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"Two Approaches to Podcasting Use in a Classroom" icon

Two Approaches to Podcasting Use in a Classroom

Podcasting is a logical complement to traditional instruction in higher education since the necessary technology is in place and early research has identified the ways in which it may be usefully applied to an academic setting. When instructors were awarded equipment as part of a system-wide institutional grant, each instructor chose a course for which to develop her own strategy of podcasting use in order to meet her course's particular needs. These needs reflected two essential drives suggested by Harris and Park (2008) in their typology of podcasting usage characteristics. The first instructor was teaching-driven, employing podcasting to augment teaching, provide additional lecture content and for use in a student discussion assignment. The second instructor attempted podcasting as part of a student assignment. Her goal was more service-driven since the students were required to complete research interviews and then share their results, whether interview or commentary, on the web. Both courses were scheduled to be taught in the fall and needed to be prepared in the summer; although the equipment did not arrive until well into the fall semester. Because the first instructor used teacher-created podcasts and vodcasts, she was able to produce the majority of these (those not requiring student participation) over the summer using the institution's teaching lab and equipment. The first instructor felt the podcasts and vodcasts were clearly beneficial to the students and to the instructor in terms of delivering supplemental background material for the course. The second instructor had to revise the assignment, given challenges in training, scheduling and equipment availability, but felt that podcasting introduced students to a valuable channel for archiving and sharing research and other work if given more time and better skills training.

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