Jeffrey D. Frey at Rice University discusses using podcasts for various purposes - faculty share information, staff disseminate training information, and students want to be heard. Podcasts are also used for recruitment, keeping alumni involved, and fundraising. A personal reflection finds Jeffrey's points valid and notes podcasts are used more for recruitment than realized. A study discusses five myths of podcasting - if used properly, podcasts can enhance credibility, increase attendance/enthusiasm, make lectures dynamic/enjoyable, engage students without iPods, and provide an advanced workspace for learning. A reflection agrees the myths are false and podcasts improve teaching and learning. Marist College created social podcasting

2. • “Podcasting And Education”
- Interview with Rice University’s Jeffrey D. Frey
•Personal Reflection
• “Plugging Into Students’ Digital DNA”
- Luanne Fose& Martin Mehl
• Personal Reflection
• “2006 Campus Technology Innovators: Podcasting”
- Innovator: Marist College
• Personal Reflection
•Conclusion

3. Interview with Jeffrey D. Frey
Faculty podcasts Staff podcasts for
training. It is used Students podcast
to share to disseminate to be heard.
information. information easily.
Development alumni Number one
use podcasts to keep reason to podcast
alumni involved,
informed, and to help is for recruitment
raise money. and enrollment.
Briggs, Linda L. (2008, January, 16). Podcasting and Education. Campus Technology,
Retrieved June 11, 2009, from
http://campustechnology.com/articles/2008/01/podcasting-and-education.aspx

4. • “Podcasts can give a more real sense of what
it’s like to be at that university.”
• “It makes you feel a little more connected to
the university.”

5. I think the points Jeffrey D. Grey made
were valid in the Podcasting and Education
article. I thought it was clever how he
categorized the five “whys” of podcasting. I
didn’t realize that podcasts were being used
to recruit students as much as he said they
were. Now that I think about it, a podcast
would be a great way to get a better feel for
a university, especially if a student doesn’t
have the time or means to visit the campus.

6. (2007, September, 3). Plugging in Students' Digital DNA:Five Myths Prohibiting Proper
PodcastingPedogagy in the New Classroom Domain. Merlot Journal of Online Technology
and Teaching, 3, Retrieved June 11, 2009, from http://jolt.merlot.org/vol3no3/mehl.htm

7. • If properly perceived, MP3 devices can enhance
an instructor’s credibility and create an inviting
and thriving classroom environment.
• If properly planned, podcastingcan actually
increase the attendance and the enthusiasm of
students in the classroom.
• If properly applied, lecture content can be
dynamic, timely and enjoyable while focusing on
educational valued.
• If properly distributed, students do not have to
break the bank and purchase the umpteenth-and-
first iPod to be engaged, nor do they even need to
own an Apple hardware product.
• If properly reviewed,function and form challenge
one another and provide a more advanced, more
structured, and ultimately more enjoyable
workspace for both students and instructors.

8. I think the study revealed that the five myths of
podcasting are completely false, and that podcasting in
the classroom is an extremely valuable tool to both the
students and the teachers. Students showed their
interest in podcasts and commented on how helpful
they were in understanding course material. In the
survey taken by the students after the pilot, it was
determined that podcasting is not just an
auditory/visual aid, but it is also an entertainment and
academic device that fosters knowledge “in part due to
its dynamism and creating competence through
expediency.” This pilot and review persuaded me that
podcasts in the classroom improve both teaching goals
and learning outcomes.

9. Marist College created a new
approach to podcasting in which the
students generate and share their own
content.
Marist College’s new
model of podcasting:
social or group
podcasting.
Podcasting used as a
teacher-centered
activity where
teachers simply send
lectures to students.

10. (2006, July, 23). 2006 Campus
Technology Innovators:
Podcasting. CampusTechnology,
Retrieved June 12, 2009, from
http:campustechnology.com/Articles/
2006/07/2006-Campus-Technology-
Innovators-Podcasting.aspx?Page=1

11. I think Marist College’s idea of social podcasting is
an innovative and more interactive form of podcasting.
It has modified podcasting in ways that will be
extremely beneficial to students studying abroad.
Students at Marist college initially saw a problem when
students studying abroad began taking online general
education courses. The model they created offers the
convenience of learning online, while deepening
students study abroad experiences. I think steering
away from podcasting lectures is a wise decision for all
professors, and instead creating more interactive and
engaging podcasts.