Creating Podcast E-Broadcast for Teaching & Learning

Janet Holland
Emporia State University

Marcus Childress
Emporia State University

INTRODUCTION & BACKGROUND

     E-Broadcast can be created on any subject area of interest and connected to desired academic standards for generating quality teaching and learning activities. Student generated Podcasts allow learners opportunities to share their academic endeavors within any discipline area while capitalizing on the ability to reach a wider audience. Student generated broadcasts promote engaging, authentic, collaborative, learning in the classroom. This paper will highlight the variety of student learning roles from administrative, researcher, author, illustrator, presenter and publisher of key content as illustrated below (See Figure 1).
     A current trend in education is mobile computing colliding with mobile learning through the use of Podcasting. Podcasts are a web-based form of broadcasting allowing learners the ability to listen to and view content downloaded to portable digital media players such as iPods, MP3’s, and even cell phones. One of the big attractions for students is the autonomy Podcasting provides, allowing learners to select what content to play, when they choose, and where they choose to play it. It seems like a perfect match for busy mobile students today.
     In addition to being on the receptive end of listening and viewing content, the web-based features of Podcasting allows students the opportunity to get involved in the hands-on application of creating their own broadcast at minimal cost. Podcasts can be generated using a computer, software, microphone, digital camera or camcorder to add visual images, as desired. Costs of traditional broadcasting have, historically, been beyond the reach of most individuals until Podcasting. By opening up Internet broadcasting, Podcasting has completely changed the dynamics of the system, allowing individuals the ability to create content to be heard and viewed by the masses resulting in potential global broadcasting efforts. Podcasting can be created on any topic area from any location in the world. Content is not contingent upon or influenced by advertising revenue or the selection of high popularity topics, only. It is now beginning to open the door to a wide spectrum of choices.
     With so many companies and educational interest groups vying for attention, it is not too surprising how fast this new medium is growing in popularity. What better way to reach the public than where they live or catching them on the go? The educational possibilities are just starting to be explored as a way to reach students through their current technology medium of choice. Teachers envision capitalizing on the new learning pathways in an effort to reach learners wired to computers and digital media players. Because Podcasting is a relatively new phenomenon, it is important to reflect on how this medium can best be used for quality teaching and learning. Therefore, educators are exploring a variety of instructional strategies for extending educational applications of Podcasts.
PODCAST LEARNING ACTIVITES
     Rather than simply broadcasting a lecture to learners, Podcasting opens up many new possibilities to actively engage students in the learning construction process. Learners need not sit passively by and listen to or view content but rather can take the lead creating their own Podcasts thru brainstorming goals, discussing viewpoints, researching and analyzing content, negotiating solutions, applying knowledge, implementing assessment practices, and revising content all within a collaborative learning environment. Below is a conceptual model demonstrating the potential for academic learning associated with creating syndicated E-Broadcast (See Figure 2).
     Teaching and learning through broadcasting is one way of fostering active student engagement on many different levels. Podcasts offer learners the unique ability to benefit from the use of both media-rich audio and video for learning. By expanding the multimedia sensory options, allowances for a wide variety of student learning styles and preferences can be accommodated. “During an instructional event, adding the appropriate audio and visual components can engage more of the learner’s senses and help to build multiple cognitive connections to the content presented” (Lever-Duffy, McDonald, & Mizell, 2005, p. 281). To illustrate, when someone mentions President Kennedy or Dr. Martin Luther King’s name, we may remember their speeches and have vivid visual memories to go along with them.  These serve as a good example of the power of taking advantage of the multiple sensory components of combining audio and visual support.
     Podcasting can be used to expand learning activities and instructional strategies for high quality cognitive learning. One idea is to enlist learners in creating a radio or video program related to a specific subject area or cross discipline of interest. Learning through broadcasting provides students an opportunity to study and practice researching, writing, reporting, editing and production design skills. Basic news story gathering techniques can be implemented including shooting and editing video, planning and executing visual storytelling, and writing to produce stories related to the topic of interest. Students work together, taking responsibility for a collaborative team-based production environment creating audio focused content and or video to enhance active problem-based teaching and learning. Below is an illustration demonstrating student responsibilities for producing E-Broadcast (See Figure 3).
     Students begin by brainstorming ideas for an appropriate topic and generating challenging questions for conveying the desired subject matter. This is followed with learners working together as a collaborative team to do additional research on the desired topic. Students set short term and long term goals, discuss and analyze the content presented for accuracy and relevance, synthesize and integrate concepts through problem solving and critical evaluations, negotiate issues, organize information, and apply and present new content knowledge gained. Learning through broadcasting allows students to expand their perspective through the diversity of their team members and through the expanded roles needed to accomplish the collective learning tasks. Students learn about and participate in the shared roles of news directors, anchors, graphic artists and writers with each team submitting a draft or storyboard outline for the broadcast. Learners adopt a variety of journalistic styles from the position of news, feature, interview, or opinion story for communicating messages to intended audiences in compelling ways. The combined diversity of viewpoints and roles help learners to reflect on multiple perspectives and ways of knowing. The following illustration demonstrates the E-Broadcast journalistic styles assumed by students (See Figure 4).
     Students can also begin with a general outline approved before developing a more detailed script using an anchor to read the broadcast announcement. The graphic artists can record digital photo images and or video to support and extend the audio content presented. The visual media is edited, as needed, to align with the audio for the target audience. The directors’ assist in overseeing the process, coordinating tasks, reviewing and editing the script, and rehearsing with the anchor. Once all the elements of the broadcast are prepared, a rehearsal with time for self-reflection and constructive feedback can be directed towards improvements in making final edits and revisions.
     Some of the technical skills taught or researched by students can include the use of the production equipment from working with computers, software programs, portable media devices, microphones, headphones, digital cameras, and camcorders. Most broadcasts traditionally begin with a title page followed by the project contributors before beginning the actual story. Some of the technical issues to consider include ensuring sufficient lighting for the project and the effective use of camera angles. Using a variety of video footage including the use of long, medium, close-ups, creative, and over the shoulder views will help to add interest to the presentation in addition to the use of special effects and transitions from scene to scene. The raw footage captured is edited into a meaningful sequence of events complimenting the spoken dialogue. Student critiques, reviews, practice and experience in creating the graphic sequences or live video will make a vast difference in the quality of the final visual presentation. Writing standards can be established employing short, simple, and easy to understand conversational narration using proper grammar. Students can practice improving their public speaking skills and voice quality through articulation, body language, and stage presence. In addition to recorded voice files, music clips can be added to enhance the professional quality of the broadcast. Music is integrated as a lead in or fade out at the end of the broadcast to set the mood or tone for the broadcast production. Again, it is important to be aware of copyright issues for music and graphic image use. If guest speakers are to be used in the broadcast, students can prepare introductions including their name, title, and thought provoking questions in advance, as well as closing comments. Learners can also practice interviewing each other using a variety of personalities to be prepared to adapt to the various speaker styles they may encounter.
     The broadcast can then be saved and posted to a website containing a description of the content found in the Podcast. By adding a Real Simple Syndication (RSS) link, viewers listen to and or view the content or subscribe to get the newest broadcast content downloaded automatically to their computer. The broadcast can subsequently be played on either a computer or downloaded to portable media player for listening to and or viewing while on the go. By posting broadcast content online it can be shared with a wide audience from students, parents, community, and viewers across the globe. Student publications offer learners a sense of belonging to the school and to the larger community. Content producers need to be aware of Internet security and seeking needed permission documents when venturing into broadcasting if students names or photo images are used. If you do not want to show the visual image of a student anchor, other graphic images related to the content can be included as one possible workaround.
     Audio and video technologies have been around since the 1920s although they continue to improve through new compression technology, storage media, faster transmission speeds, and smaller and more portable devices. The new technologies delivering visual learning provides students many ways of examining and exploring a wide range of content from concrete facts to more abstract difficult concepts. By using recorded media, students can self-pace and playback, as needed or desired, for additional practice and rehearsal to support learners in committing new information to memory.
     Although technology has changed, the benefits of multimedia remain, as it offers students many options for bringing the world of learning to them through investigations into history, math, science, social studies, current events, or any topic of interest. The New York Times and US News Classroom websites are great resources for expanding broadcasting topic ideas for integrating Journalism lesson plans aligned to curriculum standards. Below are some additional ideas for implementing Podcast instructional broadcast activities into the classroom for teaching and learning.

1. Fieldwork/Trips
2. Multi-Lingual
3. Guest Speakers
4. Interviews
5. Presentations/Demonstrations
6. Deepen Content Knowledge in All Subject Areas
7. Practice, Rehearsal, Reinforce, & Review Content
8. Feedback & Evaluation
9. Content Outside of Class & Reserve Class Time for Active/Cooperative/Team
10. Portable Learning
11. Distance Learning
12. Self-Paced Learning
13. Supplemental Learning
14. Media Rich Learning Audio/Video Reach Different Learning Styles/Preferences

We have now examined some of the ways Podcasts can be used for standalone instructional broadcast units.

CONCLUSIONS
     Engaging students in the creation of E-Broadcasts allows learners to reach targeted curricular objectives. When media rich audio and visuals are combined to meet targeted learning objectives using solid instructional design strategies, high-level multisensory cognitive learning becomes possible. Podcasting can then serve as a way to extend learning through syndicated sharing with instructors, peers, family, friends, and even global audiences. It is through these reciprocal relationships of providing feedback, guidance, and support that learning becomes enriched and meaningful.

Figure 1. Podcasting student E-Broadcast

Figure 2. Student Podcast for M-Learning

Figure 3. Student E-Broadcasting Roles

Figure 4. Student E-Broadcasting Journalistic Styles

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