100+ ideas for Podcasting
Examples of Subject Content
Generic Content Examples
002 Title: Talking textbook no information yet
009 Title: Group presentation skills
Any group presentational practice can be mapped across and developed as a podcast with benefits that include learning through collaboration, debating and negotiating skills, as well as the development of technical skills.
Some questions:I'm not sure what you mean here by 'mapped across' - do you mean something like 'Podcasting can provide a useful option for the production and distribution of student presentations'?
012 Title: Bytz
Searching across podcasts for the 1 minute best listen: what makes it a good 1 minute? How can the format be created? Types of podcasts in support of learning e.g. illustrative examples, techniques descriptions, experience oriented, (classify, describe design issues, what makes audio best for these?) Intended for podcast producers, those embedding podcasts, those wishing to understand reusable design, and tutors.
Some questions: Could you fill it out a bit? I am guessing this idea involves (media?) students who are analysing recordings they find to determine what techniques have been used by the producers to make the audio engaging - is this right? I suppose a similar analytical approach could be used to develop any student's information literacy skills in relation to evaluating audio information sources?
013 Title: Knowledge Cycles
A podcast produced by the tutor to support key skill development, in particular to support self-learning and information synthesis; how to test and trust conclusions or an expert environment. Prototyping preliminary conclusions, making these concrete, synthesis for public.
Some questions: What is the cyclical or iterative process used by the student here? Are students using the audio to present draft conclusions for feedback from tutors or peers, before final submission of conclusions in another form eg essay, audio presentation, etc? Can you explain this idea further?
014 Title: Short Stops
How to make the most of people you meet for a very short time. Conversations with... etc (e.g. feedback, input situations, ideas, etc)
Some questions: I like the sense that audio is an opportunistic and immediate media. Can you fill this idea out some more?
017 Title: Previews
Produced by tutors for students offering key points to think about prior to a lecture or seminar. The tutor attempts to focus students' attention on key points that will be covered in the up-coming seminar or lecture. The main benefits of this approach are that students come already engaged with the topic and are more prepared to participate (e.g. informed responses to tutors or students' questions). Use of Audacity, DVR, etc, with addition of music and other media.
Some questions: One or two people have suggested similar ideas. Are there any particular aspects of the approach described here that may be distinct from other suggestions eg subject; duration; style; raising questions; pointing to literature or other sources; humour; etc?
018 Title: Discussions of ideas that are real, but constantly changing.
Some questions: Can you develop this at all perhaps with an example of a discipline where discussion on constant change would be useful. The subject that springs to mind for me would be Business where students are involved in following market trends, or meteorology, etc Or perhaps a commentary on a simulation. Is this the sort of thing you had in mind? Who would have these discussions and who would listen? What action would listeners take as a result of listening?
020 Title: Authentic Sounds
Take a selection of sounds from an authentic situation. Students are asked to create a story around what they hear. This is useful for language learning, for example.
Some questions: By authentic situation presumably you were thinking of recordings made in real world settings beyond the college/university? As a focus for language students are the sounds likely to be voices (eg conversations) or do you imagine more in the way of ambient sounds? I like the idea of audio being a trigger used to inspire creativity such as storytelling. Other than language are there other subject applications that spring to mind for you? Who makes the sound recordings that are used? How are these sounds presented to the students?
034 Title: Pod Share!
Molnet learning. Create a catalogue of resources so all students can have access to them.
Some questions: This idea has been simplified from a specific approach used by a college). The idea seems to suggest the development of a media learning object repository that one or more modules can draw upon. Such a collection on key skills, for example, could be widely useful.
035 Title: Catch Up
Missed presentations including lectures and introductions to courses. All posted to Moodle. Created by staff.
Some questions: This idea seems to suggest the recording of lectures. The recording of lectures is a common starting point for many considering how podcasting can be used in education. The main draw back is that it is notoriously difficult to engage listeners beyond about 10 minutes, especially if they are likely to be distracted. Summaries of, or discussions about, longer events can be useful.
031 Title: Field music
Recordings made during field trips capturing authentic voices and observations in the field.
032 Title: Extra bedtime
Use short RSS feed podcasts to prompt student activity before, during and after scheduled face to face sessions in a taught module. Replace some face to face time that is tutor-centred.
Some questions: The essential idea here is to use the media as brief interventions or illustrations to help students orientate themselves towards the face to face activity - is that right? I can't connect that to the title! is there another title you would propose?
045 Title: Critical Analysis
Students in groups are given an article and asked to create a podcast that critically analyses it. The approach allows students to support each other in developing critical analysis skills whilst developing an awareness of literature. All students are expected to contribute to the literature review pool.
048 Title: Go out and find podcasts
Students are asked to find podcasts created by professional organisations relevant to their subject area.
Some questions: I presume having found podcasts they are then invited to review or evaluate these? Or perhaps podcasts found by students could be added to a module podcast feed?
055 Title: Magical Mystery Tour
Brief videocast demonstrating effective learning activities made by support services for students and staff development, e.g. effective interviewing, effective workshops, effective feedback.
Some questions: Have you any examples of this? May be similar to 034.
057 Title: The 5 Minute Lecture
Podcasts to act as a pre-cursor to lectures using themes, subjects and topics in lecture. Each episode would be limited to 5 minutes in length. They would be produced by the lecturer and aimed at students. Students would be expected to watch them before the lecture or tutorial, increasing confidence and reducing anxiety. They can be viewed via the VLE or downloaded. Students come to class prepared. The same recordings can be used post-lecture to aid revision.
Some questions: There are several examples of people suggesting previews to lectures. It occurs to me that such preview materials could raise the curiosity of students to encourage attendance. They could even take the form of a series of questions.058 Title: You Don't Have to See Me
Using videocasts and video embedded in a web page to deliver a workshop that would have been traditionally delivered in person (Effective Learning Service). This will be re-engineered to be delivered in the ways indicated above using bitesize clips. Available 24 hours a day.
Some questions: What is the Effective Learning Service? Presumably a central learning support group? Do such videos totally replace the workshop or are they supplementary? If this is an actual technique being used, has any evaluation been carried out?
064 Title: Tap your Stream of Learning
Capturing your stream of consciousness by talking through what you're thinking. Could be insightful for self or others.
Some questions: Similar ideas have been noted that exploit the ease of use of mobile recording devices. It would be good to get a sense of a specific scenario where someone records their thinking or action, and this recording then becomes useful to others. As a personal reflective tool audio obviously has uses, especially in situations where it is not convenient to have pen, paper, or keyboards.
072 Title: Recap and Remember
Made by tutors for students, these recordings of key points are recorded soon after a lecture, lasting about 5 minutes. The main benefits include the opportunity to review key points as a revision aid.
Some questions: This 'review' or 'revision' approach complements the preview or prevision approaches that have been mentioned so far. The benefit here would seem to be that the lecturer could reflect upon questions raised by students in the lecture perhaps
077 Title: 3Rs (Read, Research, Relate)
Research skills podcast made by the lecturer for Work-based Learners. Some questions: Is this a series of tutorials relating to research methods? Can you fill this out further?
087 Title: Podcasting Practical Techniques
Lecturer demonstrates practical techniques prior to lab classes to prepare the students beforehand.
092 Title: Drip Feed Scenario development for real-time delivery of content e.g. Politics (Cuban Missile Crisis). Reports from the Whitehouse. Delivered by tutors for student groups who are taking sides in role play.
Some questions: This looks like a great idea - basically updating a protracted role play with the release of news reports using digital audio and possibly video. Potentially this form of media intervention could preclude any other form of tutor intervention in the role play.
094 Title: Cornflakes
The tutor produces a short commentary on a theoretical topic connecting it to a real world event or news item.
104 Title: Talking Textbook
The talking/showing textbook model can work with any subject. Its purpose is to convey passion for the subject through the use of voices that is difficult to achieve in written texts. It also incorporates interviews with experts from industry and the professions, including alumni, and current students. The books benefit from being relatively quick to produce, making them more likely to be current.
Some questions: How long is each 'book'? How long do they take to produce?
105 Title: Who Am I? - Audio podcasts for jigsaw theory/stakeholders.
The individual student is often asked to work on theories and resources, reflecting on them in preparation for a 6 minute role playing exercise impersonating a stakeholder and the other students need to guess and evaluate based on criteria: performance, information, stakeholder's perspective.
Some questions: What does jigsaw mean in this context? What is the subject being studied? Do the podcasts present the role play or are they used to share the theory?
107 Title: Have I Got News for You
The lecturer produces a short segment referring to current affairs each week. Students need to consider different perspectives of the news or story and come together in order to analyse the situation, collaborating in small groups in a wiki or other collaborative space.
Some questions: Equally, I suppose students could be charged with scouring the news to present a current topic for discussion. Perhaps alternate groups of students could take responsibility for producing a weekly news item.
132 Title: Listen to yourself
The dyslexic learner records reflections instead of writing them enabling the student to focus on the reflective process rather than the difficulty of writing.
136 Title: Signcast
A video podcast for students with visual and hearing impairment made by the tutor or tutor's signer, complementing typed format and made available through the VLE.
143 Title: Building Portfolios
A step-by-step serialised guide to constructing a portfolio.
Some questions: Who produces these? Is this mostly a technical serial or is it more focussed on the subject and the pedagogy? How are these delivered?
154 Title: Resources review
Students record a review of resources used in independent study sessions. This could be extended to include group discussions on resources.
Some questions: Audio is a good medium for reviewing resources especially in the first year at university when students are developing their awareness of materials and how to evaluate them.
155 Title: Brickcast or Cookcast
Audio visual guides to practical tasks made by tutors for F.E. students studying a vocational course such as construction or catering. It removes the need for students to repeatedly ask tutors how to do things.
166 Title: Extended Classroom
Students pick up where class left off...
Subject Specific Content
005 Title: Media faces up
Video podcasts of sample genres from television (e.g. gameshows) are used to teaches the basics of media production and are made by media technicians and/or students. In this approach a lot of video production goes on amongst the Media students. There is a great potential for publishing on the Web.
Some questions: Is this an approach that could reasonably be used with non-media students? Howe much time is required by the students involved in designing and producing these and do they work together - if so, how?
006 Title: Art for Art's Sake
Art subject areas can produce videos of exemplar work. To act as a prompt for students to see expectations and opportunities for development of their work.
Some questions: Presumably this approach could be taken with students involved in producing any visual artefacts? This could work as audio with embedded images too - do you agree?
010 Title: Look who's talking too! Talk Radio
I Intended for students studying Film Criticism. Using Wimba discussion board staff start an audio discussion and ask students to then contribute to the discussion.
Some questions: Could you explain a little more about Wimba discussion board for readers who would not be familiar with it, e.g. would it be enough to say something like 'an asynchronous audio discussion board used by student and tutor participants'? Are the conversations sometimes synchronous? Is this a tool that could be used by people wishing to release a regular discussion based podcast?
016 Title: Counselling and guidance
First encounter. Learners have to come up with ways of dealing with a situation.
Some questions: What sort of situations did you have in mind? How/why is audio particularly useful in this situation? Is this a student group approach? Who makes the recordings and who listens?
24 Title: Aural Comprehension
Students listen to a podcast and then do a quiz based on the information. They can listen as many times as they like to the podcast.
Some questions: I can see this working as an aural comprehension test in Languages - is this what you were thinking or do you have other ideas? What benefits might audio have over video or still images when used in this way?
037 Title: Listen and coach or Coach Hear
Audio football coaching podcast made by Sports staff for student coaches. Recordings of step-by-step guides to training sessions. The recordings can be used outside onto pitches to support setting up of sessions. The idea can be further developed by students making recordings of the sessions they run.
Some questions: One benefit of this approach that is worth pointing out is that it may be easier to make an audio aid memoir than to make written notes in this situation. The same might apply to similar situations perhaps? If audio was useful to the students this sounds like a great idea. As someone who knows little about the subject I would have thought video would be much better? But then you introduce production overheads and complications. So, it would be great to hear more about how audio can work in this situation.
038 Title: Keep on striking
Use video and audio to record how to strike the ball for a variety of sports. Students and coaches discuss how to improve techniques and make recordings as they put the ideas into practice. Store the before and after records to show improvement.
Some questions: Media capture is really useful for letting students chart their development. Keeping a reflective audio blog is another idea. I wonder if you had any thoughts about who would make the recordings? When/why audio might work for some? Whether think approach could be used in subjects other than Sports? How long do they run? etc
041 Title: Brian may do this!
Videos of performances, e.g. guitar playing. Close ups showing fingering with audio made by music students for other students used as a self-assessment tool. By videoing several performances they can monitor their progress and compare techniques and to help them improve. The video pieces could be turned into an educational podcast. Some questions: So, students record their own performance and reflect on their progress? I suppose this could be applied to various 'performances' - eg lab procedures, clinical procedures, etc? It would be good to hear more about this if this is something you are actually doing.
043 Title: Collaborative Problem Solving
Recording a role play for Business courses using blended delivery. Made by students for students. Students prepare an exercise for each other on certain scenarios using audio. Students come up with real work issues from their previous or present work experiences.
Some questions: It would be good to hear more about this. What level are the students working at? How did Business students take to making the podcasts?
044 Title: Working with podcasts
Guide for using podcasts made by teachers or learning technologists for students and teachers. A step by step guide.
Some questions: How are these guides delivered? Is this approach useful for delivering guides on other technologies or other things altogether?
053 Title: What to do in your town
A language activity. Tourist board audio about my town for students of different levels. can't read the rest of the writing
Some questions: Audio and language learning obviously go together well. See 020 and 024. But this idea strikes me as having more potential - for example, audio clues in an Alternate Reality Game for various disciplines.
054 Title: Do You Feel It?
An audio podcast for Art students to create opinion showing background and perspectives.
Some questions: I can't tell what the essential idea is here. It seems to be about Art History students discussing/analysing paintings and sculpture, possibly like the student generated podcasts produced at MOMA in New York?
070 Title: Video Postcards
Students studying abroad produce video postcards for each other and next year students make a video clip in the target language introducing the place they are going - its culture, country, experiences. Short podcasts produced frequently during time abroad shared centrally on department's Web space. The benefits include mutual cohort support and reflection, and the recordings could be used for recruitment.
Some questions: Great idea. I'm assuming audio postcards could offer similar benefits (We are doing this at Sheffield Hallam)? Are students given MP3 recorders or cameras to take away in your example? How do they 'send' their postcards - you could use something like Gabcast or Gcast I suppose?
071 Title: Therapeutic Moment
Case-based progressions ??? medical counselling students on placement, work-based learning for each other. Capture affective dimension of interaction with clients. Notice transient emotions and describe or role play in the podcast. The benefits include promoting reflective practice and sensitivity.
Some questions: My reading of this is that medical students, whilst on placement, notice significant moments (i.e. transient emotions (is that a technical term?)) in their interactions with their patients. On return to college they set up and record role plays to re-enact these. The recordings then become the subject of further discussion amongst their peers. A digital storytelling technique is being used by students at Leeds University that serves a similar purpose.
076 Title: Eastenders and Me
Media assignment in the form of a serial podcast, which can be completed as and when, to contribute towards a final assessment mark and the information translates into a form and is submitted by email.
Some questions: What form does the assignment take? By 'media assignment' do you mean an assignment for Media students studying soaps? Or is this idea more about creating a media serial around any discipline, e.g. an ongoing dramatisation to support Problem Based Learning? Perhaps we have 2 ideas here!
095 Title: Graduated Scenarios
Issues of censorship - record four fragments of audio taken from film and/or TV texts. The task is to get students to match each scenario with appropriate classification. This is supported by a discussion forum to discuss learner outcomes.
Some questions: I suppose a similar approach of evaluating content and assigning it a classification could be applied to various disciplines? Discussions around lesson plans springs to mind - "what level are these students working at?" or perhaps in health the description of scenarios that need to be assessed in terms of prioritisation or the level of response to a situation. 'Graduated scenarios' could then be described as the presentation of information requiring evaluation by the listener in determining appropriate the most appropriate response, e.g.....
137 Title: Language podcasts 1
A series of tiny language podcasts with scenarios for situations where immediate spoken reaction is needed using current phrases. These become very useful when repeated.
138 Title: Language podcasts 2
A language podcast that includes a native speaker bringing authenticity to the recording.
151 Title: Switchback Podcasting
Produced by lecturers and students for each other. Students begin by making a video or audio piece and lecturers feedback by adding, or inserting, a commentary. This may take several iterations and could finally be delivered as a DVD with a lecturer's commentary track. (Film Studies at Reading)
028 Title: How-to
A podcast to demonstrate a technique or process (e.g. how to use a VLE) to overcome possible feelings of anxiety. Prepared before students actual do the process for real.
Some questions: Can you expand this please? It sounds like screencasts are being produced? Who is making these? How are they distributed? Who is using them? Are they used in combination with other teaching approaches? How long are the clips? What approach is taken to address anxiety? etc This sounds like an interesting example.
039 Title: Formal Perspective
Use podcasting to present formal requirements of student behaviours through case studies of acceptable and unacceptable verbal behaviour. Sounds a bit risky on the unacceptable side and potentially prissy on the acceptable side.
Some questions: I think that's your comment, rather than mine there. But it does hint at the challenge of getting this balance right. How big a problem is student behaviour and (why) do you think that the audio podcast approach has something going for it that other approaches are lacking? Who would make these? Perhaps disruptive students could make 'role play' podcasts about these matters? The audio would give them a veil of anonymity - maybe that would help?
042 Title: U-Move! Podcast describing different stages of enrolment, i.e. "Where do I go next?", "Where is my timetable?" Made by Marketing for new and returning students and displayed on plasma screens throughout enrolment days. Reduces stress for staff through the provision of better signposting.
Some questions: Is this a rolling programme of video clips or is there a way of students selecting different clips? Is there any way a similar thing might work with mobile devices (iPods/MP3 players, PDAs, etc).
059 Title: The F.E.-H.E. Podcast
Podcast to introduce students from F.E. to the H.E. environment. Topics include "Taking notes in lectures", "Structuring an essay", "Coursework preparation", etc Previous students could prepare each podcast and share their experiences. Subject groups could do similar things with more subject specific topics.
Some questions: Presumably produced by a central learning support group? It strikes me that the PPP SIG could produce such a collection of learning objects between us. Can we add referencing!!!
088 Title: Podcampus
Podcast guides to university campuses for students.
Some questions: What sort of content would be useful for a campus guide? How do you imagine the guides work be used and by whom? Are you thinking of something that is more than a map?
101 Title: Where Am I? or Podcast Paths
Site specific tours for any university building. Commentaries on iPods to orientate new students on campus, i.e. library, etc
Some comments: This is another example of how podcasting can be used during induction.
102 Title: Podcasts for Preparation, Projcast, Pod-project
A co-produced video podcasts intended to prepare final year students during the summer for their dissertations before they come back in September/October to start final year. The approach uses video diaries made by students, plus the lecturer explaining things.
Some questions: Is this another study skills idea or is it something more than that? It sounds as though the students draft out their ideas using audio or video and tutors offer feedback and guidance through similar media too?
145 Title: Li-Pod Library Audio Tour produced by the student inductions team.
Some questions: How do students access this tour? Is it available as a serialised podcast or as a collection of media files that students use on a PDA? Or in another way perhaps? Do these recordings replace or supplement other methods
157 Title: Every Student Needs to Know...
A series of 100 podcast episodes made by tutors, support staff and students each proposing one thing that every student should know. Topics cover everything from information literacy skills to staying safe on a Friday night pub crawl. Each proposal takes the form a one minute proposal and discussion by two people.
004 Title: Expert Speak - The Pro will Know!
Educational podcasts do not need to be limited to the voices available within the organisation. Experts and specialists in particular fields can contribute too, assisting with practical information and giving insights into their professional life and this can also forge community links.
011 Title: It's Good to Talk
Expert discussion involving staff and invited guests. The discussion models the development of an argument, offers alternative points of view, engages through debate, and offers a way to disseminate work.
015 Title: Expert voices
Authentic recordings of experts in a particular field. Publicly accessible (i.e. intra-inter institutional) via VLE/wiki etc. Experts could be internal (tutors, etc) or external.
Some questions: Why have you said publicly accessible? Is this important to the idea? I was also interested in the use of the wiki for distributing the recordings - have you any particular experience that suggests the use of wikis would be useful here, or is this just a mechanism that you feel will be widely usable? Can you fill this idea out more?
025 Title: Vicarious experience
What is it like being the 'other' person, e.g. the patient? the student? the doctor? the teacher? The podcast supports an empathy building activity.
Some questions: It would be great if you could develop this scenario a little more by indicating who might make these recordings? How would they be distributed and who to? Is this idea proposing the recording of role plays by students or is it taking a 'patient voices' field work type approach.
051 Title: Beyond the Institution
Experts from beyond the institution give talks or interviews about their subject.
Some questions: Any thoughts on how this is organised? Any particular examples of where this is being done? We use something similar with education students at UEL. Whereby practitioners give their experiences and views, categorizing has proved important.
052 Title: Hot Potatoes (educational magazine format)
A panel-based approach like the TWIT (This Week InTechnology) podcast where experts give their view on current issues.
Some questions: 'Experts' can be various things from people renowned in their profession, people with first hand experience, academics, or even students role playing. Any thoughts on what was intended here? This idea is similar to 051.
061 Title: Thought Leaders
Capture 'idea' videos of thought leaders within your own organisation. Talking head format focussed on specific theme/issue.
Some questions: What is meant by 'thought leaders' in this context? Why video rather than audio? What kind of themes or issues?
062 Title: Unheard Voices
Capture contributions from unusual, hard to access sources e.g. unconventional staff in organisation contributing to curriculum.
Some questions: Is this similar to gathering public voices using a Vox Pop technique on the streets, or are you thinking more about sharing the opinions of more specifically informed people such as technicians? The title 'Unheard Voices' makes me think of some of the Patient Voices initiatives where Health students are encountering patient stories through digital media.
063 Title: Virtual Podcasting
Collaborate across geographies and time zones. Audio via conferencing to capture conversations and briefings.
Some questions: Just to be clear, this idea is proposing that recordings are made from virtual meetings such as those held in video conferences? If so who would use the recordings? Would they be edited first? Who by? They are many ideas that could emerge from this technical approach and similar techniques where remote participants are brought together for conversation i.e. VoIP and many Web 2.0 technologies that support conferencing.
066 Title: Authentic Interviews
Interviews with relevant people dependent upon the degree/module e.g. interview with manager for a leadership module.
029 Title: Classroom Pod Orientation
Produced for all university staff as a video podcast to demonstrate how to use a new classroom facility, enabling them to learn about the technology options before having to go live with it. Some questions: It sounds like these video clips have been designed for academic staff, or is this for students as well? Are these videos about demonstrating how technology works or about how people can teach and learn together? How do people access the videos? If you can expand this I think it could be very interesting to others. (This idea refers to a specific facility at a particular university and has been generalised for review).
036 Title: Who do you think you are?
Course introductions made by teaching staff for students. They introduce themselves and what happens next using a headset and Audacity. Posted to the VLE and sent to student's mobile phones. Students are prepared for the start of the course and know who you are. Some questions: Have you any experience with distributing such media to mobile phones? - I wonder what the technical issues are? How feasible is it? Have you any experience of what the students think? It would be good to hear more.
067 Title: Star Struck
Voice recordings of celebrities (or mimicks, actors) giving talks e.g. Angelina Joilie on International Aid, Mother Theresa on Child Nutrition, Florence Nightingale on nursing care. Some questions: Who would use these? What is the benefit? If there is a benefit in listening to well known people, what does a podcast add to what is already available on network TV?
068 Title: Oral Assessments
Lecturer's viewpoint on assessment. Instead of giving just assessment guidelines discuss past students strengths and weaknesses in similar work.
Some questions: This is similar to some models of broadcast or 'generic' audio feedback where the feedback recordings are used to prime the same assignments run with subsequent cohorts. Is your idea more than this? It sounds as though it may be even more philosophical than that?
079 Title: Ask the Experts
A demonstration podcast or vodcast showing expert practioners. For example, student nurses can watch how a task is carried out before they do it themselves. The benefits to this approach include building learner confidence and providing mobile access to the resources.
Tutor Generated Feedback
019 Title: It's in the post?
Post lecture/assignment/feedback made by the lecturer for the students using video or audio to highlight key issues intended to move students forward to their next activity.
Some questions: This sounds interesting. How are the students expected to use these? How frequently? Do they replace the need for note taking? Are the points/topics covered in the recordings supplementary extension materials or do they replicate examples or points as they were made in the lecture? How long are these recordings? Would this approach work with most lectures?
090 Title: Do As I Say!
Project feedback to work package teams made by the team's Project Manager as updates on deliverables at reporting milestones. The feedback is designed to underpin lessons learned from the report.
Some questions: What report? This sounds more like a work context. Can you explain what this project is and who the Project Manager is - are they the tutor? Why is the feedback given using audio? Is there a particular advantage in doing it this way?
133 Title: What Do You Think You Were Doing?
Individualised formative tutor feedback to students.
Some questions: How was this recorded and delivered? How many students received feedback in this way? How long was each recording? Did the students like this? Was it formally evaluated?
148 Title: Group Feedback
Generic or broadcast assignment feedback is downloaded by student groups.
Some questions: Do you have a particular example to share about the use of feedback to the cohort? How is it produced? How long is it? How does it complement other methods of feedback?
Student Generated Feedback
007 Title: A Word in Your Ear Please
1-2-1 recorded feedback from staff for students. The recordings are informal and personalised and produced using Audacity and then emailed to each student at the end of assessment. Staff tend to give more orally than in written feedback. The benefits are a more personalised approach that develops relationships and is not scrawled.
Some questions: There are several contributions that feature ideas for audio feedback, so I may try to do a section on this. Do you have any specific examples of this at LJMU? If so how have these gone? What have students said? Has anyone written about them? What is the context (subject, ICT skills of staff and students, pedagogical philosophy, etc, etc)?
026 Title: Peer critique
Students or teachers critiquing the work of others, favouring auditory learners. For example they might be critiquing content, production values, arguments, etc.
Some questions: Are there any advantages to critiquing or reviewing students work in this way? Is this idea the same as tutor or peer assessment using audio?
030 Title: Peer review
Structured peer feedback given on the project work of fellow students. This enables the reviewers to learn by reflecting on how peers have interpreted assessment criteria, whilst supporting their fellow students with constructive criticism. Some questions: How/why does the media contribute to this peer assessment approach?
033 Title: Feedback on module experience
Podcast of student group work on an assessment to be submitted by a fixed date and available to all groups on a fixed date. Student feedback on module experience limited to 60 seconds.
Some questions: I'm not sure exactly what this is proposing. Is the following about right? A 60 second module evaluation podcast made by student groups. The benefits are that groups need to discuss how they are going to use the 60 seconds and so the podcast method creates a collection of the most significant evaluation points. Or, I'm guessing that each student groups makes a podcast presentation which is submitted for assessment. Later all the student podcasts are made available for the benefit of all. Is that what you were suggesting?
040 Title: Student questionnaires
Student questionnaires to be completed through podcasting within a wiki.
Some questions: Even though this description only contains 10 words I can tell there's a big idea here! Can you expand..?! It sound like students are asked to respond to a questionnaire by recording audio responses. What's the wiki connection to the idea? In what situation do you imagine audio is more useful that written surveys? It's making me think of situations where the students can't use their hands - some sports, or catering activities perhaps? What were you imagining when you wrote this? It would be good to develop this one.
075 Title: Peer Critique
Students and teachers critique work. This would be appealing to auditory learners.
Some questions: There are many approaches to audio feedback. In this idea I sense that students and teachers are working together in critiquing work and the conversation is recorded? Would they be reviewing another student's work or would it be the student involved in the conversation?
089 Title: The Voices of Reason!
Level 3 group teams to provide feedback to other groups on task progress in media production. Scripted and delivered by students for students to support assessment (formative into summative). Peer support for distributed groups.
Some questions: Is this peer assessment model being used?
147 Title: Students' Perspectives or Student Forum
Students offer their perspective on the course. This could be counter productive if not introduced in the right way, but it could be used to enable constructive input by students to their experience of learning new topics. Its presence would demonstrate the openness of the course team and complementing the input traditionally given by course representatives.
149 Title: Do I Really Care What My Students Think?
(see 147) Students provide programme, course or module feedback enabling academics to hear their students' concerns about their learning experience and informing the programme review.
Some questions: Is audio the best medium for this?
Student Generated Podcasts
Diaries and Reflection
001 Title: Diary of a 'nobody'
Each student keeps an audio diary, which acts as a formal record of learning and formative, self-assessment. The diary is shared with the tutor keep.
046 Title: That Was Me that Was
Students record regular self-reviews on course progress which they submit to an audio PDP portfolio. Students submit each podcast and are not allowed to listen until the end of the module.
Some questions: I'm not sure about the last sentence. How about "They are encouraged to review their audio PDP collection periodically." Or is there a particular reason why they shouldn't listen until the end of the module?
049 Title: Summer Breaks
Podcasts produced by students on placement or reporting on progress in developing an assignment.
Some comments: This relates to ideas for digital storytelling in which media can be gathered and assembled later into a reflective story of their experience. I think audio is a good medium to support reflection like this as talking and reflection can both be quite exploratory activities.
052 Title: Thought Capture
Thought capture, thought diary. Capturing thoughts throughout the day. A reflective audio blog - what are you doing, why are you doing it, how you are doing it, etc.
Some questions: Similar to 038. MP3 recorders and mobile phones with recording devices are very handy for collecting impromptu audio notes. Do you envisage this audio being played to anyone other than the student? ie is it 'cast'?
065 Title: Vocational Voices
First year vocational graduate in employment e.g. First year nurse, first year physiotherapist. Interview to provide information for near qualifying undergraduates.
Some questions: I'm not sure what is being proposed here. Is it possible to flesh it out? It sounds like 1st year students play the role of subjects for qualifying nurses? Is the interview some kind of diagnostic interview?
083 Title: Groupcast
Recordings of group work meetings and planning by students. The recordings contribute to assessment and can be used when looking at quantity and quality of contributions made by each student to group work. This method captures contributions that are subsequently not used in the submitted work.
Some questions: How long are the recordings? If the recordings are more than summaries this will create an unmanageable burden for the tutor. The idea of asking a group to each summarise their contribution in this way might be a very useful technique for ensuring that students are making equitable contributions, something that can cause peer resentment in the assessment of group work.
099 Title: After the Event
Records made immediately after events for reflective journal for professional development. Some questions: This sounds like personal reflective notes. Are the professionals in this example academics or are you thinking of professional students?
131 Title: How Great Am I!
A student self-assessment podcast made by the student for both the tutor and themselves. The student completes a self-assessment each time they hand in an assignment. The benefits are that this can be more flexible and easier to understand than writing.
Some comments: I like the idea of using audio for making reflective notes. Listening back to your own mind working is a very rewarding way of checking progress.
142 Title: Tell Us
A work experience diary produced by students as reflective notes on tutor feedback, and evaluation of the experience.
Some questions: How and when are the recordings made? Presumably whilst on placement and using either a video camera or an MP3 recorder?
152 Title: Casting Off Bad Habits
Made by students for other students and their tutor, they reflect on their habits e.g. essay writing habits. By articulating the habits in a public way they put a marker in the sand for their own development and flag issues for other students to consider. This is an informal and social approach to improving learning skills.
153 Title: Narcissus and Echo
Made by students for themselves and each other, students reflect on their own progress throughout the year and then listen back at the end to see the changes in their development. The recordings are made regularly and could be particularly useful to those that have a speaking element as part of their course.
Some comments: Several people have noted the value of audio as a reflective medium.
162 Title: Student Learning Contract
Designed to empower students and encourage ownership of their learning, students make statements about themselves, e.g. Who am I? My work ethos; this is what I am about, how I will contribute to my learning; preferred contact details and preferred method of contact; etc.
164 Title: How I Met My Learning Contract
Students reflect on what they set out to do and how well they have succeeded in what they set out to do. This may work in tandem with idea 162 'Student Learning Contract.'
165 Title: Shared Experiences
Students record a piece on '"how I went about my learning" which is shared with others.
Student Generated Subject Content
078 Title: Fame
Drama students use video to produce an emotional scene. Tutor can give audio feedback and students can listen anywhere. Some questions: Presumably the drama students could produce/submit any kind of scene for tutor feedback? Is there any reason why this benefits from being done asynchronously and why the tutor's feedback is given using audio in preference to other techniques?
080 Title: Looking Sharp
How are you at interviews? Learners practice their interview skills with 2 or 3 students asking questions while another responds. Students can listen and see where improvements can be made.
Some questions: So, just to be clear, this is about students recording their responses to typical interview questions that are posed by other students? The recordings are presumably for the personal use of the interviewee who reflects on their performance? Or do you see a way that the 'casting' of the responses might be beneficial?
081 Title: Enterprising Visions
Intended to develop entrepreneurialism, students interview successful entrepreneurs on their own premises. Consider the emotional impacts on thinking. The interviews are used as a future resource for other students. Between them, students create a handbook of scenarios.
082 Title: Pitcher It
This podcast takes the form of a TV or radio commercial (about 2 minutes long) for a business pitch of an entrepreneurial idea like Dragon's Den. Produced by students and posted onto a blog in order to garner peer feedback.
084 Title: Be Heard
This is a podcast of Student Rep or Council meetings made by current students. Another option would be to hold the meetings through the podcast tool (i.e.???) and get follow up comments via the podcast blog or wiki. Some questions: What tools would support this? Perhaps Wimba, Elluminate, Skype and other VoIP tools - anything else?
093 Title: What I Know
Students produce audio revision notes on different topics for other students. Topics are drawn out of a hat prior to exam season. Each student produces a revision aid on one topic, but receives podcasts on all topics.
097 Title: Recap
A student is chosen at the end of each session to make a podcast of the main points of the lesson. This is played at the start of the next session as a recap. All of these build up week by week to form a full podcast glossary or course overview and can be downloaded to support revision.
Some questions: Are the summary recordings made in class by the student? How can students be supported in doing a good job, i.e. knowing what depth to go into, speaking well, etc? If two students did each summary together it might make it richer and easier to do.
This seems similar to the "POL-casting" project at University of Leeds (https://elgg.leeds.ac.uk/obama/weblog/) where students were supported to record their reflections on weekly lectures / semniar groups. Recordings were hosted on a blog, could be commmented upon and subscribed to.
103 Title: Digital digest
Compilation of the week's or month's questions from students to their lecturer in audio format, so that all students get to hear the queries and concerns of other students. This replaces similar practice found in some module's discussion boards.
Some comments: I am using this method too. It encourages a sense of supportive community,
109 Title: A Piece of My Mind!
This approach involves a debating forum where the discussion topic is posted up and people submit their views. This provides an opportunity to listen to the views of others and to motivate listeners into taking one side or the other of the proposed motion. The benefits include giving contributors the opportunity to research and articulate their position, but in a safe asynchronous context. Some questions: There are two mains methods for using podcasts to run debates. The first is the recording of a synchronous debate and the second is by the submission of separate proposition and challenging statements. Following the opening speeches you then need to decide where the main discussion and concluding elements take place. Whatever is decided, debating motions and podcasting can make for engaging audio. Having established the main positions, as is suggested here, there is an opportunity to send others away to research their own positions. The debate, therefore, can be equally led by academics in opposing corners, or by students.
158 Title: Student's Virtual Art Gallery podcast
Works of art are discussed by students touring a gallery to create a virtual catalogue for an exhibition.
Some questions: I suppose the same approach could be used in museums or for other collections of artefacts?
159 Title: Music student's podcast
Discussing development of finished work – with examples.
Some questions: Is this discussion around their work involving the student composer and tutor? Who listens to this - just the student?
The Student Experience 003 Title: Welcome to our world
Induction audio podcasts for students entering HE/FE who are often bombarded with information. Much of this information can be recorded as audio podcasts so that they can be downloaded to MP3 players and revisited at the student's leisure - an informal approach is popular with students and may help reduce anxiety during induction.
008 Title: Campod (Campus Podcast)
A student 'magazine' podcast intended for other students in general. Produced by students, especially where it draws upon and aids the development of existing expertise, e.g. Journalism students. The podcast episodes are made up reports that interest them. Some questions: Individual report files or an episode of 30/40 minutes featuring a variety of voices and topics? Similar to the talking newspaper for the blind that I am involved with
021 Title: Peer modelling
The aim of this podcast series is to promote the effective use of e-resources. Recordings feature two students discussing how to research a topic. One has used a particular resource and explains to the other student how they went about finding the information using that resource. The same format could be used to cover a number of information sources and would be made available on the Learning Centre's pages.
Some questions: Can you indicate the benefits that this audio approach brings to information literacy development over other approaches such as skills sessions
023 Title: What's it really like?
A student podcast series to describe what it is like to be at college or university, discussing how useful they found various aspects of life there. There could be one episode for each department/school/faculty, and others for the learning centre, night life, sport, clubs and societies, etc.
Some questions: Have you any thoughts about the format that would be used here? You could almost have a small cast of students playing out a drama from episode to episode, perhaps like a radio drama to encourage students to listen to a wide range of topics. I'm assuming this is intended to target prospective students almost like an audio prospectus? One or two people have suggested prospectus type ideas - what do you think would work best for the students you need to attract?
056 Title: Studying in a Scottish University
A podcast for ESOL students exploring cultural aspects of studying in a Scottish Higher Education Institution featuring lecturers. Intended to reduce anxiety.
Some questions: Who produces this (e.g. tutors, central unit, other students)? How are the podcasts accessed and why?
091 Title: Effective Affects
Level 2/3 students produce podcasts or vodcasts for Level 1 students to share reflections to support transition, placements or performance linked to programmes of study. The mentor support is intended to reduce stress and anxiety.
134 Title: Informal curriculum
What do students use devices for beyond formal assessment?
146 Title: Student News
A fortnightly student production about current news from the campus.
Some questions: Is this a real podcast or just an idea? How many people does it take to produce it? Does it have an educational dimension?
Induction Podcasts made by Students 047 Title: Being a fresher.
Finished podcasts are available from the University's website and played during Open Days. Some questions: Is this something you're doing? What motivates the 2nd year students to do this? Is this something the Students Union might organise? Is this something that any module might do as a way of engaging 'next year's cohort'?
073 Title: Peer Orientation
Made by students for next year's students, they give programme advice at the start of term. The main benefits include reflection by the student producers on their experience and new students hear ideas from their peer mentors, not just tutors. Some questions: I think this is something that audio can usefully do that is meaningfully hard to achieve in any other way. Presumably the recordings are submitted as part of a module evaluation exercise perhaps?
096 Title: Who Am I?
Students introduce themselves to each other during induction. They state why they chose the course, who they are, what they are interested in, what they expect to get out of the course, etc. These can be kept on the VLE and students can revisit them as they get to know their peers. They can also be used at the end of the course.
Some questions: How do you imagine them being used at the end of the course? Is taking part in such an activity daunting for new students? if so, how can this be overcome? We used a similar approach on a Distant Learning course at Sheffield Hallam using MyChingo - only a couple of the students made recordings.
141 Title: Welcome
Short induction to health and safety or building layout developed by staff and students as video and audio scenarios of bad practice together with assessment consultation or a guide to consultations (evaluation guide?) on processes designed for both students and clients.
Some questions: Who produces these? Once students have viewed or heard these are they registered as inducted or able to use equipment? Or are these in preparation for health and safety training?
161 Title: Rent-a-room
Students talk about the pitfalls of renting: what to look out for. University staff talk about Halls of Residence and managing your life. The podcast provides incoming students with first hand knowledge about what to expect.
050 Title: Peer motivation
Students are tasked with producing motivational video podcasts - their words of wisdom - in order to complete a set of tasks.
Some questions: Audio is a good medium for encouraging motivation because of the voice. Is video important to this idea? What was the rest of this idea?
069 Title: Voice Variant
Students leave oral messages on a voice board in order to contact their tutor who can voice or text message back.
Some questions: Is this something that is being done? Is this type of functionality available with Wimba for example? Are the messages public or private? What are the issues involved in public or private audio mesaaging? If private, can't this be done using answer phones? Can the messages or conversations be saved to e-portfolios?
074 Title: Harvard or Bust (Referencing)
Produced by Learning Resources teams for students, the podcast gives instructions on how to reference a book. Student follows instructions with the book in front of them.
Some questions: Is this a video podcast? I think there are various information literacy opportunities with podcasting. Notoriously info lit skill development is difficult due to timing. Having such media learning objects means that students can access them as they need them or in response to timely tutor feedback.
106 Title: Confession Booth
Students leave messages to each other expressing their feelings. This would be useful, for example, where 1st year students are looking for support from more experienced students. The Confession Booth may take the form of a booth on campus.
Some questions: If students are leaving questions in this way are those messages written down or recorded? Are the responses in audio format? Is this a pastoral or academic activity?
144 Title: Vice Chancellor's message A communication tool for the Vice Chancellor and senior management replacing the traditional letter or email.
Some questions: Presumably staff and students will listen to this at their PC rather than subscribing to a VC podcast feed? This isn't an educational podcast.