In a previous post, we were introduced to Dr. Sayjda Talib and Eleanor Dove’s ‘Education Matters’ podcast. Given the increasing interest in podcasting at Lancaster University, I thought now would be a good time to share some information on how and why to get started and what support is available at Lancaster for this endeavour. I will also be sharing some tips for getting started based on a recent EmpowerEd webinar session (Webinar 10) where Mark Childs from Durham University was giving a session on ‘Podcasting: Performing Professional Practice Publicly’. Mark Childs has been involved in podcasts such as Pedagodzilla, a popular series discussing various aspects of pedagogic theory. More tips and support can also be found on the ASK ‘Podcasting’ page.
Why podcasting?
Podcasting is a creative way to deliver content in a series of episodes. It can be used in all sorts of ways:
- to share content with students and introduce them to research
- to share good practice in your field with colleagues
- to share research and good practice with others outside of the University
- to engage with visiting speakers
- to assess students on their skills and knowledge.
In short, podcasting is versatile!
Podcasts are conversational in style and tone, fairly short (more on timing later!) and straightforward to produce. To be successful they should be relaxed and have some element of fun. A decent recording can be made with some headphones, a microphone and some editing software. Although many podcast hosting websites are now being monetised there are some free ones still out there such as Spotify for Podcasters, formerly known as Anchor.
Podcasting can be used as a creative form of assessment, either formative or summative. Students could form small groups and show off their knowledge of a particular topic. There are several points that could be assessed such as the agreed format for the podcast, the range of knowledge shown, use of key terminology, teamwork, communication…quite a list! However, it is important to decide whether assessing the quality of the podcast production is necessary. While this may be appropriate for some courses, it is important to think about constructive alignment – is the quality of the podcast relevant to the learning outcomes on your course? – if not, if you can hear what is said, that is enough.
How do I start?
1. Come up with your subject matter
A podcast series is usually set around a particular topic e.g. true crime, comedy, pedagogy, the latest developments in technology
2. Design a format for the podcast
While podcasts are discussion based and should flow freely, to avoid complete waffle they are usually still based around a framework. Prompt questions will help to keep the discussion on track. Your format might also include some additions to improve entertainment value such as a quiz, a fact of the week or a highlight of feedback/comments from listeners. These little sections split up the main segments of content to keep the discussion moving.
3. Come up with a unique name
Take some time to think up a name that stands out from the rest and gives new listeners a sense of what to expect.
4. Use some eye-catching artwork
The artwork draws in listeners too – you can create your own or use an image from online (free images can be downloaded from Unsplash, artwork can be created in Spotify for Podcasters or you could use a tool like Canva to design your own).
5. Assign each person a role
This will also help to facilitate the discussion; roles could include: a host, an improviser, a specialist and an editor.
6. Do a test run
The first podcast should be a pilot, one that you don’t share but use to practice using the technology, review the format and get comfortable with the experience.
What do I do once recording has finished?
Post-production editing is a key part of podcasting. You may edit out any errors or aspects that you think are not suitable. For example, you may have had to repeat yourself as the first time you said something you weren’t happy with the phrasing. You can add sound effects to break up the sections and smooth transition and it is also possible to improve sound quality (to an extent!). The University has free access for staff to Audacity and Adobe Audition which are available from AppsAnywhere. There is some free editing software outside the University such as descript.com. You should also make sure to upload an accurate transcript of your podcast to share with people who cannot access the audio because of an impairment.
Try to promote your podcast through any and all channels available to you. This might be on social media, on a website, via posters or in person at events. You may want to set up your own website or social media account to be able to share resources and engage with listeners.
What resources are available at Lancaster University to start podcasting?
At Lancaster University there are several suites with recording equipment for podcasting. For example, the Digital Education Suite in Bowland North Seminar Room 19. Our Digital Media Engineers have created a video on how to use it as it is a ‘self-service’ room. This room can be booked by Lancaster staff using the following email address: des@lancaster.ac.uk. There are also other rooms available in the Health and Innovation Campus and in LICA. More podcasting studios are in development.
At Lancaster, we have Digital Media Engineers who can help with video and audio recording and editing. They help staff create content such as recorded lectures, course introductions, research material, promotional videos and podcasts, for example the ‘Education Matters’ podcast. To get in touch with them you can use the following email address: iss.digital.media@lancaster.ac.uk. This same email address can be used to express interest in using room B107 in LUMS as the Digital Media Engineers will support you in using the range of audio and video equipment in this room. Please note that this room is not ‘self-service’ like the Digital Education Suite mentioned above.
If you are thinking about starting a podcast, feel free to get in touch with myself or another Digital Learning Facilitator to discuss ideas and for more recommendations.
Other useful information
You can find more help and advice on how to plan, create and edit a podcast via this ASK page.
Short podcasts are popular, around 15 minutes in length but often they are 30-40 minutes in length. Dan Misener did some research in 2018 and 2019 on the average length. You may also want to consider the average commute length, a time when people may listen to podcasts, which in 2021 was 27 minutes.
You may also want to check out ‘Podcasting for Learning in Universities’, a book by Gilly Salmon and Palitha Edirisingha. This book includes some use case examples as well as information on how to be successful in including podcasts in a higher education context.
Don’t worry about low numbers of listeners to start with. You will begin to gain listeners as you promote the podcast and record more sessions. Remember that a listener who discovers the podcast at episode 5 will often go back and listen to the previous episodes too.
