This document discusses the use of podcasting in education. It provides examples of how podcasts have been used at the university level, such as Duke University providing iPods to incoming freshmen loaded with orientation materials. Podcasts allow students to listen to recorded lectures multiple times, which can help improve exam scores. They also make instruction more convenient and flexible. The document also discusses studies that found students performed better on assignments when creating their own podcasts to share, and that podcasts engage different learning styles. However, podcasts could reduce class attendance if made too readily available. Overall, the conclusion is that podcasting benefits both students and teachers, and will continue growing in popularity in education.

1. Podcasting in Education

2.  Title……………………………………………..1
 Table of Contents………………………………2
 “Podcasting in the Classroom”………………...3-5
 “Principle and Pedagogy: The 2 P’s of Podcasting
in the Information Technology
Classroom”……....6-8
 “Podcasting in the Classroom: Involving Students
in Creating Podcasted Lessons”……………....9-
11
 Conclusion……………………………………...12

3.  Podcasting is an automated technology that allows
listeners to automatically download audio files to
one’s media player. Listeners can then listen to the
files from their computers or set them to
automatically download to an MP3 player.
 In 2004, Duke University distributed 1,650 Apple
iPods to incoming freshmen. They were preloaded
with an orientation schedule, academic calendar,
introductions from Duke administrators, advice from
current students, athletics schedules, lyrics to fight
songs, and more.
By: Brian Flanagan and Brendan Calandra
WHAT IS PODCASTING?

4. 1. Podcasts have been used
primarily for recording lectures
and discussions. The convenience
of allowing students to listen to
lectures several times allows
students to improve on exam
grades.
2. Podcasting is a cost-effective way
to deliver instructions with out
changing course curriculum or
learning processes.
3. Podcasting integrates audio-
dependent courses into schools
such as music and foreign
language courses.

5. After learning about podcasting this semester, I found myself
wishing that my teachers had taken advantage of this useful tool during
my 6 years of Spanish. Often when I left the classroom and was at home
doing my homework I found myself confused on conjugation and
annunciation. Had my teachers used podcasting I could have played the
lesson to refresh my memory. “This flexibility can give foreign language
students exposure to native speakers without having to be tied to a
school language lab or stationary computer” (Flanagan et al pg 21).
Also, I can see how this tool would be extremely useful for
college students who may sit through 3 or more lectures a day. Being
able to record the lectures and make them portable for convenience
would allow students to hear them over and over again. This would
increase test scores because students would have a chance to become
more familiar with the content.
Most importantly, many students are now taking online classes,
and podcasts have made it possible for these students to still get the
curriculum of lectures, followed by quizzes and tests.
Flanagan, B. Calandra, B. (Nov 2005). “Podcasting in the Classroom”.
Learning and Leading with Technology. V 33. # 3. 28 Apr 2009.
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/000001
9b/80/1e/1d/f3.pdf

6.  Creating, subscribing, and viewing students own
podcasts engages them in yet another learning tool.
Students often perform better on assignments when
they know other kids in the class will be viewing their
work.
 Out of 48 students over half said once they learned
how to use podcasts they looked up podcasts in their
spare time about their personal interests.
 Podzinger.com offers another useful tool to
podcasting. Students are able to change the lecture
into text form so they can search for key terms or
find a certain segment in the lecture. Before
podzinger.com students would have to sit and listen
to the entire lecture to find a specific part.

7.  How many students will listen
to an hour lecture more than
once?
 Podcasts are not easily
searchable.
 They are hard to record
many voices in interactive
courses.
 Video quality is poor for
demonstrations.
 Availability of podcasts are
causing decrease in
attendance.
 It takes additional time for
instructors to edit audio and
post it.
One of the biggest concerns
about teachers posting podcasted
lectures online is that class
attendance has dropped
significantly. Out of a survey of
48 students only 3 stated they
never missed class once podcasts
began to be posted.

8. I found it very interesting that before podzinger.com students were unable
to search by key terms. I can imagine this was very frustrating because if a student
had a particular question about one aspect of the lecture they would have to
listen to the entire lecture in order to find the area where the teacher talks about
it. But, with podzinger one can transfer the entire lecture into text and search by
key term.
I also did not think about the fact that if students are able to receive an
entire lecture from home, of course many would not attend class. It almost seems
illogical to attend the lecture when you can hear it from the comfort of your own
home.
“:These devices have a tremendous consumer appeal that works to their
advantage particularly for younger students who maybe impatient with other
forms of teaching and learning” (Frydenberg pg 4). I liked this quote because
today’s day and age the younger generations are much more appreciative of the
inventive technologies that are coming out each year. Not only do we understand
how to use them better than the older generations but we thrive on them to live
our lives. We contact our friends, post pictures of our lives, email professors. The
younger genreatios livelihood rests in technologies hands.
Frydenberg, M. (4 Feb 2008). “ Principles and Pedagogy: The Two P’s of Podcasting
in the Information Technology Classroom”. Information Systems Education
Journal. V6 #6. 28 Apr 2009.
http://www.isedj.org/6/6/ISEDJ.6(6).Frydenberg.pdf

9.  Students appreciate podcasts for two main reasons….
1. There is a high number of part-time students who appreciate
not having to commute to their university in order to
perform assigned tasks and listen to assigned lectures.
2. Most universities have increased tuition every year but new
professors are not always hired so being able to teach
foreign languages and English courses through podcasts
enables more students to enroll with less teachers needed.
By: Marco Lazzari

10.  “Learning through listening is greatly
appreciated by students whose
learning style is mainly auditory, while
visual learners benefit from seeing
videos from which they can catch
teacher’s expression and body
language” (Lazarri pg 1)
 In an experiment with 18 students,
students created their own podcasts
to see how it would reflect test
results. 2 opposite ideas occurred.
1. Part-time students stated that the
use of podcasts did not affect their
grade what so ever.
2. Full time students suggested the
creating of podcasts significantly
affected their learning experience
and test scores in a positive manner.

11.  Personally, I am a visual and auditory learner. If I hear something enough times or see it
enough times I will have it memorized. For this reason, I believe podcasts would
enhance my learning. I would be able to replay lectures or videos until the information
stuck with me.
 I believe in the future we will see podcasts used at universities more and more. The
fact that one teacher could host several online classes with out ever having her
students “attend” a lecture could be very helpful. Less teacher would need to be
employed at colleges which would help in profit, and to send money to other areas of
the school where it is needed.
 It does not make sense that the full time students benefited so much from creating
their own podcasts of the exam material, where as part time students were not
affected by their podcasts. It seems that in this example the podcasts failed the part
time students. Perhaps they did not fully understand how to create, edit, and benefit
from the podcasts as the students who were full-time.
 I believe this article had an important point, that students creating, editing, and
reflecting on their own podcasts enabled them to learn the material while trying
something new and most importantly learning a new tool that will probably become
more and more popular over time.
M. Lazzarri. (2007).“Podcasting in the Classroom: Involving Students in Creating Podcasted Lessons.” Faculty of
Education Sciences.
http://greenlab1.roma2.infn.it/hcied2008/content/documents/HCIEd2007_lazzari.pdf

12. In conclusion, I believe podcasts are only going
to become more popular. The benefits far outweigh
the negatives. From at home access, to less teachers
needed, and even extra help for different kinds of
learners. I believe universities all around America are
all going to catch on to this phenomenon and soon
college level students will all be accustomed with this
new wave of technology.
With the help of Podzinger.com students are
now even able to translate audio or visual clips into
text so they can review teachers lectures or
demonstrations and even find key terms or specifics.
I wish that when I had taken foreign language
podcasts had been used because I am sure it would
have made it much easier to learn pronunciation and
any conjugation questions I had I could just listen to
that lesson. Podcasts are making it easier on teachers
and students. They are also creating a more
independent student because students are able to get
all the course material with out ever stepping foot in a
classroom, and they are able to find the answers to
their own questions by listening to the teachers
podcasted lectures.