podcasting would not be so popular if it was not for the mobility and ubiquity of smartphones. I partially agree with the comparison between radio and podcast as I think there are many contrasting points to be considered. One of the main advantages of Podcast content is that it can be downloaded and explored offline. Furthermore, the users choose the episode as they please. On top of that, I think the fact that Podcasts are enabling chat groups and discussions in the light of the episodes adds value and meaning to content by creating a learning community where the audience can share their opinions and narratives with their peers. That is essential to enrich the learning experience and foster more participatory roles for the learners. I cannot agree more with Phoebe Lett that podcasters should always narrow down their focus and present subtopics in short forms. That activates microlearning at its best, and it also maintains higher retention rates. I have to admit that the first padlet task was unclear to me, and I did not know what to post. However, I enjoyed participating in the other boards, especially the sound effect activity. With regard to Podcast format, I believe that interview-based sessions have two main advantages: more viewpoints and more engagement. I also particularly like the components and roles section, for it is in-depth and well-presented. On a different note, I want to emphasize that people feel more comfortable with audio content than video, and perhaps that gives room for more creativity, authenticity and reflection. In other words, owing to the feasibility and easiness of creating podcast material, people can focus more on content and value rather than visuals, which could be distracting or demanding for the audience and podcaster, respectively. Having said that, I wonder if uploading/distributing podcasts to video platforms defies the purpose of podcasting. Do you agree that this sort of distribution comes with unwanted limitations?
Hello Feras,
I’m pleased to know that you have found value in our OER. I share your opinion about the advantages and benefits of using podcasts. To tackle your question, I think you reinforce the value of your podcast when you provide alternatives to people. Some podcasters use YouTube channels or other platforms to distribute their podcasts in video format. In fact, what they are doing is creating opportunities to interact with people, provide the show notes, suggest some references or other resources, and facilitate subtitles or translations to people with special needs. I have seen other podcasters, especially in the storytelling format, who create videos of their stories. Still, I found an argument for that strategy: provide an alternative for people with different learning styles (more visual). The possibilities are limitless. Podcasts can supplement or be combined with other learning solutions to cover gaps in accessibility, preferences and needs. However, it is equally important to plan podcast usage taking into consideration the audience (learner’s characteristics) and the desired outcomes.
I see the logic in your argument. Podcasts emerged to address a certain need or the audience, and if that need is served on alternative platforms, the purpose is fulfilled. Soundcloud is also a strong alternative that has many features to entertain and benefit the users. I also noticed that celebrity podcasting is trending, like Alec Baldwin and Marc Maron. Personally, I am excited to start my own professional podcast soon to explore the opportunities you touched upon in your OER. Thanks again.
Hey Feras! You ask a great question … if uploading/distributing podcasts to video platforms defies the purpose of podcasting. I agree that it does make the content more accessible to people with auditory challenges; video allows for closed captioning. In addition, it’s great to have the option to see the podcast recording as it can enhance the learning or entertainment value. For example, I too am a fan of Smartless and enjoy long walks with the three comedians joking around in my ear. Watching the comedians on Youtube record their podcast is also very entertaining as you see their facial expressions, jesters, and so on.
Hi Elizabeth. I guess watching podcasts in video format is a beneficial addition to the value as it makes reach a wider range of audience as per your explanation. I do not know why, but every year I start getting used to listening to podcasts, but after a month or so, I lose interest. I am not sure why podcasts are not as sustainably engaging as videos. I wonder if this has to do with multiple intelligence or my learning style. I know from my students that podcasts with scripts are far more favourable than the others. I think it depends on the purpose and why the user listens. It could be for pleasure and appreciation, studying, or professional development. In some cases, podcasts are even more convenient and effective than videos. Thanks.
You’ll have to share a link with us, Feras, when you do start your own podcast, as I’d love to listen.
I will be glad to, of course.
Hi Podcasting Team, Great OER! It was very informative and nicely laid out. I have booked it for future reference as I am considering making a podcast for my A3 project. I have to say that in my experience, I have not seen podcasts used with adult learners ever. For example, this is my 4th MET course and so far none of the instructors have used podcasts as a way to communicate with us or provide us with information. And to be honest, as an adult educator, I did not consider using podcasts as an education tool until I started the MET program. Although podcasts are very popular with the general public, they are simply overseen as an educational tool in formal education situations with adult learners. Why do you think that is? A key part of podcasting is being able to tell a story. Are there any resources for adults that you can recommend to develop this skill? Thanks!
Hi Olivia,
I’ve used podcasts in my adult courses for close to a decade now – as a way of bringing my students different voices, different expertise and experiences, and to give students a variety of ways to learn and engage in a story. While I do not see what MET instructors do or do not do in their courses as a model for how to teach adult learners online (although there are a few instructors who have created their own courses in the program, who have modelled teaching techniques that I would use), some do indeed utilise podcasts in their teaching. Specifically I seen examples in the Ableism Course and the Gaming Course.
In terms of developing this skill, we have shared links throughout both of the Podcast Production Guides we created to help people develop the skills associated with podcasting.
Hi Podcast team – great OER, I really enjoyed it! I am a big fan of podcasts and actually discovered them years ago prepping to go through the promotion process from teacher to administrator – it was a fast, convenient, easy accessible way that I could ‘download’ a ton of information about my board, our policiies, initiatives, key stakeholders etc as I listened to all the different podcasters, the experts, the current trends in education, even some of the staff who I knew would be on my interview panel and did it all while working, then travelling with my family to disneyland…I have a very clear memory of listening to a podcast on modern learners while standing in line for the Jungle Cruise at Disney with my kids 🙂 My interview was the day after March break so I was grateful that I had discovered podcasts to access so much information while also travelling/vacationing with my family and I’ve been hooked ever since. I wouldn’t not have known how to start podcasting with students or staff though so I found the OER incredibly helpful and well laid out. I would definitely refer back to it as I try to tackle this in the future as I think it’s great to have all the steps clearly laid out and also the different applications for how podcasts are being used now. Do you think there is a future in linking podcasts to employment? It would be great to have it added to linked in or a similar platform so that as you are looking for jobs, you can listen to podcasts relating to the companies you’re interested in. I know that most school boards now follow this model and the board page will link you directly to staff or student podcasts which I think is great. IAlso do you think podcasts suit a particular learning style or learning profile? I love that podcasts are NOT interactive, it allows me to just listen and take in the information without all the other distractions of responding, watching etc and I wonder in a classroom of different learners if there are ways to make podcasts meaningful for those students who may want that interactive piece?
Hi Asha,
Thanks for your comments on our OER, and I am glad you enjoyed it. Podcasts have also played a significant role in my professional development and continued learning. Like you, I find it difficult to find another medium filled with such an abundance of information that is so convenient and accessible. In terms of linking podcasts to employment, I think this is something we are seeing play out now and will only continue to become more commonplace. Many companies currently have podcasts; however, they might function in different ways. For example, Trader Joe’s developed a podcast to engage their employees called “Inside Trader Joe’s” that touched on subjects like maintaining friendly customer service or how they source their global products. Originally it was intended to be a limited series of 5 episodes; however, the popularity and engagement with the podcasts by employees led to many more episodes being produced, which now customers also enjoy listening to. So the podcast not only serves to engage employees and build company culture but also provides information to customers and provides positive marketing for the company. Many other companies have internal podcasts, and these have grown in popularity with companies shifting to remote work.
In many cases, podcasts have been implemented as they provide a medium for executives to reach all employees efficiently. Employees can engage when it best suits them, and podcasts help give some needed rest from the computer screen. In terms of learning styles, I think many people assume podcasts are only meant for auditory learners. However, I would suggest that podcasts can easily be tweaked to meet the needs of any learner. For example, visual learners could benefit from having the transcript present while listening or listening to a podcast with a video component. Kinesthetic learners could benefit from listening to the podcast while performing other tasks or completing hands-on tasks directly related to the podcast while attending. However, I would suggest that the key to engagement for any learner is ensuring the podcast is entertaining and well-produced. If you have time, you can tune in to one of our live podcasts on the Fireside Chat App and see firsthand how the interactive piece could make podcasts more meaningful for different learners.
For some interesting examples of corporate podcasts: https://digiday.com/media/business-leaders-turn-to-internal-podcasts-to-stay-connected-with-workforces/
Hi Podcast Team,
Thank you for an extensive journey of discovery in your OER. I am a big fan of podcast, and was really interested to see how they can be integrated into learning. I have watched students (my own middle school aged students and university learners) work through video and podcast projects, and experience similar challenges and successes. I would assume these issues are evident for most learners:
1) learning how to tell an engaging and succinct
2) learning how to use the technology
3) it isn’t just about the story, but how you tell the story (sound effects, interviews, music)
The last point is one where most podcasts falter, and where most students tend to take the easy way out. From my video background, it is the overall quality, use of broll, music, and good sound mix that help make a good video into a great video. Too often, podcasters and students look after the first two points relative well but skip over the last one. With that said, the segment by Phoebe Lett of The New York Times Learning Network provided some great things to consider.
Mobile technology has enable a fantastic entry point for many to produce their own content like podcast, and that is a tremendously exciting thing. I do worry that the technology, while easy to access, still requires add-on or technical knowledge to create content well. Things as simple as using earbuds with a built-in mic and recording in quieter areas can exponentially improve quality for a novice producer.
I particularly enjoyed the Podcasting in Higher Education section — I was wondering if “community” (touched upon in “environment”) could also be one of the take-aways from incorporating podcasting for instructors and students as they provide a window into curriculum, assessments, and individuals.
How do you see podcast differing from other multimedia delivery either as a form of knowledge transfer or assessment (such as video, animations, painting, sculpture, photography, etc)?
Hi Sam,
Thank you for your comments and feedback. I feel like students definitely have the potential to be able to create really good podcasts that adhere to the three points you mentioned, but to do #3 well they would most likely need a fair amount of instruction to do it well. This is where I struggle a bit: how much time should students spend on creating podcasts? As you also mentioned, even though mobile podcasting apps are making creation much easier and attainable, to do it properly would either involve training again and/or a lot of experimenting which can be time-consuming. There is so much curriculum content to cover as it is, so the time element is absolutely something to consider. Conversely, I think there’s also something to be said for students simply going through the process of creating a podcast, even if the product isn’t super polished. There is still the potential for deeper learning of the curriculum as well as developing technical and soft skills that can be very valuable. The obvious way that podcasts differ from other multimedia delivery is that all the creator has available to express themselves is audio (unless transcription is added). I feel like the message needs to be very clear and succinct to illustrate their understanding without the use of visual aids and because there is next to nothing else to draw the listener in and keep them engaged.
Hi All, to add on to this discussion I wanted to consider the opportunities that transdisciplinary learning might offer rather than approaching podcasting from a singular subject discipline. While this might not always be possible due to grade level or curriculum considerations, the benefits of collaborating with another subject teacher could alleviate part of the issue of time allotted to the project while further addressing the summative demands of singular subjects. The focus on storytelling could naturally fall into a language classroom and fit well within the expected assessment structures of that subject while the technical aspects often neglected in issue #3 which Sam has highlighted could be taken up in either a Media or Design Technology classroom. If this were to occur, the assessment criteria of Media or Design Technology could be focussed on that subject’s criteria more effectively than it could be solely within a language classroom. If a podcast is undertaken in a singular subject classroom, the assessment focus is less likely to be able to encompass all three of Sam’s points. Ultimately it may come down to the learning outcome and goals of the individual teacher or team and both will have value, but if transdisciplinary learning can occur you would have a much higher chance of creating a podcast addressing all three of Sam’s points while maintaining subject-specific assessment criteria.
Hi Everyone! I agree that the process of creating a podcast is valuable and is more important than producing a polished end-product (I doubt anyone outside the student’s class or family would listen to their podcast after – am I right?). However, the most important thing as an educator who is considering incorporating podcasts creation into a curriculum, is to identify the course’s learning objectives and determine how the podcast, as a tool, enables the student to achieve those objectives efficiently. We don’t want students spending time on something, like refining a podcast (unless it’s motivated by their own interest), when it doesn’t help them achieve the course’s objectives. Sam’s #3 is essential for creating an engaging podcast but strikes me as something more important for a podcast development course.
Hi Kendall, Graham, Deisy, Chris, Jessica, and Erica,
This was well done, quite thorough, and easy to navigate. I truly enjoyed this learning experience. I also participated in the “why podcast with your students” activity.
For me, the habit of listening to podcasts started with listening to mindfulness lectures, and now, believe it or not, podcasts themselves, act as a mindfulness tool for me. I just find them relaxing. From house reno projects, to fixing the car, painting, gardening, cleaning, and dozens of other activities, the one thing that is always with me, are the podcasts. For me, its hands-free and eyes-free, knowledge and learning.
The two (2) drawbacks with podcasts that come to mind (in teaching, or in general) are 1) the lack of interactivity (no dialogue) and 2) having outdated content (as new topics trend the internet). I would appreciate your feedback on these two drawbacks. Thank you. Saeid
Hi Saeid,
Thanks for your feedback here. If you get a chance to join us in studio for one of the two live broadcast recordings of podcasts on Friday, then I think that will address your interactivity drawback, as that’s why I’ve fallen in love with the Fireside Chat App, as it’s podcasting with a live studio audience that can interact and in many ways – through emojis, text commenting, and even joining the conversation via audio and / or video. It’s so much fun! I’m afraid it’s become a big part of my social life throughout the pandemic. On the note of Fireside and your love of mindfulness audio, Deepak Chopra did his first show on Fireside this morning. Here is the replay from it: https://firesidechat.com/deepakchopra/01FK42X5X6YJ70H1Q3Z5G8W9KN
Hi Erica,
Thank you so very much for sharing this. I listened to Dr. Chopra’s session and as always it was fascinating. The four (4) questions that he raised at the end of the podcast were simple, yet quite thought provoking. Thank you for this. Saeid
I really enjoyed working through your OER, podcast team. I quite enjoy listening to podcasts, and I personally learn a lot through them. I have now started imagining what podcasting may look like in my classroom. I went through the guide to creating student podcasts – it was thorough and followed logical bite size steps. If I ever decide to implement podcasts in my classroom, I will use your information as a resource to guide them from start to finish. In a science classroom, I imagine having students reading science news articles and then discuss and respond in small groups. I think this would be a powerful and immersive activity for students. I also teach secondary math – do you believe podcasts have a place in a math classroom? I am struggling to think of guiding questions and what that may look like.
Oh, interesting question, Katherine. I could see ways that podcasting could be used to get kids exploring and engaging in research and discussions around applications of mathematics in the real world. Your query prompted me to look up and see if I could find a mathematics podcast, and I was pleasantly surprised to find many. Here are a couple of links: All podcasts for mathematics people – https://medium.com/however-mathematics/all-podcasts-for-mathematics-people-e684c9cac79b / Best 40 Math Podcasts – https://blog.feedspot.com/math_podcasts/ In clicking through to the podcasts, it appears that most of these are purely audio – not hybrid audio video podcasts.
Hi Katherine,
I love that you are open to trying podcasting in your classroom, and I’m so happy that you would consider using this guide as a resource! I know I would consider doing a few things differently as well the next time I try doing a podcast. When I did the case study with my class, our guide was still being researched and assembled, so I hadn’t considered several details. I’m inspired to try another podcast following this guide as well! Thank you for your feedback, Katherine!
Hi Katherine. Having explored many podcasts before, I am positive that there are many math teaching podcasts that are worth checking. Recently, I have been rediscovering Masterclass from the eyes of a podcast listener. It is quite interesting how this technology fits perfectively with microlearning and mobility. Check out this course on Game Theory and Math: https://www.masterclass.com/classes/daniel-negreanu-teaches-poker/chapters/game-theory-and-math. There is a myriad of podcasts on almost all sort of topics whether educational, professional or leisure.
Hi Podcast Team, thank you for such an informative OER! I’m not familiar with the production of podcasts and the information present throughout the site will definitely prove valuable to me very soon, as I have to make a podcast for one of the other courses I’m taking this semester. I wish the limitations of podcasts were discussed a bit more; for example, students with hearing disabilities would obviously find it very difficult to learn through a podcast, as well as students with ADHD like myself who may have issues listening to podcasts due to executive dysfunction tendencies. Additionally, I believe podcasts can only work for certain subject matters; a complex math problem, for example, would be near impossible to understand without some form of visual instruction. In essence, I think they make for a great form of additional support but I cannot see them fully replacing primary forms of instruction. But overall, this is a very comprehensive guide to producing podcasts and why they can be such a significant tool in education. Great job!
Hi Tasneem,
Our goal here is not to suggest that podcasts replace other forms of learning, rather that they are a complimentary and additional way to learn. No one form of learning is going to address all learners needs, and there is no form of learning that will address all accessibility issue. For some individuals with disabilities, podcasts and natural audio is an accessibility solution, myself included. For other individuals with disabilities they may present an accessibility issue, which is why transcripts are important. This is why as educators it is important to offer different options for learning. You’ll note I use the term ‘individuals with disabilities’ here in referencing both accessibility solutions and issues, as accessibility solutions and issues are individual in nature. What works for me or is a problem for me, may not work or be a problem for someone with the same disabilities as me, and vice versa.