Podcasting and Education: Can schools use podcasting to teach us anything? Part 2. By Monte Silver, Bamboo Mediacasting

Part 1 of this article on the use of podcasting in higher education concluded that while podcasting lectures is the most obvious use, it does not provide compelling value. One main reason for this is the fear that podcasting lectures will cannibalize the in-class experience.

There are two other ways in which podcasting has been used: (1) the delivery of supplemental educational materials and content, and (2) assignments requiring students to produce podcasts.

1. Supplemental material. Many instructors have experimented with the delivery of supplemental materials designed as podcasts (or audio files). Compared to lecture podcasts, supplemental materials have a much better track record of positively influencing learning outcomes and student performance. These materials can be listened to before the lecture, and focus on important topics and questions in preparation for the classroom experience. Or, the material can be posted after the lecture, such as homework assignments and additional "optional" material for those interested.

Equally important, with supplemental material, the classroom experience is not cannibalized, rather enhanced. Futhermore, the supplemental material, often created by the instructor, can create a special bond with the students, which is especially the case given the pleasant and informal experience that audio material provides. Strengthening this intangible yet very valuable teacher-student relationship is an important element of education.

However, such successes are on a case by case basis. And every small success generates disproportionate media coverage. One case involved the use of podcasting as a supplemental tool in a medical course. The media reported that "iPods help doctors improve stethoscope skills,” that “iPods are good for your heart,” and "Dr. iPod can double successful heart-condition diagnosis”. The hype generated by media bears little relationship to actual experience.

Futhermore, supplemental audio material is usually just one component in an online course offering. Such audio files are usually posted on a course website and listened to via PC.

(2) Student generated content

Besides strengthening the teacher-student relationship, another important goal of education is to motivate. Active and involved students are more likely to find interest in the course and do better. Student podcasting (or actually, the creation of course-related audio content) has proven an effective way to achieve this goal. Students are often technologically keen, and many reports show that students eagerly seize the opportunity to use technology to create content for assignments. In several cases, well structured assignments created friendly competitions between students who tried to be the most creative with their final projects. Using podcasting, they created advanced audio and video recordings, educated classmates how to use advanced features and worked together to overcome technical challenges, like poor quality screen captures. It is clear that podcasting can be valuable for the development of technical competence, listening and presentation skills, and in gaining how new media can impact social and professional dialogue.

To summarize the use of podcasting in higher education usually involves an upside down process. Educational technologists begin with a specific product. They then determine what kinds of activities that product or channel can support, and work backwards to identify what educational goals those activities might help achieve.

Although reversing the process can sometimes lead to interesting applications of technology, it frequently results in “technology for the sake technology,” with little or no actual effect on outcomes in student learning.

The conclusion: Universities have lots of technology at their disposal. As with any educational technology, whether and how podcasting impacts the quality of the learning experience depends largely upon how the technology is put to use in a specific context. It appears that podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals. And to accomplish this requires careful planning and execution.