John had to leave class a bit early last Monday, but
he knew he could catch up on all of the missed ma-
terial by subscribing to his professor’s podcast and
downloading the recording to his MP3 player. As he
headed for the bus that Wednesday morning, he was
confident that he would be as prepared as his friend
Joanne. She had stayed through the whole class and
reported that there had been an interesting issue dur-
ing the end-of-class demonstration. Walker, the class
clown, had tried to match wits with the instructor’s
(again) and had almost won. “Check it out, John!”
she said.
As John rode the bus, he searched for the “incident”
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.
By the time he got off the bus, John felt he hadn’t
missed too much—the podcast had been nearly as
good as being there in person. He also knew that he
would now have enough questions for the interview
he was conducting later in the day of a visiting wildlife
conservationist. Part of the reason she had agreed
was John’s promise to share the session with his col-
leagues—via a podcast.
“Podcasting” is a term inspired by the Apple Computer Corpo-
ration’s iPod—a portable digital audio player that allows users to
download music from their computer directly to the device for
later listening. The term is no longer specifically related to the
iPod but refers to any software and hardware combination that
permits automatic downloading of audio files (most commonly in
MP3 format) for listening at the user’s convenience. Unlike tradi-
tional radio or other Web-based streaming media, podcasts give
listeners control over when they hear the recording. Podcasting
makes use of the Internet’s Real Simple Syndication (RSS) stan-
dard. It differs from broadcasting and Webcasting in the way that
content is published and transmitted via the Web. Instead of a
central audio stream, podcasting sends audio content directly to
an iPod or other MP3 player.
Podcasting can involve practically anyone with an Internet con-
nection. With its roots in the blogging world, part of the appeal of
podcasting is the ease with which audio content can be created,
distributed, and downloaded from the Web. Professional broad-
casters and syndicated radio shows are starting to make their
content available as podcasts. Amateurs are flocking to podcast-
ing, sharing their content and opinions. Campuses are starting to
make content available as podcasts as well.
Podcasting is a unique innovation in content publishing based in
large part on its inherent simplicity and ease of use. Users simply
connect their portable audio devices to their computer, log on to
a podcasting subscription service, and subscribe to that site’s
feeds. Audio content is then “pushed” from the original source
directly and automatically to the user’s iPod or MP3 player. All of
the tools needed to create, modify, and distribute podcasts are
within reach of anyone with a reasonably well-configured laptop.
The desire to improve the quality of podcasts has resulted in rich
Web-based resources outlining principles of sound, equipment
recommendations, and shared experiences. Podcasting dem-
onstrates the power of audio over text (listening as opposed to
reading), allowing podcast users to listen and learn while they
walk, jog, ride the bus, or are otherwise away from their com-
puter screen. Perhaps most significantly, podcast technology
empowers users to publish audio content directly and seam-
lessly onto the Web.
Podcasting allows education to become more portable than
ever before. Podcasting cannot replace the classroom, but it
provides educators one more way to meet today’s students
where they “live”—on the Internet and on audio players. Barri-
ers to adoption and costs are minimal. The tools to implement
podcasts are simple and affordable. Podcasting is predicted to
soon become a mainstream application, much like video-on-
demand recorders (such as TiVo).
Users 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 essentially “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.
Podcast enthusiasts see no limit to the potential uses of this
technology, particularly in education, and the number of podcast
aggregators (sites that collect, categorize, and then make avail-
able podcasts for subscribers) is growing. It is possible that spe-
cialized higher education–based aggregators will emerge, offer-
ing students access to missed lectures, instructions for laboratory
experiments, and so forth. Interlacing podcasts with video appli-
cations—listening to a podcast while viewing related material on
the Web—is another area of experimentation in education.
Podcasting is evolving at a rapid rate. New features—categoriz-
ing, navigating, and indexing—are being demanded by users.
Consequently, designers and producers of podcasts are seeking
new ways to add layers of richness to simple audio files—creating
audio experiences that are both entertaining and instructive.
Podcasting allows students to use their technology-based
entertainment systems (iPods, MP3 players) for educational
experiences. Because students are already familiar with the
underlying technology, podcasting broadens educational
options in a nonthreatening and easily accessible manner. For
example, podcasting allows lectures or other course content
to be made available to students if they miss class. Beyond
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
podcasts—as a record of activities, a way to collect notes, or a
reflection on what they have learned.
from www.educause.edu/eli/
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