Uses of podcasting

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Podcasting refers to the creation and regular distribution of podcasts through the Internet. Podcasts, which can include audio, video, PDF, and ePub files, are subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. Subscribers are then able to view, listen to, and transfer the episodes to a variety of media players, or podcatchers. Though similar to radio, there is no larger regulatory group or oversight with podcasts. Instead, podcasts simply consist of the creators and their listeners. [1] As the technology gained popularity in the early 2000s, the uses of podcasting grew from simply the delivery of content to also creative and responsive purposes. [2]

Contents

Education

Podcasting in K-12 education

K-12 schools have also begun adopting podcasting as an instructional tool. Podcasts are used for many educational purposes and there are several advocates of podcasting who believe that it can offer unique educational benefits to learners. [3] The main advantage of podcasting is the simplicity that it offers to learners. Listeners are no longer constrained by time and space with regard to their learning. Podcasts give superior support to auditory learners who comprise 30% of all learners. [3] Expensive equipment or sophisticated know-how is not needed to create a podcast. There are free programs that are easily accessible to all people to create podcasts. Podcasting affords iPods and other mobile audio players a double life: a usefulness for both entertainment and education. Podcasts are created by students for projects or by instructors for instructional purposes. [4]

Podcasts for students

There are many uses for podcasting for the classroom. They can be used to convey instructional information from the teacher or trainer, motivational stories, and auditory case studies. Podcasts can also be used by the learners as artifacts and evidence of learning; for example, a student might prepare a brief podcast as a summary of a concept in lieu of writing an essay. Podcasts can also be used as a means of self-reflection on the learning processes or products. [5] Podcasts can help keep students on the same page, including those that are absent. Absent students can use podcasts to see class lectures, daily activities, homework assignments, handouts, and more. [6] A review of literature that reports the use of audio podcasts in K-12 and higher education found that individuals use existing podcasts or create their own podcasts. [7]

According to Jonathan Copley, many students choose to use podcasts as a supplement to lecture materials. Before classes, students use podcasts to gain an overall understanding of the upcoming lecture, which makes them feel more confident and much more prepared for the class. The use of podcasts better prepares students for classes and promotes discussions. The download of podcasts peaks both immediately after a podcast has been uploaded and right before examinations or deadlines. [8] Students use podcasts as part of their review for exams because it provides different methods of reinforcement of course material. This includes visual reinforcement of material, and testing of their knowledge base, and adding variety to the review experience. [9] In addition, students who missed the lecture because of sickness or other reasons can use podcasts to catch up on their notes. [10] Students learn better when they have a teacher present the materials, rather than going over other people's notes. Finally, students with disabilities and students who do not speak English as their first language use podcasts because they can listen to the material repeatedly. [11]

According to Robin H. Kay, there are five key benefits regarding the use of video podcasts for students. [10]

  1. Students can control the pace of their own studies
  2. Increase in motivation
  3. Improvement in study habits
  4. Positive impact on testing skills
  5. Does not reduce class attendance

Podcasts for teachers

Podcasting can be a tool for teachers or administrators to communicate with parents and the wider community about curriculum plans and content, student assignments and other information. [12] [13]

Consuming podcasts

Apple introduced iTunes U, a nationwide expansion of a service that puts course lectures and other educational materials online and on-the-go via Apple's iTunes software. In 2006 there were over 400 podcasts from K-12 classes listed on iTunes and over 900 education-related podcasts listed on Yahoo. [5] Students reported that replaying podcasts facilitated the comprehension of complex concepts and increased understanding for non-native language learners. [7]

Creating podcasts

The use of social technologies allow students to shift from simply consuming media to creating it on their own. [14] Pundits argue that student-produced podcasting can promote several powerful ideas that students can use over a lifetime. These include a hands-on and reflective approach to copyright and fair use in creating digital media. That is, they can create original content as they ethically and effectively collect and remix the work of others. Thus, it is argued, podcasting becomes a tool for students to think about the balance between individual rights and community benefits. In addition, some argue that podcasts help students learn 21st century literacy skills. Students, for example, can use digital audio recording and editing software to create audio dramas, news shows or audio tours. [15] Within Social Studies contexts, for example, podcasting offers a means for encouraging students to question their world, to explore their intuitions about relationships between history, people and to think about things in relation to larger contexts, rather than simply focus on dates and facts. [16] Educators who use podcasting with students argue that it offers learners and teachers flexibility and learner control, opportunities for learner motivation, clarity of instruction, novelty of engagement, widening of 'locations' in which learning is situated – an expansion of the temporal and spatial, engagement with and collaboration around dialogue, and opportunities for learners to get involved in construction of learning for others. [4]

Podcasts in higher education

The use of podcasts for the purpose of education, whether by professional educators or amateurs, has grown to the point that an annual conference for educational podcasters called Sound Education took place (although it was canceled during the COVID-19 pandemic). [17]

Mobile Learning: Podcasting can be categorized as an m-learning strategy for teaching and learning. In 2004, Musselburgh Grammar School pioneered podcast lessons with foreign language audio revision and homework. In the second half of 2005, a Communication Studies course at the University of Western Australia used student-created podcasts as the main assessment item. In 2005, "Students in the Write" was created for second-grade students at Morse Elementary School in Tarrytown, NY. [18] On 21 February 2006, Lance Anderson, Dr. Chris Smith, Nigel Paice, and Debbie McGowan took part in the first podcast forum at Cambridge University. The event was hosted by the Centre for Applied Research in Educational Technologies. [19]

Mobile Knowledge Transfer: Podcasting is also used by corporations to disseminate information faster and more easily. It can be seen as a further development of Rapid E-Learning as the content can be created fast and without much effort. Learners can learn in idle times which saves time and money for them and the organizations. Audio podcasts can be used during other activities like driving a car, travelling by train, or riding a bus. A group often targeted is the sales-force, as they are highly mobile. There podcasting can be used for sales enablement. [20]

Mathematical Learning: Audio-podcasts can also be used in mathematics education. With the recording of mathematical audio-podcasts, oral communication and representation are focused on. Audio-podcasts have been used in primary school [21] as well as in teacher education. [22] The process of producing the mentioned audio-podcasts in mathematics education facilitates reflection processes.

Scientific Learning: Podcasting is an emerging tool with a broad flexibility to deliver science-based information asynchronously in the online classroom or in online outreach programming. [13]

Journalism Education: School podcasts can be created to expose students to journalism and new-media concepts. Regularly released "news" podcasts can be released by a school group. [23]

Academic Journal Digests: The Society of Critical Care Medicine has a podcast used to update clinicians with summaries of important articles, as well as interviews. [24]

Supply Chain Management Education: In October 2007, Stephan Brady presented his paper on "Podcasting in Supply Chain Education" at the CSCMP Educators Conference, which outlined how podcasting could be used in and outside of the classroom for enhancing supply chain courses through blended, or hybrid learning. [25]

Anxiety: Podcasts have been used to solve problems with college students' anxiety by allowing professors' lectures to be accessed after class so the students would not have to worry about missing any of the material if absent or tardy. According to Anthony Chan & Mark J.W. Lee, "The advent of consumer-level digital multimedia hardware and software have prompted the more techno-logically inclined instructors and educational designers to construct CD-ROM based re-sources to engage and excite students using the richness and flexibility of text, graphics, sound, video, animation and interactive content, as well as the combination of these elements". [26]

Marketing

Podcasting can be used as a part of a content marketing strategy. [27] Podcasts create brand fanatics, people who are deeply invested in who podcasters are as people and as business professionals. This is the essence of long-form content marketing. Every minute that a customer or prospect listens to a podcaster speak with authority the podcaster is establishing themselves as a thought-leader. Conceptually the more time an audience spends with the podcasters content the more authority the podcaster will acquire. [28]

Podcasting has been successful at reaching out to people who are out on the road through podcasts and that this more than an either-or kind of idea or decision, yet a coexisting strategy combining many different online marketing strategies like blogs e-books, and good websites". This shows that even podcasts do get hit with legal constraints, but can find ways around it due their lack of affiliation with the FCC. [29] They essentially bypass the entire industry. [30]

Public services

Podcasts have been used for advocacy. The 5,500 locked out staff of the Canadian Broadcasting Corporation were podcasting news and other programming during August and September 2005. [31] [32]

Podcasts have been used by law enforcement. In 2020, both the Chambersburg Police department in Pennsylvania and the Mount Pleasant Police Department of South Carolina released a podcast in 2020 to provide a way for the community to get to know the department's officers. [33] [34]

News outlets distribute supplemental audio or video via podcasts. For example, Wikinews began to podcast its News Briefs in 2005. Companies also use podcasts to distribute their multimedia news to journalists and consumers through companies like MultiVu. In 2006, the online magazine Slate began textcasting articles to their readers, by attaching a written article to a blank audio file and delivering the content to readers through their regular podcasting mechanism. [35]

Podcasts have been used for cultural or historic audio tours of cities. For example, there are audio tours of NYC, [36] Norwich Vermont, [37] and Mission Hills in San Diego. [38] Podcasts have also been used for unofficial audio tours of museums [39]

Podcasts have been used for local community news and issues. Podcasting has emerged as an effective independent outlet to share community stories of interest and engage on-demand with citizens on local issues. [40] Podcasting continues to be a growth medium, as 40% of Americans 12+ say they have ever listened to a podcast, while 24% say they have listened to one in the past month, up from 21% one year ago. In addition, six in ten Americans are now familiar with the term "podcasting," a number that has risen 22% in two years. With the longer format and on-demand nature, local community podcasting allows for independent reporting accessible to a wider audience and broader demographic than traditional media channels. [41] [42]

Discussion venues

8% of podcasts in the United States as of 2023 have a "discussion forum or Discord server" for their fans. [43]

See also

Related Research Articles

Multimedia is a form of communication that uses a combination of different content forms, such as writing, audio, images, animations, or video, into a single interactive presentation, in contrast to traditional mass media, such as printed material or audio recordings, which feature little to no interaction between users. Popular examples of multimedia include video podcasts, audio slideshows, and animated videos. Multimedia also contains the principles and application of effective interactive communication, such as the building blocks of software, hardware, and other technologies.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

<span class="mw-page-title-main">Active learning</span> Educational technique

Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.

Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

<span class="mw-page-title-main">Asynchronous learning</span> Learning that occurs on each individual students time

Asynchronous learning is a general term used to describe forms of education, instruction, and learning that do not occur in the same place or at the same time. It uses resources that facilitate information sharing outside the constraints of time and place among a network of people. In many instances, well-constructed asynchronous learning is based on constructivist theory, a student-centered approach that emphasizes the importance of peer-to-peer interactions. This approach combines self-study with asynchronous interactions to promote learning, and it can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. This combined network of learners and the electronic network in which they communicate are referred to as an asynchronous learning network.

M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

<span class="mw-page-title-main">Online school</span> School that teaches students entirely or primarily online or through the Internet

An online school teaches students entirely or primarily online or through the Internet. It has been defined as "education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students. Online education exists all around the world and is used for all levels of education. This type of learning enables the individuals to earn transferable credits, take recognized examinations, and advance to the next level of education over the Internet.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.

"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."

<span class="mw-page-title-main">Audiovisual education</span> Method of education with audiovisual elements

Audiovisual education or multimedia-based education (MBE) is an instruction method where particular attention is paid to the audiovisual or multimedia presentation of the material to improve comprehension and retention.

An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers.

Synchronous conferencing or synchronous computer-mediated communication is the formal term used in computing, in particular in computer-mediated communication, collaboration and learning, to describe technologies informally known as online chat. It is sometimes extended to include audio/video conferencing or instant messaging systems that provide a text-based multi-user chat function. The word synchronous is used to qualify the conferencing as real-time, as distinct from a system such as e-mail, where messages are left and answered later.

Augmented learning is an on-demand learning technique where the environment adapts to the learner. By providing remediation on-demand, learners can gain greater understanding of a topic while stimulating discovery and learning. Technologies incorporating rich media and interaction have demonstrated the educational potential that scholars, teachers and students are embracing. Instead of focusing on memorization, the learner experiences an adaptive learning experience based upon the current context. The augmented content can be dynamically tailored to the learner's natural environment by displaying text, images, video or even playing audio. This additional information is commonly shown in a pop-up window for computer-based environments.

Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.

<span class="mw-page-title-main">Computers in the classroom</span> The use of computers in school

Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools.

Second-language acquisition classroom research is an area of research in second-language acquisition concerned with how people learn languages in educational settings. There is a significant overlap between classroom research and language education. Classroom research is empirical, basing its findings on data and statistics wherever possible. It is also more concerned with what the learners do in the classroom than with what the teacher does. Where language teaching methods may only concentrate on the activities the teacher plans for the class, classroom research concentrates on the effect the things the teacher does has on the students.

<span class="mw-page-title-main">Flipped classroom</span> Instructional strategy and a type of blended learning

A flipped classroom is an instructional strategy and a type of blended learning. It aims to increase student engagement and learning by having pupils complete readings at home, and work on live problem-solving during class time. This pedagogical style moves activities, including those that may have traditionally been considered homework, into the classroom. With a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home, while actively engaging concepts in the classroom with a mentor's guidance.

<span class="mw-page-title-main">Online learning in higher education</span> Development in distance education that began in the mid-1980s

Online learning involves courses offered by primary institutions that are 100% virtual. Online learning, or virtual classes offered over the internet, is contrasted with traditional courses taken in a brick-and-mortar school building. It is a development in distance education that expanded in the 1990s with the spread of the commercial Internet and the World Wide Web. The learner experience is typically asynchronous but may also incorporate synchronous elements. The vast majority of institutions utilize a learning management system for the administration of online courses. As theories of distance education evolve, digital technologies to support learning and pedagogy continue to transform as well.

<span class="mw-page-title-main">Digital media in education</span>

Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.

References

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