Getting Started with Instructional Podcasting
Lou Gattis Jr., The Pennsylvania State University
ABSTRACT
A podcast is an audio or video file that is distributed over the internet, often
using syndication and subscription, for playback on a portable media device or
personal computer. Podcasts are used in undergraduate courses to broadcast
video syllabi, lectures, spreadsheet exercises, problem solutions, and exam
reviews. Basic podcasts can be produced using a standard personal computer,
a microphone, and freeware. More elaborate podcasts utilize writing tablets,
video recorders, and sophisticated software. This paper provides information
and resources needed for instructors to get started with podcasting. The
options and issues related to the design, production, and distribution of
instructional podcasts are discussed. This paper also describes how podcasts
were used to enhance an undergraduate finance course in derivative
instruments.
INTRODUCTION
A podcast is an audio or video file that is distributed over the internet, often using
syndication and subscription, for playback on a portable media device or personal
computer. The term podcast is a combination of the words “ipod” and “broadcast”. An
ipod is a media player that can store and play audio and video files that is produced by
Apple Computer. However, podcasts can be played on many media players. The term
“podcast” initially referred to audio files that were compatible with Apple’s ipod and
iTunes software, but the term now generally refers to any video or audio file distributed
over the internet.
Although the term podcasts is commonly used to describe any media distributed
over the internet, there are several other terms used to specify the format. The terms
“vodcast,” “Vidcast,” and “VODcast” are used to describe video files. A screencast is a
video recording of a computer monitor. Screencast software records all computer actions
and allows the producer to narrate during the recording.
Podcasts are often distributed through syndication and subscription services.
Users subscribe to a podcast series and receive new “episodes” when they are available.
itunes U is an Apple website that manages these services for universities. Educational
podcasts are also distributed on course management systems, instructor websites, and
public video websites such as YouTube.
PODCAST ADVANTAGES
Podcasts offer many advantages over traditional instructional delivery methods.
Podcasts allow students to view content at their convenience and may enhance learning
by addressing various student learning styles and disabilities. Instructors may benefit
from recording repetitive explanations, demonstrations, and illustrations. The use of
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podcasts may also free up class time include active and experiential exercises which have
been shown to enhance learning.
Connect to the Tivo and YouTube Generation
The current YouTube and Tivo generation of students are comfortable with
technology and expect content to be convenient and portable. A recent joke posted on a
technology blog captures the feeling of the current generation-- “You might be in the
Tivo generation if you sit in meetings and want to fast forward the presenter.” Podcasts
allow students to shift the time and place of the learning for their own convenience. In
short, podcasting allows students to Tivo your lectures for later playback, fast forward,
rewind, and deletion. A recent survey found that the typical college-aged students view
online videos at the highest rate among adults (Madden, 2007). Seventy-six percent of
18-29 year olds reported that they have watched videos online and twenty-two percent
reported that they had watched educational videos.
Enhance Learning
Claxton and Murrell (1987) identified sixteen distinct learning styles. Davis
(2001) suggests varying teaching methods, such as using podcasts, may address diverse
styles and enhance learning. Podcasts are most affective for auditory and visual learners
(Moses and Morales, 2006) and the pause and rewind podcast features may aid students
with attention deficits. Lastly, podcasting frees up time for active learning exercises
which has been shown to enhance learning (Davis, 2001). See Dale (2006) for a further
discussion of podcasting and learning styles.
Instructor Benefits
Podcasts can reduce faculty workload by recording explanations, problem
solutions, or entire lectures that can be viewed by multiple courses, sections, and
students. The podcasting of long narratives and explanations allow instructors to have
more meaningful and interesting classroom experiences.
Instructor Concerns
Two common podcasting concerns are the effort and resources that are needed to
produce podcasts and the effects podcasts have upon student attendance. The level of
effort and resources to produce podcasts will vary depending upon the podcast format.
Basic podcasts that combine narration and PowerPoint can be done quickly using a
standard personal computer and freeware. More elaborate podcasts that combine other
elements, such as handwriting or animation, require the use of specialized hardware and
software. However, many universities offer podcasting production studios that require no
technological expertise from the instructor.
A second concern is podcasting’s effect upon student attendance. Many argue
that any technology that reduces the costs of non-attendance will surely reduce
attendance. But attendance will largely depend on how podcasts are used. Podcasted
classroom lectures that involve no student involvement will likely reduce attendance.
Whereas the use of podcasts to preview lectures (a.k.a., precasts) may improve
attendance. Several papers that document the initial experiences with podcasting show
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little effect upon attendance (Meng, 2005 and Lane, 2006). Interestingly, while most
students report that podcasts do not affect their attendance, students are concerned that it
encourages other students to miss class.
CHOOSING PODCAST CONTENT
Holden and Westfall (2005) suggest that the most appropriate content to podcast
is content this (1) does not require a symmetric flow of information between the
instructor and students, (2) does not require instructor-student and student-student
interaction, and (3) does not benefit from synchronous interaction (real-time), but (4)
does benefit from the use of imagery and narration.
Figure 1 categorizes various instructional delivery methods into four categories
based on its symmetry and interactivity, and its synchronicity. Panels A and B contain
active learning methods where information flow is two-way between instructors and
teachers. Brainstorming, discussions, games, labs, and questioning usually take place in
the classroom where instructors and students interact in real-time. Discussion boards and
wikis are methods in which instructors and students interact in a delayed manner – which
allows time for reflection and research. Panels C and D contain one-way instructional
delivery methods. Panel D is one-way, real-time information flow from the instructor to
the student that usually takes place in a classroom. Traditional lecturing is the most
common methods of one-way, real-time instruction. Podcasts are in Panel C with other
traditional one-way, time-shifted instruction such as books.
Figure 1: Instructional Delivery Methods and Characteristics
Active Learning
High
Symmetry
and
Interactivity
Panel A: two-way, time-shift
Panel B: two-way, real-time
Discussion Board
Wiki
Brainstorming, Exercises
Guided Discussion
Game, Lab, Questioning,
Interactive Lectures
Panel C: one-way, time-shift
Panel D: one-way, real-time
Low Podcast
Book/Article
Notes
Narrative Lecture, Twitter
Problem Solution
Demonstration
Illustration
Low
High
Synchronicity
Podcasts are another one-way teaching method along side the traditional delivery
methods of books and lectures. The advantage of podcasts over one-way, real-time
methods (such as narrative lectures) is that students can time-shift the delivery-- just as
Tivo allows viewers to time-shift television programming. In addition to adding viewing
convenience, podcasts also allow students to rewind, fast-forward, and save the media.
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The advantage of podcasts over other one-way, time-shifted methods (such as books) is
that podcasts can combine imagery, speech, text, and motion. Unlike books, podcasts can
be freely copied and distributed.
The most appropriate content to podcast is that does not require two-way
interaction and does not benefit from real-time occurrence. These instructional activities
include defining, describing, narrating, explaining, categorizing, illustrating,
demonstrating, and solving. This is not to suggest that lecturing is obsolete in
undergraduate education. Some content benefits from live instruction, such as
questioning and brainstorming. However, one-way, real-time instructional methods
provide no convenience to the student and uses class time that could be used for active
learning activities.
Choosing the content is the first step in creating a podcast. Instructors should
identify all one-way, real-time instruction in their course and determine if it could be
more effectively delivered through a podcast (moving the content into Panel C) or made
more interactive (moving the content into Panel D). Consumer research into preferences
for live and recorded entertainment may provide suggestions for the remaining content in
Panel D. Raghunathan and Corfan (2004) suggested that viewing a live broadcast was
preferable if it was a shared experience. Frederick, Loewenstein, and O’Donoghue
(2002) suggested viewers are impatient and want to see the event at its earliest showing.
Vosgerau (2006) found that an important factor was whether or not the viewer considered
the event to be indeterminate. Indeterminate (unscripted) events create excitement and
preferences for live viewing even if the outcome is certain. Frijda et al (1989) suggest
that this excitement may also excite action readiness as participants respond to threats
and opportunities. This research may provide suggestions for making more effective
lectures. A live lectures may be preferred by students if it is perceived to be unscripted,
shared, and involve possible threats (i.e. cold calling) and opportunities (e.g., class
participation credit).
PODCAST Types
The last several sections established that one-way communication that does not
benefit from live interaction is the most amenable to podcast. This section describes
various podcasts types and how they can be integrated into the curriculum.
Introduction Podcasts
Podcasts can provide current or prospective students an overview of course
material, activities, and requirements. Examples of an introductory podcasts are video
syllabi and general subject lectures. These are useful for students in course and instructor
selection.
Lecture Podcasts
The podcasting of complete or partial lectures can be used by students who cannot
attend a lecture or used to preview or review a lecture. Partial lecture podcasts can be
used to preview lectures (Precast) or review past lectures (Postcast). A precast may
provide students with reading assignments, key terms, and main points of the lecture. A
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postcast may review the main points of the lecture or suggest additional resources such as
articles, books, practice problems, or websites.
Supplemental Podcasts
Podcasts can supplement course curriculum with recorded demonstrations,
illustrations, guest lectures, problem solving, interviews, and exam reviews.
PODCAST FORMATS
Podcast formats include audio recordings, live action videos, voice-overPowerPoint, and Screencasts.
Audio Recordings
Audio recordings are easy to produce and require only a standard PC and
microphone. Table 1 shows the hardware and software requirements for each format.
Audio recordings are also easily distributed and require little storage requirements.
Specialized software can be used to edit and mix sound recordings. Audio recordings are
most appropriate for content that does not benefit from imagery.
Live Action Video
Live action videos have been used to record lectures for many years to record
classroom activities. A disadvantage of live action video is that it may be difficult to
view instructor handwriting, illustrations and projections. It is also difficult to record
student questions and answers. Live action video creates large files that may be difficult
to store and distribute. Reimers and Singleton (2008) discuss how live action video
recording were utilized in a resident finance course.
Voice-over-PowerPoint
Voice-over-Powerpoint (VOP) is the addition of narration to a standard
PowerPoint presentation. VOP can be produced by either inserting audio files in each
slide or by using presentation recording software such as Adobe Presenter to narrate the
entire presentation.
Screencasting
Screen recording, which is also known as Screencasting, is the recording of
computer screen images and speech. Screen recording software records specified screen
areas and narration. The videos can then be converted into multiple file formats for
distribution. Screencasts can combine any computer image-- PowerPoint, Excel, Internet
Explorer, or tablet handwriting.
Table 1: Format and Technology
Format
Hardware
Audio Recording
PC or Mac and
Microphone
Software
Sound Recording and Editing
(e.g., GarageBand (Mac),
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Live Action Video
Video Recorder/
Camcorder
Voice over PowerPoint
PC or Mac and
Microphone
PC or Mac and
Microphone
(Optional: External
Writing Tablet or Tablet
PC)
Screen Recording
Audacity (Mac/PC))
Video Editing (e.g., Apple
iMovie (Mac), Adobe
Premiere Elements (PC),
Windows Movie Maker (PC))
Presentation Recorder (e.g.,
Adobe Presenter, Profcast)
Screen Capture and Editing
(e.g., Jing (PC/Mac), Camtasia
Studio (PC), Adobe Captivate
(PC), Snapz Pro X (Mac))
DISTRIBUTING PODCASTS
Podcast files can be distributed through Apple’s iTunes U, course management
software, the instructor website, or public file sharing sites.
iTunes U is a website that stores and distributes podcasts. iTunes U allows
students to subscribe to your course podcasts and automatically downloads new podcasts
to students computer or portable media device. The disadvantages of iTunes U
distribution are file type restrictions and students preference resistance to mix
entertainment and educational media. Refer to the University of Missouri White Paper
(2005) for a discussion of podcast subscription and syndication procedures.
Podcast files can be uploaded to course management systems (CMS) such as
Blackboard and ANGEL. The advantage of CMS distribution is that the podcasts are
centrally located with other course content. The disadvantage of CMS distribution is
storage size restrictions.
EARLY PODCASTING EXPERIENCE
This section discusses my experience incorporating podcasts into an existing,
residential undergraduate course in financial derivatives. The course is an elective for
finance seniors which focuses on the valuation and use of derivative instruments to
speculate and hedge risks. I had previously taught the course for several years and
received above average students evaluations. The three most common student criticisms
of the class were the difficulty of material, the rapid pace of lectures, and need to
demonstrate more problem solutions. I thought that podcasts could be used to move
some lecture material from the classroom to podcasts and create problem solution
podcasts.
Getting Started
I produced my first podcast in less than thirty minutes after downloading
TechSmith’s Jing screen recording freeware. After opening the software, I specified that
Jing record my whole screen, and then I recorded my voice and the screen as I viewed the
presentation. Jing produced the podcast and provided a link where students go to play
the podcast. Jing was easy and free, but it did not create a video file which I could save
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and distribute. I downloaded a free trial of TechSmith’s Camtasia Studio which is a
premium version of Jing that allows users to save podcasts in several standard file
formats such as QuickTime Movies (MOV) and Windows Media Video files (WMV).
After the free trial period, I purchased the Camtasia Studio and was ready to create course
podcasts. To enhance my podcasts I also purchased an external PC microphone and a
Wacom writing tablet. I now had the tools to create podcasts that recorded voice,
computer screen images, and handwriting.
Course Podcasts
I produced my first course podcast midway through the semester. Several
students asked the same question regarding a classroom PowerPoint presentation. So, I
create a podcast that incorporated the PowerPoint slides and handwriting just as I do in
the classroom (Figure 3). I opened Camtasia Studio and specified that it record the entire
screen. After launching the presentation, I right-clicked the mouse selected a pointer to
handwrite over the presentation. I started recording and began to write on the slides
(using the Wacom tablet) and narrate. I reviewed the recording for accuracy and then
saved the recording as a Windows Media Video (WMV) file. I used all default settings
and the podcast was created in several minutes. Camtasia Studio created a 10-minute,
40-megabyte file. I found that disabling the automatic focusing feature option and
reducing the video size to 640x480 created a ten megabyte file (one-megabyte per
minute). I uploaded the video to the course management system and sent an
announcement to students. Over the next several weeks I created several more 5-10
minute podcasts of PowerPoint presentations.
Figure 3: PowerPoint and Handwriting Podcast
Prior to the midterm exam I create a podcast demonstrating how to solve the
practice exam by combining Microsoft Word and Corel Painter Essentials (Figure 4). I
opened the Word document and positioned the Corel Painter window just below the exam
question. I then recorded my voice and handwritten solution to the problem. After each
problem I paused the recording to clear the Painter and advance to the next exam
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problem. The final podcast was 40-minutes long and 40-megabytes. I did notice that
after about 20 minutes the audio fell behind the video in the podcast. In future podcasts, I
broke up the podcasts into 5-10 minute segments to fix this problem which was
apparently caused by my laptop’s slow processing speed. I also found that smaller
podcasts (about 5-10 minutes) are easier to edit. Later I produced podcasts that combined
Excel exercises, internet applications and other specialized software applications. A total
of 16 podcasts were created for the course.
Figure 4: Word, Paint and Handwriting Podcast
Student Feedback
Ninety-eight students were enrolled in the class across three sections and I tracked
student podcasts viewing. A total of 91 out of 98 students accessed the podcasts with a
median of 10 visits per student and a range of 1-96 visits per student. I also surveyed
students toward the end of semester. Students unanimously stated that the podcasts were
useful and they wanted more. Students also suggested that they prefer shorter podcasts
and prefer delivery through the course management system. The university administered
student evaluations of the course and instructor were significantly higher than previous
semesters and many students wrote positive comments about the podcasts.
SUMMARY
Podcasts are an easy way to deliver one-way, time-shifted communication to
students. Podcasts have an advantage over tradition one-way delivery methods because
podcasts combine speech and imagery to students in a portable format that can be easily
stored, rewound, and fast-forwarded. Podcasts may also address different learning styles
and help student with attention disorders. Screencasts are particularly effective at
combining computer imagery, handwriting, and speech in a relatively small file.
Podcasts can increase student satisfaction and instructor evaluations.
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