Creating Podcasts for Students
By using the resources our students already engage with, we can excite, interest, and expose them to science in the real world. While they will feel that we are making the effort to connect with their world, we will be secretly connecting them to the world that we so very much want them to engage with and understand.
HOLLY AMERMAN, AUTHOR OF THE ARTICLE “A PODCAST YOU SHOULD KNOW: SYSK
For a while now, you’ve had the idea of providing more resources to complement your presence and support your student’s learning. But have you ever thought about using podcasts? Here are some of the advantages of using podcasts as part of your curriculum:
1
Your students can listen to the content whenever and wherever. It provides an excellent opportunity for them to catch up when they’ve missed something.
2
Podcasts suit different learning styles. For example, for some students, it is easier to keep their attention and focus while listening, rather than reading.
3
Using podcasts outside the classroom frees up the time for more active learning and engagement in the classroom. In addition, podcasts can be used as a complement to a flipped classroom strategy.
4
Podcasts can be provided as a revision tool or an additional resource for those wanting more information about a subject. The free choice of following a podcast helps students in reducing the stress level linked to academic workload.
5
Podcasts are cost-effective, because you do not need to use professional equipment. For example, some microphones are inexpensive, and you can use free software for editing.
O’Bannon et al. (2011) support some of the advantages listed. The scholars suggest that using a podcast to replace classroom lectures represents more time for in-class demonstration, guided practice, and other activities and projects. In such a context, podcasts are an ideal means to disseminate fundamental information and facilitate student-centred interactions.
Challenges
As podcasting requires a shift to mobile learning, educators should explore ways to integrate podcasts into the curriculum, considering technology’s accessibility for students on and off-campus (Ng’ambi & Lombe, 2012).
Brown et al., 2009 and Kay, 2012 (as cited in Ng’ambi & Lombe, 2012) suggest that podcasting is a time-consuming activity, especially for educators lacking the technical skills to produce and edit them.
Do you have any other ideas to share?
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