7 Things You Should Know About Podcasting
7 things you should know about…
Podcasting
Scenario
What is it?
John had to leave class a bit early last Monday, but
“Podcasting” is a term inspired by the Apple Computer Corpo-
he knew he could catch up on al of the missed ma-
ration’s iPod—a portable digital audio player that al ows users to
terial by subscribing to his professor’s podcast and
download music from their computer directly to the device for
downloading the recording to his MP3 player. As he
later listening. The term is no longer specifical y related to the
headed for the bus that Wednesday morning, he was
iPod but refers to any software and hardware combination that
confident that he would be as prepared as his friend
permits automatic downloading of audio files (most commonly in
Joanne. She had stayed through the whole class and
MP3 format) for listening at the user’s convenience. Unlike tradi-
reported that there had been an interesting issue dur-
1tional radio or other Web-based streaming media, podcasts give
ing the end-of-class demonstration. Walker, the class
listeners control over when they hear the recording. Podcasting
clown, had tried to match wits with the instructor’s
makes use of the Internet’s Real Simple Syndication (RSS) stan-
(again) and had almost won. “Check it out, John!”
dard. It differs from broadcasting and Webcasting in the way that
she said.
content is published and transmitted via the Web. Instead of a
central audio stream, podcasting sends audio content directly to
As John rode the bus, he searched for the “incident”
an iPod or other MP3 player.
and listened intently. The atmosphere in the lecture hall
was electric—and the laughter and banter in the class
could be clearly heard through his headphones.
Who is doing it?
Podcasting can involve practical y anyone with an Internet con-
By the time he got off the bus, John felt he hadn’t
nection. With its roots in the blogging world, part of the appeal of
missed too much—the podcast had been nearly as
podcasting is the ease with which audio content can be created,
good as being there in person. He also knew that he
distributed, and downloaded from the Web. Professional broad-
would now have enough questions for the interview
casters and syndicated radio shows are starting to make their
he was conducting later in the day of a visiting wildlife
content available as podcasts. Amateurs are flocking to podcast-
conservationist. Part of the reason she had agreed
ing, sharing their content and opinions. Campuses are starting to
was John’s promise to share the session with his col-
2make content available as podcasts as wel.
leagues—via a podcast.
more ➭
Formerly NLII
www.educause.edu/eli/
Podcasting
Find more titles in this series
on the ELI Web site
www.educause.edu/eli/
3How does it work? Where is it going?
Podcasting is a unique innovation in content publishing based in
Podcast enthusiasts see no limit to the potential uses of this
large part on its inherent simplicity and ease of use. Users simply
technology, particularly in education, and the number of podcast
connect their portable audio devices to their computer, log on to
aggregators (sites that col ect, categorize, and then make avail-
a podcasting subscription service, and subscribe to that site’s
able podcasts for subscribers) is growing. It is possible that spe-
feeds. Audio content is then “pushed” from the original source
cialized higher education–based aggregators wil emerge, offer-
directly and automatical y to the user’s iPod or MP3 player. All of
ing students access to missed lectures, instructions for laboratory
the tools needed to create, modify, and distribute podcasts are
experiments, and so forth. Interlacing podcasts with video appli-
within reach of anyone with a reasonably wel -configured laptop.
cations—listening to a podcast while viewing related material on
The desire to improve the quality of podcasts has resulted in rich
the Web—is another area of experimentation in education.
Web-based resources outlining principles of sound, equipment 6
recommendations, and shared experiences. Podcasting dem-
Podcasting is evolving at a rapid rate. New features—categoriz-
onstrates the power of audio over text (listening as opposed to
ing, navigating, and indexing—are being demanded by users.
reading), al owing podcast users to listen and learn while they
Consequently, designers and producers of podcasts are seeking
walk, jog, ride the bus, or are otherwise away from their com-
new ways to add layers of richness to simple audio files—creating
puter screen. Perhaps most significantly, podcast technology
audio experiences that are both entertaining and instructive.
empowers users to publish audio content directly and seam-
4lessly onto the Web.
What are the implications
Why is it significant?
for teaching and learning?
Podcasting al ows education to become more portable than
Podcasting al ows students to use their technology-based
ever before. Podcasting cannot replace the classroom, but it
entertainment systems (iPods, MP3 players) for educational
provides educators one more way to meet today’s students
experiences. Because students are already familiar with the
where they “live”—on the Internet and on audio players. Barri-
underlying technology, podcasting broadens educational
ers to adoption and costs are minimal. The tools to implement
options in a nonthreatening and easily accessible manner. For
podcasts are simple and affordable. Podcasting is predicted to
example, podcasting al ows lectures or other course content
soon become a mainstream application, much like video-on-
7to be made available to students if they miss class. Beyond
demand recorders (such as TiVo).
missed lectures, podcasting can provide access to experts
through interviews. Podcasting is not limited to content deliv-
ered to the student, however; students can create their own
What are the downsides
podcasts—as a record of activities, a way to col ect notes, or a
reflection on what they have learned.
of podcasting?
5Users must have sufficient bandwidth to download the podcast.
Beyond access, there are potential issues with the format. Pod-
casting is primarily an audio delivery technology and, as such,
has limited usefulness for the hearing impaired. Podcasting is
not designed for two-way interaction or audience participation.
Podcasters are essential y “sound amateurs” producing and
publishing audio feeds. The quality of speakers’ voices, speech
patterns, intonations, and other sound effects may not be the
same as those of a professional broadcast. Faculty who wish to
record their lectures or other instruction for podcasts may need
some training, both in handling an audio-only medium and using
the technology.
www.educause.edu/eli/
June 2005
