1. Introduction to Podcasting: Creating
and Publishing a Podcast
A Facilitator’s Guide
Bree McGregor | Brenda Huber | Justin Martin | EDIT 704
2. 1
TABLE OF CONTENTS
PART 1. PEDAGOGICAL MODELS 2
BEHAVIOR MODELING 2
CONSTRUCTIVISM (SITUATED LEARNING THEORY) 2
PART 2. OVERVIEW 3
AUDIENCE 3
PURPOSE 3
BACKGROUND 3
COURSE DESCRIPTION: FRESHMAN ORIENTATION COURSE 4
PART 3. OBJECTIVES 4
PART 4. MATERIALS 4
PART 5. SEQUENCE OF INSTRUCTION 5
FACILITATOR INSTRUCTIONS 6
WELCOME (5 MINUTES) 6
INTRODUCTION: PODCASTING 101 (15 MINUTES) 6
TUTORIAL: CREATE AN AUDIO FILE WITH AUDACITY (30 MINUTES) 8
TUTORIAL: COMBINE AUDIO + IMAGES TO MAKE PODCAST VIDEO (20 MINUTES) 23
ACTIVITY: EXPLORE PODCASTS AND RECORD APODCAST (30 MINUTES) 29
ASSIGNMENT: CREATE YOUR SELF-REFLECTION PODCAST (20 MINUTES) 30
CONCLUSION (5 MINUTES) 30
PART 6. ASSESSMENT 31
PART 7. INSTRUCTIONALSTRATEGIES 31
PART 8. TRANSFERSTRATEGY 32
KNOWLEDGE AS LIVED PRACTICES 32
COMMUNITY OF PRACTICE 32
REFERENCES 33
APPENDIX A: FORMATIVE SELF-ASSESSMENT 34
APPENDIX B: SELF-REFLECTION PODCAST RUBRIC 35
APPENDIX C: TUTORIAL TAKE-HOME CARDS 36
3. 2
Part 1. Pedagogical Models
Behavior Modeling
The initial instruction leading into the creation of the podcast willfollow a behaviorist approach to
instruction. In this regard, we are referring to those elements of the presentation that best reflecta
well-sequenced, well-structured lesson that is centered in the actions and direct instructions
provided by the teacher in terms of directing what the learner will be doing through the course of
the lesson. Moreover, the learner is assumed to be lacking much in the way of sophisticated
understanding regarding the use of Audacity or podcasts and wouldotherwise be passive unless
directly instructed. The instructor in this case will creating an environment whereby they will
respond directly to commands (i.e., stimuli) of the instructor, inducing behavior that furthers
learning and is reinforcedvia positive feedback. The instructor will use an expository method of
instruction with students mastering discrete tasks that willallow them to create an audio file and
share it on YouTube.
This direct instruction begins from the very beginning the workshopof this presentation with a
direct and explicit discussion regarding whata podcast is and the nature of this technology in the
first place. Behaviorist theory presumes that the learner is rather passive regarding their interest
and knowledge of podcast and must be prompted directly and externally (by the instructor) to
engage in any criticalthought regarding this technology.Thereafter, individuals are asked to
consider and imbue a sense of utility regarding the benefits of this technology.Again, it is not
assumed that the learner is well-aware of this technology and much be prompted via some external
stimuli. This continued further as the learner is given direct commands and instructions regarding
how to check forsoftware compatibility and functionality as wellas how to successfully create a
podcast step by step, fromstart to finish, something that an otherwise autonomous and self-
directed learner would be able to do.
Constructivism (Situated Learning Theory)
This is an exploratory,intensely personal project that constructs learners’ experiences in a tangible
way for an outside audience. Teaching the technicalcomponents and guiding the learner through
the process of creating a podcast requires a behaviorist approach, in a pedagogical sense, but the
fundamental, overarching theory that undergirds this particular project is is constructivist.
Constructivism is most applicable here as weare drawing upon the learner’s present, existing
knowledge to assess whether they learned or not, a fundamental principle of constructivism. In
addition, this is a project that involvesactive engagement on the part of the learner witha highly
significant degree of autonomy and are modifying the stimuli presented to them by the time that
they actually complete the podcast. Constructivism posits that these twoelements as well as critical
to shaping one’s ability to learn and grow intellectually while also fostering a greater degree of
intellectual curiosity.
This workshop is inherently constructivistbefore the learner even walks in the door. The reflective
essay that forms the basis of their future podcast is directly constructivistas it draws explicitly
from the personal experiences of the learner. The projectdemands that the learner take the essay
into a new formatof sorts and create something that is tangible and reflectsthe learner’s
experiences. Rather than attempt toconstruct an artificialreality divorced from the prior
experiences and socio-culturalcontext from whichthe learner originates and in which they learn
4. 3
and interpret knowledge and information, this podcast projectembraces the situated context of the
learner.
Moreover, several instructional processes are constructivist in their approach. Constructivism
posits that learning is often a collaborative enterprise and as learners and learning, more broadly, is
an interconnected process. Learners learn from one from another and instructors create an
environment where learners can learn from their peers. This is a continuous process throughout
the sequence of instruction as the course commences withpeer discussions regarding the utility
and value of a podcast fora listener, permits peers to provide feedback to one another before
commencing with the creation of a podcast, and concludes with an activity in whicha group of
“slearners are able to collaborate and discuss the challenges, difficulties and opportunities
associated with creating a podcast.
Part 2. Overview
This instructor’s guide facilitates a podcasting workshop that will support students’ final self-
reflection projectin their Freshman Orientation (ORI) course.
Audience
The target audience forthis workshopis students enrolled in Freshman Orientation (ORI) course at
Arizona Western College. These freshman students were identified by Admissions as high-risk
students who wouldbenefit fromthe college preparatory skills provided within the ORIcourse. The
podcast is part of a culminating project that enables students to reflecton their life experiences and
the skills they have learned in the ORI course as they chart a path for college success.
Purpose
This workshop is designed to introduce students to podcasts. Students willlearn the function, form,
and value of podcasts, and they will explore podcasts online. Students will learn how to create a
sample podcast video using Audacity recording softwareand MicrosoftMovieMaker, and share it
with a listening audience by uploading it to YouTube. The students willthen practice recording
themselves reading a personal essay that willbe used to create their final podcast project forthe
course. The class willprovide students with a new, meaningful platform forcommunicating ideas
that will allow them to connect to a specific audience outside of the classroom. At the conclusion of
this workshop,students willbe prepared to record their self-reflection essays forpodcasts and
publish their final podcast video in YouTube.
Background
Arizona Western College is a two-yearinstitution that offers a variety of professional certificates
and associate’s degrees and prepares students fortransfer to university. Before enrolling in classes,
the Admissions Officereviewsthe records of all incoming freshman students. Those whose
transcripts and entrance exams fall below the academic cut-off scores are referred to the ORI
course, where they receive instruction in skills that willincrease the likelihood fortheir college
success.
5. 4
Course Description:Freshman Orientation Course
Comprehensive success course designed for students to develop and enhance their academic and
personal skills. Emphasis is placed upon promoting a successful college experience through
improved study skills, criticalthinking skills, and general life skills. Topics include: self awareness,
career exploration, college resources/policies, memory techniques, test-taking strategies, note-
taking, time management, goal setting, learning styles, technology, values clarification,community
involvement, and effectivecommunication. The course will encourage students to examine their
own behaviors, expectations, and attitudes to help them exercise more effectivestrategies for
success.
Part 3. Objectives
After completing this workshop, learners will be able to:
Demonstrate the value of podcasts to share ideas and experiences.
Create and publish a podcast video using Audacity and WindowsMovie Maker.
Make an audio recording.
Create a video by combining images and an audio file.
Publish the podcast video to YouTube.
Part 4. Materials
Tutorial PowerPointpresentation with instructor’s script.
Computer lab with Windows 7 or 8 operating system installed.
Digital microphones or hands-free audio devices for each participant.
Audacity software(downloaded in advance).
WinLAME software (downloaded in advance).
MicrosoftMovie Maker software(downloaded in advance).
Internet connection.
LCD projector and SmartBoard screen.
Students will be required to bring the final drafts of their self-reflectionessays to class.
6. 5
Part 5. Sequence of Instruction
This 2-hour workshoptakes place during regularly scheduled class time in computer lab classroom
SC 210 (Student Success Center building). To reserve this classroom for future trainings, contact
Campus Events Officeat 317-5892 at least one week prior.
The workshop willconsist of an introduction to podcasts, podcast tutorials, practice activities, and
an application and transfer assignment. Before class begins, make sure all computers are turned on
and have required softwaredownloaded, and run a quick checkto ensure instructor computer,
projector screens, and sound systems all work.Have both electronic and paper copies of tutorial
PowerPointpresentation available to hand out to students once the tutorial portion begins as well
as Take Home Cards for student reference during independent work.
Topic Learning
Activity
Objective Time
Introduction:
Podcasting 101
Video and
Discussion
Students will obtain a basic
understanding of podcasts: their
function,accessibility, and value.
15
Minutes
Tutorial: How to Create
an Audio File with
Audacity
Modeling &
Practice
Students will learn the steps to create
sample audio file using Audacity.They
will convertit to an MP3format.
30
Minutes
Tutorial: Combining
Audio and Images to
make a PodcastVideo
for YouTube
Modeling &
Practice
Students will combine a still image and
their sample audio file to make a video
and upload their podcast video to
YouTube.
20
Minutes
Activity:Exploring and
Creating Audio Files
Practicewith
Feedback
Students will analyze selected podcasts;
create an audio file; and informally
evaluate the use of tone, volume, and
speed.
30
Minutes
Assignment: Creating
Your Self-Reflection
Podcast
Application &
Transfer
Students will complete their reflective
essay podcast using Audacity, winLAME,
and MovieMaker and upload to a shared
folder.
20
Minutes
Conclusion: Evaluation Students will discuss what they learned
about themselves from this projectin
groups, including similarities and
differences. These will be shared with
the class.
5
Minutes
7. 6
Facilitator Instructions
Welcome (5 Minutes)
Ensure all students have successfully logged in to the classroom computers using their AWC
student user IDs and passwords.
Students should bring final drafts of their self-reflection essays to class. While everyone is getting
settled and logging in, allow students (if needed) to quickly print their final drafts. Then explain the
learning objectives and review the workshop schedule.
Introduction: Podcasting101 (15 Minutes)
This workshop will begin with a short video that provides students with a basic introduction to
podcasting. After watching the video, students will engage in an instructor-facilitated discussion
about the purpose and value of podcasting and the benefits in using this medium forsharing their
self-reflectionessay.
Step 1: Watch a Video
Watchthe 3-minute video by Rob Sbaglai (2005), Common Craft’s “Podcastingin Plain English.”
Video link: https://vimeo.com/10100746
Step 2: Facilitatea Discussion
After the video, use the presentation slides to facilitate a short discussion that emphasizes the
purpose of podcasts, their ease of use/accessibility, and the value of this medium for reaching a
larger audience and achieving a specific purpose.
Slide1Instructions:The Common Craft video addressed each of these questions. Use these
questions to initiate a conversation with the class about podcasts to checktheir comprehension.
Ensure they have a workingdefinition of podcasts, a basic understanding of where to find and listen
to podcasts, and the tools required to create and listen to podcasts.
8. 7
Slide2Instructions:Students are often tech-savvy and may already have some experience with
podcasts. Use the PPTslides and have students form small groups (3-4 students) to discuss the
extent of their experiences with podcasts. Then, ask groups to share their thoughts on the benefits
of podcasts for both the listener and the creator. (Some major benefits: making information
personal, convenient and easy to consume, free/inexpensive sources of information, portability, on-
demand technology, social networking.)
Note:This is a good opportunity to identify which students possess a working knowledge of the tool
and may be able to assist less tech-savvy classmates during the tutorial and activities portions of
the workshop.
Slide3Instructions:Now that students have discussed the more general benefits of podcasting for
both listeners and creators, ask them to apply that same perspective to their self-reflectionessay.
What is the benefit of sharing this type of information in a podcast? Whomight want to hear it?
What might they have to gain fromit? At the conclusionof this discussion, tell students this is
something you want them to continue thinking about today as they explore and learn to create
podcasts.
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Slide22
Student Self-Assessment(Appendix A)
At this point in the workshop, students will be asked to use a checklist to indicate whether they can
or cannot independently perform the required steps to make a podcast video. Using the feedback
from this brief self-assessment, the instructor will be able to target assistance to struggling students
in during the second part of the workshop.
TakeHomeSupport(AppendixC)
Students will receive both an electronic version of this PPTtutorial and a set of Take Home Cards
that briefly list the steps to create and upload video podcasts.
Activity: Explore Podcasts and Record a Podcast (30 Minutes)
Step 1: ExplorePodcasts
Note: During this activity,the instructor should walk around the room and ensure students
successfully locate and listen to NPRpodcast archives. Students may have questions for the
instructor as they complete the activity.Encourage students (whoyou identified as experienced
with podcasts) to share and help one another.
31. 30
Allow students to spend 10 minutes browsing podcasts fromNPR’s “ThisAmerican Life.”
http://www.thisamericanlife.org/radio-archives Explain to students that these podcasts are
themed, weekly episodes (stories, essentially) that often include incredibly compelling, personal,
true stories about everyday people. Mention to students that “This American Life” has an audience
of over 2.2 million users -- it’s enormously popular.
Cue students to pay careful attention to the speaker’s tone, speed, and volumeas they listen to
podcasts. At the conclusion of this activity,ask for twostudents to briefly discuss the podcast they
listened to and the speaker’s tone, speed, and volume.
Step 2: RecordanAudio File
Note: During this activity,the instructor should walk around the computer lab and help, offering
one-on-one assistance withstudents identified during the self-assessment, providing feedback and
encouragement as needed. Encourage students (whoyou identified as experienced with podcasts)
to share and help the students identified as needing assistance in completing one or more tasks.
Providestudents with15 minutes of guided practicein creating an audio file with Audacity.
Students should successfully complete a brief recording (2-3 minutes) that they can play back and
informally evaluate. For this practicerecording, they should select an excerpt from their self-
reflection essay. Remind students to focuson their use of tone, speed, and volume.
Step 3: ReceiveandProvidePeerFeedback
Students should participate in informal peer feedback at this stage. Ask students to share their
recording with a neighbor. As they listen, their peers should formulate their first impressions on
the student’s use of tone, speed, and volume.After listening, students should point out things the
recording does well and also offerat leasttwo suggestions forimprovement.
Assignment: Create Your Self-Reflection Podcast (20 Minutes)
Students will be told that they now have the tools to complete their ownself-reflectionpodcast akin
to the stories heard on “This American Life” using the technology they’ve experimented with.This
podcast should reflectthe content of the self-reflectionessay, but students should be advised of the
factthat this assignment is an audio and video story about a personal narrative that reflects the
manner in whichthey have grown overthe course of the semester. Accordingly,students should be
keep in mind that tone, speed, and volume need to be taken into account as podcasting in this
context is a form of storytelling and that a story is best understood when told at a steady pace and
in a way that catches the listener’s attention. Students begin recording test tracksof their self-
reflection essay and searching forimages to accompany their audio recording. They save the work
to their USB and upload a copy to a common filebefore leaving class.
Conclusion (5 Minutes)
Students form groups of 4 to share and discuss the three major learning components they obtained
as a result of this exercise. Students are encouraged to compare and share similarities and
differences in their experiences. The instructor willcirculate throughout the room, observing,
32. 31
encouraging and facilitating as needed while offeringpositive feedback. The instructor calls upon a
couple groups to share their observations from the experience.
Part 6. Assessment
During the workshop, students will be asked to complete a checklist (Appendix A) of their ability to
independently perform the technologicalsteps to create a video podcast. The ability to convertan
audio fileand other tasks are declarative knowledge and best captured witha simple “yes/no”
answer. The checklistcan be considered the first of three part in-situ model originally proposed by
Allan Collins in 1990. The checklistgives the instructor a quicksnapshot of diagnostic information
needed to target struggling students. The checklist also allows the students to tracktheir progress
toward completion of a multi-step project.For technologically apprehensive students, marking
their completion of each step increases their self-efficacy.
The rubric for the final podcast productis also included (Appendix B). The final podcast project
represents a portfolioof the students’ workthroughout the semester and is the third element of
Collin’s (1990) model forassessment in a situated learning environment. The rubric addresses the
specific skills, behaviors, and product quality that are required to complete the project.By
providing students withclear descriptions of what they are expected to produce they can better
self-regulate their efforts to achieve those goals.
Part 7. Instructional Strategies
The followinginstructional strategies are used in this workshop:
Authentic context. Students are active learners during this workshop.During the practice and
application sections, students are asked to experience and apply their new skills in a way that is
grounded in reality. They transform a written, self-reflectiveessay into a podcast video to be shared
with an internet-based audience.
Discussion. At the beginning of the class there is a discussion on the usefulness and finer qualities of
a well-delivered podcast. This strategy encourages critical thinking, collaborativelearning, and
interaction among the learners so they can learn from each other’s perceptions regarding podcasts
and use that feedbackto create their own.
Practiceand Feedback. Learners willpractice each of the steps needed to create a video podcast as
well as refine their oral delivery skills. Practicingthe oral essay and receiving feedback fromboth
the instructor and peers will help to reinforcethe technical and oral skills learned and refine the
quality of the learner’s final podcast recording of the self-reflectionessay.
Application. Learners willapply the steps they learned to successfully create a podcast of an
established length of time.
33. 32
Part 8. Transfer Strategy
Originally developed as transfer of practice by Edward Thorndike and Robert S. Woodworth
(1901), transfer of learning is the dependency of human conduct, learning or performance on prior
experience. Transfer from school to everyday environments is the ultimate goal of school-based
learning.
Knowledge as Lived Practices
The digital tools taught in this workshop provide students with a sociocultural setting to develop
knowledge as lived practices.
Driscoll (2005) explains situated cognition theory as one focusedon the “socioculturalsetting and
the activities of the people within that setting” (p. 158) and contends that “knowledgeaccrues
through the lived practices of the people in a society” (p. 158). By participating in this workshop,
students acquire workingknowledge of a digital tool that gives them access to an online community
and a publishing platform forsharing personal experiences.
In their textbook, HowPeopleLearn:Brain,Mind,ExperienceandSchool,Bransford, Brownand
Cocking assert, “New technologies make it possible forstudents in schools to use tools very much
like those used by professionals in workplaces.Proficiency withrelevant tools may provide a way
to enhance transfer across domains” (p. 71). By learning to create podcasts, students acquire
technical skills that translate to the workplace. The process of learning how to create this technical
tool is also a skill in itself: students will learn to approach the process of learning other digital tools
in a similar fashion, drawing upon the knowledge and experience from this workshop.
Community of Practice
Driscoll (2005) describes communities of practice as environments in which“learning is a co-
constitutive process in whichall participants change and are transformed through their actions and
relations in the world” (p. 159). It is important to acknowledgethat workshopparticipants belong
to many different communities of practice, and their participation in those communities may
account,in this instance, for different levels of experience with Web 2.0. During the workshop,the
goal is to engage all students in fullparticipation, forming an inbound trajectory forall participants,
whichDriscoll (2005) explains is “a means for continued evolution of practices within the
community” (p. 169).
After completing this workshop -- and indeed, upon the completion of the final self-reflection
project as a whole-- the goal for students is to achieve an outbound trajectory of participation.
Driscoll (2005) quotes Wegner (1998, p. 155) to illustrate this trajectory:“Being on the way out of
such a community...involvesdeveloping new relationships, finding a differentposition with respect
to the community, and seeing the worldand oneself in new ways” (p. 169). At the conclusionof the
workshop, students will use their understanding of podcasting and their newly acquired technical
skills to create and publish their self-reflectionpodcast. In doing so, they willcreate a community of
practice within the digital realm, whichprovides a meaningful context forsharing ideas and
knowledge with a virtual community about personal obstacles to success that many new college
students face, as wellas academic and social strategies to overcome those obstacles.
34. 33
References
About us: Overview.(n.d.) ThisAmericanlife [Podcast]. Retrieved from
http://www.thisamericanlife.org/radio-archives
Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.).(2000). Howpeoplelearn:Brain,mind,
experienceandschool (p. 71-78). Retrieved from
http://www.colorado.edu/MCDB/LearningBiology/readings/How-people-learn.pdf
Collins, A. (1990).Reformulating testing to measure learning and thinking. In N. Frederiksen,R.
Glaser, A. Lesgold, & M.G. Shafto(Eds.), Diagnosticmonitoringofskilland knowledge
acquisition.Hillsdale, NJ:Erlbaum.
Driscoll, M. P.(2005). Psychologyoflearningfor instruction (3rd ed.). Boston, MA: Pearson
Education, Inc.
Fink, M. (2015). winLAME (Version 201 beta 2) [Software]. Available from
http://sourceforge.net/projects/winlame/
Mazzoni, D. (2015) Audacity (Version 2.1.0) [Software]. Available from
audacityteam.org/download/
MicrosoftCorporation (2015). WindowsMovie Maker (version 12) [Software]. Available from
http://windows.microsoft.com/en-us/windows-live/movie-maker
ORI Strategies for Success. (2013). ArizonaWesternCollege syllabus.Retrievedfrom
http://www.azwestern.edu/learning_services/syllabi/ORI/ORI-101%204415.pdf
Podcastrubric. (2009). Podcast project:TE 385 spring semester, Mizzou -- University of Missouri.
Retrieved from http://web.missouri.edu/~charlesj/final/documents/PodcastingRubric.pdf
(evaluation rubric)
Sbaglia, R. (2010).Commoncraftpodcastingin plainEnglish.Retrieved from
https://vimeo.com/10100746
Using Audacity [online tutorial]. Retrieved on June 19, 2015 from
http://www.manual.audacityteam.org
35. 34
Appendix A: Formative Self-Assessment
FormativeSelf-AssessmentChecklistHandout
Student Name: ________________________________
Essential Skills Yes No
Can yourecord an audio file in Audacity?
Can youmake basic edits to your audio file?
Can youconvert an .aud file to MP3format with winLAME?
Can youmake a podcast video with a still image and MP3file in MovieMaker?
Can youupload your podcast video to YouTube?
Can youreplay yourpodcast from YouTube?
36. 35
Appendix B: Self-Reflection Podcast Rubric
Criteria ExceedsExpectations(3) Meets
Expectations(2)
Below
Expectations(1)
Points
Technical
Production
Podcastis published and
accessible in YouTube.
Title reflects topic and
purpose and piques
audience interest. Images
are engaging
and reinforce rhetorical
purpose. Podcastis
recorded in a quiet
environment.
Podcastis published
in YouTube. Title
reflects topic and
purpose. Images
reinforce rhetorical
purpose. Podcastis
recorded in a mostly
quiet environment.
Podcastis not
published or is
difficultto access.
Title does not reflect
topic and purpose.
Images are missing
or unrelated. Podcast
is recorded in an
environment with
noise and
distractions.
Delivery Well-rehearsed,
smooth, conversational
style. Clear and effective
enunciation. Tone, rhythm,
and speed enhance
rhetorical purpose.
Rehearsed, mostly
smooth
delivery. Enunciatio
n, expression, pacing
are effective
throughout most of
the podcast.
Appears unrehearsed
with uneven or
choppy delivery.
Enunciation,
expression, rhythm
are distracting or
muddled during the
podcast.
Content Podcastcontains a
compelling self-reflection
that examines specific
obstacles the student faced
and concreteexamples of
academic and social
strategies they have
employed to succeed in
college.
Podcastcontains a
self-reflectionthat
examines some
obstacles the student
faced and examples
of academic and
social strategies they
have employed to
succeed in college.
Podcastdoes not
clearly illustrate
examples of obstacles
the student facedand
academic and social
strategies they
have employed to
succeed in college.
Pass: 9-6
Fail:5 and
below
Total:
/9
37. 36
Appendix C: Tutorial Take-Home Cards
Howto Makean Audio FileinAudacity
http://www.audacityteam.org
Check microphone and speakers on your computer.
Open Audacity.
Unclick:softwareplay through, overdub, sound activated recording in Transport drop down menu.
Click red circle in Transport toolbar to record.
Click yellow box in Transport menu to stop.
Click green triangle to replay.
Adjust recording and microphone volumes if necessary.
To delete audio track, Edit-> Undo Recording
To Save audio track (in .aud format),File -> Save Project
To burn to a CD ( in .aud format),File -> Export
Howto EditPause inBeginningofAudio Track
Lookat waveformin audio track.
Transport -> skip to start.
Zoom in to find where waveformbegins.
Use Select tool to clickbefore waveformstarts, highlight to start of track.
Edit -> track to start of cursor
Edit -> delete
Change your mind? Edit-> undo delete
To Save (in .aud format),File -> Save Project
Howto EditPause at Endof Audio Track
Lookat waveformin audio track.
Transport -> skip to end.
Zoom in to find where waveformends.
Use Select tool to clickafter waveformends, highlight to end of track.
Edit -> cursor to end of track
Edit -> delete
Change your mind? Edit-> undo delete
To Save (in .aud format),File -> Save Project
To add musicto youraudio fileorothereffectsgo to http://www.manual.audacityteam.org
fordetailedinstructions.
To Convertan.aud File to an MP3File
http://www.winlame/sourceforge.net
Open winLAME
File -> (findaudio trackname)
Save to -> File
Play (blacktriangle)
Next
38. 37
Find CopyrightFreeImages
www.morguefiles.com
Search
Downloadimage into podcast folder
Makea PodcastVideo
Downloadand install Windows MovieMaker.
Open.
Add Videos and Photos->Podcast-> clickon the image youdownloaded.
Add Music-> Podcast->your MP3 file
SAVE MOVIE -> scroll way,way down to find Website-> YouTube (MP4)
Uploadto YouTube
Go to www.YouTube.com
Sign in.
Upload ->Podcast->your MP4 file
Send this videoto friends using email addresses, keep it private, or share it with the world.
Add a description, search tags, and/or a message for viewers.
Publish.
