Podcasts as a tool to engage broader audiences (original) (raw)
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The educational potential of the podcast
Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality
This research work addresses the educational potential of the podcast, an emerging digital communications medium. This audio format brings together producers and listeners (broadcasters and users) through very specific contents. In effect, it permits sharing and broadening knowledge of a subject, together with the construction of learning communities. Consequently, the research focus is based on educommunication, an interdisciplinary field combining communications and education. The main aim of the work is an in-depth study of the educational potential of podcasting. The hypothesis is that its educational nature is beneficial to everyone, schoolchildren and adults. The research is proposed from a qualitative perspective; it combines several different methods such as content analysis, interviews and case studies so as to obtain innovative results. It is hoped that this research will contribute knowledge in order to improve the educational potential of podcasting, a useful tool in the full development of people and communities.
Using podcasts in higher education
The use of podcasts in higher education enable the provision of additional, on-demand content that can be directly linked to lectures or seminars with the aim of encouraging and supporting students' independent learning. This article describes the experiences of using podcasts at two universities, one in the UK and one in Australia.
Podcasts as Learner-Created Content in Higher Education
International Journal of Online Pedagogy and Course Design, 2011
Using podcasts in higher education has caught more and more attention among educators and researchers, but there is still a strong need for research and academic publications to focus on certain issues, such as the role of the learners. Instead of lecturers (teachers, scientists, and experts), learners (students, trainees or pupils) produce a podcast with a specific content called learner-created content (LCC). This study aims to find out how students experienced the creating of content as learning material in the form of podcasts. The results are two-fold. First, using podcasts included four categories: (1) the development of meta-skills, (2) mobile learning, (3) support for content learning, and (4) facilitating student involvement. Second, the students saw podcasting as a study tool. The study proved authentic, internally and systemically valid and opened up logical generalizability. Some recommendations are given for a better educational use of podcasts in higher education.
2009
Abstract: This paper reports the use of podcasts in blended-learning at the University of Minho, in Portugal. Six lecturers created their own podcasts with different purposes in order to support their undergraduate and graduate courses and their students' (n=318) learning. The reported study belongs to a broader project about the impact of podcasts in blended-learning and it reports data from two semesters. Results give evidence of students' acceptance regarding podcasts although they do not yet make use of the advantages of media and mobile technologies. The lecturers considered podcasts worthwhile for teaching and for students to learn, but they are time-consuming and there is no institutional recognition. In spite of this, they intend to continue using podcasts in their courses.
Beyond the Ivory Tower: Using Podcasting to Share Research with Wider Audiences
Communication Booknotes Quarterly, 2020
As Millennial academics who teach journalism, we know that technology needs to be an increasing part of our teaching. We are also firm believers that this should apply to our research. The three of us use Facebook, Twitter, and Instagram to promote and discuss our research with our followers, some of whom are academics but many of whom are a general audience. So when podcasting became increasingly relevant, it was clear that we needed to take advantage of it as well. In fall 2018, the three of us founded the “Journalism History” podcast, named after a leading journal of media history, Journalism History, which is sponsored by the History Division of the Association for Education in Journalism and Mass Communication. Since then, we’ve published 40 episodes and reached over 5,000 downloads in 49 states and 58 countries.
Pedagogical models for podcasts in higher education
This is a draft of a paper prepared for presentation at the EDEN Conference, 13-16 June 2007 This paper reports work-in-progress of a UK national study called IMPALA investigating the impact of podcasting on student learning in higher education. It presents an outline of the project implementation, initial perspectives from the pilot study and evolving models for using podcasts for specific pedagogical purposes. Data from the Semester 1 podcasts are being analysed and results will be reported at the project blog http://www2.le.ac.uk/projects/impala/. Implementation of Semester 2 podcasts is underway. Based on the analysis of data on student learning from, and staff experience of developing podcasts during two academic semesters, IMPALA will contribute to improving student learning through making available: transferable models for using podcasts in different contexts, levels and disciplines; resources for practitioners for designing learning activities for podcasts for delivery on pe...
The Issue of Podcast Effectiveness in Higher EducationA Case Study of the University of Georgia
European Scientific Journal, ESJ, 2024
The podcast, originating in 2001 in the U.S. and later expanding globally, challenges traditional media with its customizable content. Podcasts distinguish themselves by affording listeners the agency to curate content to their preferences, a departure from the prescriptive nature of conventional media. Comparable to having a bespoke show tailored to individual interests, podcasts have emerged as a sophisticated and customizable avenue for content consumption. This article explores the transformative role of podcasts in higher education in Georgia, investigating their developmental stages, diverse perspectives, and implications for the education system. With four main objectives, the research first examines divergent perspectives on podcast integration in higher education. It then presents qualitative and quantitative findings on podcast impact, focusing on comparative statistical research in Georgia and developed countries. Additionally, the study evaluates the effectiveness of podcasts as instructional tools and their contribution to the learning process. Lastly, it explores student preferences, seeking to understand why students favor podcasts over traditional courses and analyzing the implications of this shift. Revealing a prevalent interest among students, the study shows that they not only express interest but also independently integrate podcasts into their learning practices. The positive impact on student knowledge levels, as indicated by the survey, adds valuable insights to the evolving relationship between podcasts and education in Georgia.