Introduction to Podcasting: Creating and Publishing a PodcastA Facilitator Guide

Table of Contents

Part 1. Pedagogical ModelsBehavior ModelingConstructivism (Situated Learning Theory)

Part 2. OverviewWorkshop TopicAudiencePurposeBackgroundCourse Description: Freshman Orientation Course (ORI, 1.0 credits)

Part 3. ObjectivesPart 4. MaterialsPart 5. Sequence of Instruction

Facilitator InstructionsWelcome (5 Minutes)Introduction: Podcasting 101 (15 Minutes)Tutorial: Creating a Audio File with Audacity (30 Minutes)Tutorial: Combining Audio and Images to Make a Podcast Video for YouTube (20 Minutes)Assignment: Creating Your Self-Reflection Podcast (20 Minutes)Conclusion (5 Minutes)

Part 6. AssessmentPart 7. Instructional StrategiesPart 8. Transfer StrategyReferencesAppendix A: Formative Self-Assessment ChecklistAppendix B: Self-Reflection Podcast RubricAppendix C: Podcast Tutorial Take-Home Cards

Part 1. Pedagogical Models

Behavior Modeling

The initial instruction leading into the creation of the podcast will follow a behaviorist approach to instruction. In this regard, we are referring to those elements of the presentation that best reflect a 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 would otherwise 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 reinforced via positive feedback. The instructor will use an expository method of instruction with students mastering discrete tasks that will allow them to create an audio file and share it on YouTube.

This direct instruction begins from the very beginning the workshop of this presentation with a direct and explicit discussion regarding what a 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 critical thought 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 for software compatibility and functionality as well as how to successfully create a podcast step by step, from start 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 technical components 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 we are 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 involves active engagement on the part of the learner with a 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 two elements 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 constructivist before the learner even walks in the door. The reflective essay that forms the basis of their future podcast is directly constructivist as it draws explicitly from the personal experiences of the learner. The project demands that the learner take the essay into a new format of sorts and create something that is tangible and reflects the learner’s experiences. Rather than attempt to construct an artificial reality divorced from the prior experiences and socio-cultural context from which the learner originates and in which they learn and interpret knowledge and information, this podcast project embraces 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 with peer discussions regarding the utility and value of a podcast for a listener, permits peers to provide feedback to one another before commencing with the creation of a podcast, and concludes with an activity in which a group of learners are able to collaborate and discuss the challenges, difficulties and opportunities associated with creating a podcast.

Part 2. Overview

Workshop Topic

This instructor guide facilitates a podcasting workshop that will support students’ final self-reflection project in their Freshman Orientation (ORI) course.

Audience

The target audience for this workshop are students enrolled in Freshman Orientation (ORI) course at Arizona Western College. These freshman students were identified by Admissions as high-risk students who would benefit from the college preparatory skills provided within the ORI course. The podcast is part of a culminating project that enables students to reflect on 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 will learn 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 software and Microsoft Movie Maker, and share it with a listening audience by uploading it to YouTube. The students will then practice recording themselves reading a personal essay that will be used to create their final podcast project for the course. The class will provide students with a new, meaningful platform for communicating ideas that will allow them to connect to a specific audience outside of the classroom. At the conclusion of this workshop, students will be prepared to record their self-reflection essays for podcasts and publish their final podcast video in YouTube.

Background

Arizona Western College is a two-year institution that offers a variety of professional certificates and associate’s degrees and prepares students for transfer to university. Before enrolling in classes, the Admissions Office reviews the 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 will increase the likelihood for their college success.

Course Description: Freshman Orientation Course (ORI, 1.0 credits)

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, critical thinking 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 effective communication. The course will encourage students to examine their own behaviors, expectations, and attitudes to help them exercise more effective strategies for success.

Part 3. Objectives

After completing this workshop, learners will be able to:

1. Demonstrate the value of podcasts to share ideas and experiences. 2. Create and publish a podcast video using Audacity and Windows Movie

Maker. a. Make an audio recording.b. Create a video by combining images and an audio file.c. Publish the podcast video to YouTube.

Part 4. Materials

● Tutorial Powerpoint presentation with instructor’s script.● Computer lab with Windows 7 or 8 operating system.● Digital microphones or hands-free audio devices for each participant.● Audacity software (downloaded in advance).● WinLAME software (downloaded in advance).● Microsoft Movie Maker software (downloaded in advance).● Internet connection.● LCD projector and SmartBoard screen.

● Students will be required to bring the final drafts of their self-reflection essays to class.

Part 5. Sequence of Instruction

This 2-hour workshop takes 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 Office at 317-5892 at least one week prior.

The workshop will consist 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 software downloaded, and run a quick check to ensure instructor computer, projector screens, and sound systems all work. Have both electronic and paper copies of tutorial PowerPoint presentation 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 convert it to an MP3 format.

30 Minutes

Tutorial: Combining Audio and Images to make a Podcast Video 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

Practice with Feedback

Students will analyze selected podcasts; create an audio file; and informally

30 Minutes

evaluate the use of tone, volume, and speed.

Assignment: Creating Your Self-Reflection Podcast

Application & Transfer

Students will complete their reflective essay podcast using Audacity, winLAME, and Movie Maker and upload to a shared folder.

20 Minutes

Conclusion: Evaluation Students will discuss what they learned about themselves from this project in groups, including similarities and differences. These will be shared with the class.

5 Minutes

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: Podcasting 101 (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 for sharing their self-reflection essay.

Step 1: Watch a VideoWatch the 3-minute video by Rob Sbaglai (2005), Common Craft’s “Podcasting in Plain English.” Video link: https://vimeo.com/10100746

Step 2: Facilitate a DiscussionAfter 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.

Slide 1 Instructions: The Common Craft video addressed each of these questions. Use these questions to initiate a conversation with the class about podcasts to check their comprehension. Ensure they have a working definition of podcasts, a basic understanding of where to find and listen to podcasts, and the tools required to create and listen to podcasts.

Slide 2 Instructions: Students are often tech-savvy and may already have some experience with podcasts. Use the PPT slides 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.

Slide 3 Instructions: 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-reflection essay. What is the benefit of sharing this type of information in a podcast? Who might want to hear it? What might they have to gain from it? At the conclusion of this discussion, tell students this is something you want them to continue thinking about today as they explore and learn to create podcasts.

Tutorial: Creating a Audio File with Audacity (30 Minutes)

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

Slide 8

Slide 9

Slide 10

Slide 11

Slide 12

Slide 13

Slide 14

Slide 15

Tutorial: Combining Audio and Images to Make a Podcast Video for YouTube (20 Minutes)

Slide 16

Slide 17

Slide 18

Slide 19

Slide 20

Slide 21

Slide 22

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.

Take Home Support (Appendix C)Students will receive both an electronic version of this PPT tutorial 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: Explore PodcastsNote: During this activity, the instructor should walk around the room and ensure students successfully locate and listen to NPR podcast archives. Students may have questions for the instructor as they complete the activity. Encourage students (who you identified as experienced with podcasts) to share and help one another.

Allow students to spend 10 minutes browsing podcasts from NPR’s “This American 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 volume as they listen to podcasts. At the conclusion of this activity, ask for two students to briefly discuss the podcast they listened to and the speaker’s tone, speed, and volume.

Step 2: Record an Audio File Note: During this activity, the instructor should walk around the computer lab and help, offering one-on-one assistance with students identified during the self-assessment, providing feedback and encouragement as needed. Encourage students (who you identified as experienced with podcasts) to share and help the students identified as needing assistance in completing one or more tasks.

Provide students with 15 minutes of guided practice in 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 practice recording, they should select an excerpt from their self-reflection essay. Remind students to focus on their use of tone, speed, and volume.

Step 3: Receive and Provide Peer FeedbackStudents 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 offer at least two suggestions for improvement.

Assignment: Creating Your Self-Reflection Podcast (20 Minutes)

Students will be told that they now have the tools to complete their own self-reflection podcast akin to the stories heard on “This American Life” using the technology they’ve experimented with. This podcast should reflect the content of the self-reflection essay, but students should be advised of the fact that this assignment is an audio and video story about a personal narrative that reflects the manner in which they have grown over the 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 tracks of their self-reflection essay and searching for images to accompany their audio recording. They save the work to their USB and upload a copy to a common file before 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 will circulate throughout the room, observing, encouraging and facilitating as needed while offering positive 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 technological steps to create a video podcast. The ability to convert an audio file and other tasks are declarative knowledge and best captured with a simple “yes/no” answer. The checklist can be considered the first of three part in-situ model originally proposed by Allan Collins in 1990. The checklist gives the instructor a quick snapshot of diagnostic information needed to target struggling students. The checklist also allows the students to track their 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 product is also included (Appendix B) The final podcast project represents a portfolio of the students’ work throughout the semester and is the third element of Collin’s (1990) model for assessment 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 with clear descriptions of what they are expected to produce they can better self-regulate their efforts to achieve those goals.

Part 7. Instructional Strategies

The following instructional 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-reflective essay 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, collaborative learning, and interaction among the learners so they can learn from each other’s perceptions regarding podcasts and use that feedback to create their own.

Practice and Feedback. Learners will practice each of the steps needed to create a video podcast as well as refine their oral delivery skills. Practicing the oral essay and receiving feedback from both instructor and peers will help reinforce the technical and oral skills learned and refine the quality of the learner’s final podcast recording

Application. Learners will apply the steps they learned to successfully create a podcast of an established length of time.

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 focused on the “sociocultural setting and the activities of the people within that setting” (p. 158) and contends that “knowledge accrues through the lived practices of the people in a society” (p. 158). By participating in this workshop, students acquire working knowledge of a digital tool that gives them access to an online community and a publishing platform for sharing personal experiences.

In their textbook, How People Learn: Brain, Mind, Experience and School, Bransford, Brown and Cocking assert, “New technologies make it possible for students in schools to use tools very much like those used by professionals in workplaces. Proficiency with relevant 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 which all participants change and are transformed through their actions and relations in the world” (p. 159). It is important to acknowledge that workshop participants 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 full participation, forming an inbound trajectory for all participants, which Driscoll (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...involves developing new relationships, finding a different position with respect to the community, and seeing the world and oneself in new ways” (p. 169). At the conclusion of the workshop, students will use their understanding of podcasting and their newly acquired technical skills to create and publish their self-reflection podcast. In doing so, they will create a community of practice within the digital realm, which provides a meaningful context for sharing ideas and knowledge with a virtual community about personal obstacles to success that many new college students face, as well as academic and social strategies to overcome those obstacles.

References

About us: Overview. (n.d.) This American life [Podcast]. Retrieved fromhttp://www.thisamericanlife.org/radio-archives

Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.). (2000). How people learn: Brain,

mind, experience and school (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.), Diagnostic monitoring of skill and knowledge acquisition. Hillsdale, NJ: Erlbaum.

Driscoll, M. P. (2005). Psychology of learning for 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/ Microsoft Corporation (2015). Windows Movie Maker (version 12) [Software]. Available from

http://windows.microsoft.com/en-us/windows-live/movie-maker ORI Strategies for Success. (2013). Arizona Western College syllabus. Retrieved from

http://www.azwestern.edu/learning_services/syllabi/ORI/ORI-101%204415.pdf Podcast rubric. (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). Commoncraft podcasting in plain English. Retrieved from

https://vimeo.com/10100746

Using Audacity [online tutorial]. Retrieved on June 19, 2015, from http://www.manual.audacityteam.org

Appendix A: Formative Self-Assessment Checklist

Formative Self-Assessment Checklist Handout

Student Name: ________________________________

Essential Skills Yes No

Can you record an audio file in Audacity?

Can you make basic edits to your audio file?

Can you convert an .aud file to MP3 format with winLAME?

Can you make a podcast video with a still image and MP3 file in Movie Maker?

Can you upload your podcast video to YouTube?

Can you replay your podcast from YouTube?

Appendix B: Self-Reflection Podcast Rubric

Criteria Exceeds Expectations (3)

Meets Expectations(2)

Below Expectations(1)

Points

Technical Production

Podcast is published and accessible in YouTube. Title reflects topic and purpose and piques audience interest. Images are engaging and reinforce rhetorical purpose. Podcast is recorded in a quiet environment.

Podcast is published in YouTube. Title reflects topic and purpose. Images reinforce rhetorical purpose. Podcast is recorded in a mostly quiet environment.

Podcast is not published or is difficult to 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. Enunciation, 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 Podcast contains a compelling self-reflection that examines specific obstacles the student faced and concrete examples of academic and social strategies they have employed to succeed in college.

Podcast contains a self-reflection that examines some obstacles the student faced and examples of academic and social strategies they have employed to succeed in college.

Podcast does not clearly illustrate examples of obstacles the student faced and academic and social strategies they have employed to succeed in college.

Pass: 9-6Fail: 5 and below

Total:

/9

Appendix C: Podcast Tutorial Take-Home Cards

How to Make an Audio File in Audacityhttp://www.audacityteam.org

1. Check microphone and speakers on your computer.2. Open Audacity.3. Unclick: software playthrough, overdub, sound activated recording in

Transport drop down menu.4. Click red circle in Transport toolbar to record.5. Click yellow box in Transport menu to stop.6. Click green triangle to replay.7. Adjust recording and microphone volumes if necessary.8. To delete audio track, Edit -> Undo Recording9. To Save audio track (in .aud format), File -> Save Project10.To burn to a CD ( in .aud format), File -> Export

How to Edit Pause in Beginning of Audio Track

1. Look at waveform in audio track.2. Transport -> skip to start.3. Zoom in to find where waveform begins.4. Use Select tool to click before waveform starts, highlight to start of track.5. Edit -> track to start of cursor6. Edit -> delete7. Change your mind? Edit-> undo delete8. To Save (in .aud format), File -> Save Project

How to Edit Pause at End of Audio Track

1. Look at waveform in audio track.2. Transport -> skip to end.3. Zoom in to find where waveform ends.4. Use Select tool to click after waveform ends, highlight to end of track.5. Edit -> cursor to end of track6. Edit -> delete7. Change your mind? Edit-> undo delete8. To Save (in .aud format), File -> Save Project

To add music to your audio file or other effects go to http://www.manual.audacityteam.org for detailed instructions.

To Convert an .aud File to an MP3 File

http://www.winlame/sourceforge.net

1. Open winLAME2. File -> (find audio track name)3. Save to -> File4. Play (black triangle)5. Next

Find Copyright Free Images

www.morguefiles.com

1. Search2. Download image into podcast folder

Make a Podcast Video

1. Download and install Windows Movie Maker.2. Open.3. Add Videos and Photos-> Podcast-> click on the image you downloaded.4. Add Music-> Podcast-> your MP3 file5. SAVE MOVIE -> scroll way, way down to find Website-> YouTube (MP4)

Upload to YouTube

1. Go to www. YouTube.com2. Sign in.3. Upload ->Podcast-> your MP4 file4. Send this video to friends using email addresses, keep it private, or share it

with the world.5. Add a description, search tags, and/or a message for viewers.6. Publish.