Podcast/Vidcast

For this assignment, you will create a podcast that 1) creates an instructional resource you can use in the classroom OR demonstrates the kind of podcast you would have your students create, and 2) demonstrates you have learned how to use podcasting technologies effectively.

Procedure

1. Learn about podcasts, if you are unsure what they are. The Edublogger has a good summary.

2. Decide your topic for your podcast, imagining that this would be the first of several episodes (successful podcasts are ongoing instead of one-hit wonders). Will this be a teacher-created podcast to enrich your instruction? Write a lesson/unit plan to show how the podcast enhances your lesson, and what standards the lesson fulfills. Post this on your blog.

3. Choose a format for your podcast from the choices below. Read this link for descriptions of many of these formats and information on how to create a podcast.

  • Book Talks
  • Literature Circle
  • Process Drama
  • Meet the Author
  • Science Logs
  • Art Critiques
  • Historical Audio Diaries
  • Oral Histories
  • Interview with an Expert (interview an expert related to your instructional topic. Many examples exist)
  • Debate (have two sides debate an instructional topic)
  • “Stuff You Should Know”: Imitate the highly rated podcast from HowStuffWorks.com by having students report the “stuff you should know” about a topic of their choice
  • 60 Second Research Summary: Imitate the format of “60 Second Psych” by asking groups of students to create 60-second quick summaries of the research on a topic. For your assignment, create at least two examples of this type of podcast that your students could create.
  • Language lessons: For second-language acquisition classes, have students create a podcast teaching the basic first lessons of the language they are learning themselves, or exploring the culture of the countries that speak this language. Various examples of these kinds of podcasts exist and can be found by searching in ITunes or some other podcast directory.
  • Quick and Dirty Tips: Follow the successful Quick and Dirty Tips model by having your students address myths, summarize research, provide advice, etc. on topics you are learning about in class.
  • History … revisited: Have students notice current events that can partly be explained by historical events or trends, and then produce podcast episodes that discuss this tie between history and the present.

4. Create a storyboard (for a video podcast, or vidcast) or a discussion script/interview protocol for your podcast. Submit this to me for feedback. Include in your storyboard/script any information on how you will produce your podcast, including the music you will use, how you will record your audio/video, and any special effects you plan to add.

5. Record your podcast and edit it using GarageBand (Macs), Audacity, or a similar tool. Here is a tutorial for creating podcasts in Garageband. Another tutorial teaching you how to create podcasts using Garageband is available here: Part 1, Part 2, and Part 3.

6. Host your mp3 file on a server somewhere. Ask your family members if they have server space, because many people do. If not, you can store some files in a “file cabinet” page on your Google Sites page. Here’s a tutorial to explain how: http://tipsfor.us/2008/12/17/fed-up-with-bloggers-upload-limitations/.

You can also store audio files on Dropbox in the public folder. This may be the easiest way!

7. Create a podcast feed. The easiest way to do this is probably to follow one of these two tutorials and create a NEW Blogger blog that will act as your podcast blog. Tutorial 1; video tutorial. When you link to your file, make your your link ends in .mp3.

The other way to do it is to upload the audio files to your Google Site as described in this tutorialbut do each episode as an entry in an “announcements page.” The tutorial didn’t use the announcements page option, but doing this would create the RSS feed to your episodes!

At this point, you have successfully created your podcast. The process becomes very easy once you get the hang of it. People can now subscribe to your RSS feed in iTunes and other podcast “catchers”.

8. Add the link to your podcast blog and/or feed in the sidebar of your Google Sites webpage. This is good practice so that your future students can go to one place (your blog or website, whatever you plan to use) and access the links to everything else you have for them. If you did your podcast as an announcements page, it will probably already be on your sidebar, just call it something like “our history podcast” or whatever.

9. Effective podcasts provide show notes for those people with accessibility probems (perhaps they are deaf, do not learn well through listening, do not have the technology to download/listen to the podcast, or otherwise prefer to just read it). For your project, provide written show notes on your blog/announcements page that provides the text of what is spoken in the podcast, along with additional resources for extended learning.

Evaluation Rubric

Characteristic

Stellar

Adequate

Unacceptable

Created a functioning podcast
(6 pts)
Podcast is 7 minutes long (or at least two “60 Second” podcasts on two different topics; podcast is uploaded correctly to blog with a functioning RSS feed. Podcast is incomplete, too short, or has broken feed
Instructional (6 pts) Lesson/unit plan is strong, is standards-based, and uses the podcast in a way that enhances instruction. Connection between the lesson plan and the usefulness of the podcast is questionable; lesson activity is weak. Missing lesson/unit plan or standard
Engaging (5 pts) Involves the students in actively learning in a fun and engaging way, or presents material in a compelling way that makes learning interesting. Uses sound, music, different voices, loops, jingles, sound effects, etc.. Podcast is sometimes interesting, but begins to drag or lose its ability to be engaging. It does not include any sound effects, loops, or jingles. Podcast is bland and sounds like a “talking head.”
Show Notes (3 pts) Show notes are complete with additional resources linked or attached. Show notes are complete, but no additional relevant resources. No show notes

FAQs

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