Examine individual changes

'{{Multiple issues|copy edit = January 2012|lead too short = January 2012|example farm = January 2012}} Podcasting is the creation and serial distribution of media through the Internet. [[Podcast]]s are created and disseminated on a regular basis by a podcaster. A subscriber can easily receive new episodes and [[episode]] information, and download, view, listen, and transfer the episodes to a variety of portable players. Podcast content can include [[audio]], [[video]], and image materials.<ref>Hew, K. (2009). Use of audio podcast in k-12 and higher education: a review of research topics and methodologies. Association for Educational Communications and Technology, 333-358. doi: DOI 10.1007/s11423-008-9108-3</ref> "Podcasting" refers to the action of recording and disseminating podcasts; the following article documents the various functions that podcasting can fulfill. ==Public services== *Unofficial audio tours of museums.<ref>Kennedy, Randy. 2005. "[http://www.nytimes.com/2005/05/28/arts/design/28podc.html?ex=1274932800&en=db1ced6873dcc4b6&ei=5090&partner=rssuserland&emc=rss With Irreverence and an iPod, Recreating the Museum Tour]." In ''[[The New York Times]]'', 2005-05-28.</ref> *Official cultural or historic audio tours of cities *A way for news organizations to distribute audio or video as an addition to their existing text (or mostly text) news products. For example, [[Wikinews]] began to podcast its News Briefs in 2005. Companies are also using podcasts as a way to distribute their multimedia news to journalists and consumers through companies like MultiVu. In 2006, the online magazine [[Slate (magazine)|Slate]] began ''textcasting'' articles to their readers, by attaching a written article to a blank audio file and delivering the content to readers through their regular podcasting mechanism.<ref>[http://www.slate.com/id/2136959/ "Textcasting," anyone?] at [[Slate (magazine)|Slate]]</ref> *Advocacy. The 5,500 [[Lockout (industry)|locked out]] staff (editors, journalists, technicians, hosts, etc.) of the [[Canadian Broadcasting Corporation]] were podcasting news and other programming during August and September 2005. *Youth media. Podcasting has become a way for youth media organizations, such as [[Youth Radio]], to bring youth perspectives to a wider audience. * Public libraries can podcast local publications free of Copyright, offering spoken word alternatives to the visually impaired. Non-profit organizations podcast readings of short-format magazine articles for visually impaired readers. *Law enforcement. The [[Chicago]] Police Department has a free video podcast of its half-hour weekly news magazine called "CrimeWatch," which airs on local TV. It documents community policing (CAPS) success stories. * Educational Institutions use Podcast for self guided [[Campus Tour]]. ==Education and academia== === Podcasting in K-12 Education === [[K-12]] schools have also begun adopting podcasting as an instructional tool. Podcasts are used for many educational purposes and there are several advocates of podcasting who believe that it can offer unique educational benefits to learners.<ref>O’Bannon, B., Lubke, J., Beard, J., & Britt, V. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 1885-1892</ref> The main advantage of podcasting is the simplicity that it offers to learners. Listeners are no longer constrained by time and space with regard to their learning activity. Podcasts give superior support to auditory learners who comprise 30% of all learners.<ref>O’Bannon, B., Lubke, J., Beard, J., & Britt, V. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 1885-1892</ref> Expensive equipment or sophisticated know-how is not needed to create a podcast. There are free programs that are easily accessible to all people to create podcasts. Podcasting affords [[iPods]] and other mobile audio players a double life: a usefulness for both entertainment and education. Podcasts are created by students for projects or by instructors for instructional purposes.<ref>Warren, K. (2011). Utilising podcasts for learning and teaching: a review and ways forward for e-learning cultures. Management in Education, 26(2), 52-57.</ref> '''Curriculum Applications of Podcasts:''' * To develop reading, speaking, writing, and listening skills * To acquire information * To develop technology skills and applications *To learn interactive ways to communicate knowledge to real audiences *To develop positive academic self-concept *To develop sense of audience and purpose when reading, writing, and speaking *To develop a student ownership of language *To encourage active participation and learner-centered focus *To develop multicultural awareness <ref>Evans, J. (2007, June 7). Podcasting Across the Curriculum MANACE, AGM Presentation.</ref> ==== Podcasts for Students ==== There are many uses for podcasting for the classroom. They can be used to convey instructional information from the teacher or trainer, motivational stories, and auditory case studies. Podcasts can also be used by the learners as artifacts and evidence of learning; for example, a student might prepare a brief podcast as a summary of a concept in lieu of writing an essay. Podcasts can also be used as a means of self-reflection on the learning processes or products.<ref>McFadden, A. (2008). Podcasting and really simple syndication (rss). Unpublished manuscript, College of Human Environmental Sciences Institute for Interactive Technology, The University of Alabama, Alabama, mississippi.</ref> During a review of literature that reports the use of audio podcasts in K-12 and higher education, it was found that individuals (1) use existing podcasts and/or (2) create their own podcasts.<ref>O’Bannon, B., Lubke, J., Beard, J., & Britt, V. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 1885-1892.</ref> ===== Consuming Podcasts ===== [[Apple Incorporated]] introduced [[iTunes]] U, a nationwide expansion of a service that puts course lectures and other educational materials online and on-the-go via Apple's iTunes software. In 2006 there were over 400 podcasts from K-12 classes listed on iTunes and over 900 education-related podcasts listed on Yahoo.<ref>McFadden, A. (2008). Podcasting and really simple syndication (rss). Unpublished manuscript, College of Human Environmental Sciences Institute for Interactive Technology, The University of Alabama, Alabama, mississippi.</ref> Students reported that replaying podcasts facilitated the comprehension of complex concepts and increased understanding for non-native language learners.<ref>O’Bannon, B., Lubke, J., Beard, J., & Britt, V. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education, 1885-1892.</ref> ===== Creating Podcasts ===== The use of social technologies ([[blogs]], [[wikis]], [[RSS]]) allow students to shift from simply consuming media to creating it on their own.<ref>McFadden, A. (2008). Podcasting and really simple syndication (rss). Unpublished manuscript, College of Human Environmental Sciences Institute for Interative Technology, The University of Alabama, Alabama, mississippi.</ref> Pundits argue that student-produced podcasting can promote several powerful ideas that students can use over a lifetime. These include a hands-on and reflective approach to copyright and fair use in creating digital media. That is, they can create original content as they ethically and effectively collect and remix the work of others. Thus, it is argued, podcasting becomes a tool for students to think about the balance between individual rights and community benefits. In addition, some argue that podcasts help students learn 21st century literacy skills. Students, for example, can use digital audio recording and editing software to create audio dramas, news shows or audio tours.<ref>Shamburg, C. (2009). Beyond podcasting:a paradigm shift. In Student-Powered Podcasting (pp. 4-12).</ref> Within Social Studies contexts, for example, podcasting offers a means for encouraging students to question their world, to explore their intuitions about relationships between history, people and to think about things in relation to larger contexts, rather than simply focus on dates and facts.<ref>Shamburg, C. (2010). DIY podcasting in education. In Knobel, M & Lankshear, C. (Eds.), DIY Media: Sharing Creating and Learning with New Media (pp.51-75). New York: Peter Lang.</ref> Educators who use podcasting with students argue that it offers learners and teachers flexibility and learner control, opportunities for learner motivation, clarity of instruction, novelty of engagement, widening of ‘locations’ in which learning is situated – an expansion of the temporal and spatial, engagement with and collaboration around dialogue and opportunities for learners to get involved in construction of learning for others .<ref>Warren, K. (2011). Utilising podcasts for learning and teaching: a review and ways forward for e-learning cultures. Management in Education, 26(2), 52-57.</ref> ==== Podcasts for Teachers ==== Podcasting can be a tool for teachers or administrators to use to communicate with parents and the wider community about curriculum plans and content, student assignments and other information.<ref>Gatewood, K. (2008). Podcasting: Just the basics. ProQuest Education Journals, 44(2), 90-93.</ref> ===== Classroom Use ===== Instructors appear to use podcasts in several ways within academic settings. For example, podcasts are used to duplicate the classroom lecture. The student attends the lecture and uses the podcast as a backup for reviewing complex topics. Podcasts are also used to share additional information with students in the form of audio recordings that aid student learning and provide support in relation to core learning materials. This includes assignment tips, hints, and pre/post-assignment feedback, along with additional audio to supplement subject content.<ref>Hew, K. (2009). Use of audio podcast in k-12 and higher education: a review of research topics and methodologies. Association for Educational Communications and Technology, 333-358.</ref> Language, Science and Social Studies teachers in K-12 settings use podcasts of news coverage, historically significant speeches, cultural events and official happenings as rich trappings for the teaching-learning process.<ref>McFadden, A. (2008). Podcasting and really simple syndication (rss). Unpublished manuscript, College of Human Environmental Sciences Institute for Interactive Technology, The University of Alabama, Alabama, mississippi.</ref> Students in a French or Political Science class can listen, for example, to a podcast of former French President [[Jacques Chirac]]’s actual voice as he departs his presidential position. They could also listen to French citizens as they discuss Chirac’s position.<ref>McFadden, A. (2008). Podcasting and really simple syndication (rss). Unpublished manuscript, College of Human Environmental Sciences Institute for Interactive Technology, The University of Alabama, Alabama, mississippi.</ref> ===== Professional Development ===== Podcasting provides professional development that can be accessed when it is needed. A resource directory of archived podcasts can be created and educators can select topics they need at the given time to fit the need of the moment and be able to access professional learning. In 2007 and beyond, professional development has been delivered in an on-demand and mobile format, greatly facilitated by the portability of podcasts.<ref>King, K., & Gura, M. (2007). Podcasting for teachers: Using a new technology to revolutionize teaching and learning . (2 ed., p. 4). Charlotte, NC: Information Age Publishing.</ref> Podcasts appear to offer teachers convenient professional development opportunities and can give them the freedom to select what, when and where they learn.<ref>Gatewood, K. (2008). Podcasting: Just the basics. ProQuest Education Journals, 44(2), 90-93.</ref> '''A variety of professional resources are available for teachers:''' *Techpod: Podcast for Teachers - offers interviews with educators, authors, and ed techies; curriculum ideas; news resources; technology tips; and research that educators can use in the classroom. *Wikispaces: Podcasting in Education: http://podcasting-in-education.wikispaces.com *Teaching with Podcasts - Read Write Think: http://readwritethink.org/professional-development/strategy-guides/teaching-with-podcasts-30109.htm *K-12- Podcasts Downloads on iTunes: http://itunes.apple.com/ca/genre/podcasts-education-k-12/id1415?mt=12 *Web Tools 4u2use: http://webtools4u2use.wikispaces.com/Audio+%26+Podcasting *Podstock: The Education Podcast Network: http://mtweb.mtsu.edu/podcast/ ==== Educational Concerns ==== The following are concerns that need to be considered when using podcasts: *Quality - Discussions of quality sometimes relate to the technical quality (sound quality, organization of content), just as one might discuss proper development of an essay or a novel but in the context of technology and sound. *Authenticity - Authenticity comes into play when thinking about who is making the podcast and why. *Freedom of Speech - The question of individual freedom of speech is especially relevant when the podcast is a personal statement of position, such as might be found in political podcasts, personal journal podcasts, and organizational podcasts to support a specific point of view. *Technical Support - Podcasts requires considerable file server hard drive space and bandwidth for storage of MP3s. Training is required to teach teachers how to podcast and integrate the technology into the classroom. Creating podcasts can be technically challenging for the average student and additional support is needed in the classroom. *Copyright - One must have permission to use certain content before it is mixed in personal material. *Censorship - Podcasting is not regulated, and the content can be unsuitable for students. *Privacy - Teacher and student privacy concerns must be addressed.<ref>Flannigan, B., & Calandra, B. (2005). Podcasting in the classroom. Learning and Leading with Technology,33(3), 20-23.</ref> === Podcasts in Higher Level Education === *'''Mobile Learning''': Podcasting can be categorised as an [[m-learning]] strategy for teaching and learning. In 2004 [[Musselburgh]] Grammar School pioneered podcast lessons with foreign language audio revision and homework.<ref>[http://mgsonline.blogs.com/mgspodcast Musselburgh Grammar School Podcast]</ref> In the second half of 2005, a Communication Studies course at the University of Western Australia used ''student-created podcasts'' as the main assessment item.<ref>{{cite web|title=All Good Things ...|url=http://i-generation.blogspot.com/|work=iGeneration DIGITAL COMMUNICATION & PARTCIPATORY CULTURE|publisher=Google|accessdate=1 June 2012|author=TAMA LEAVER|format=Blog|date=4|month=November|year=2005}}</ref> In 2005 Students in the Write was created for second grade students at Morse Elementary School in Tarrytown, NY. By providing students with an authentic audience, teachers noticed significantly increased motivation to write. Students were also found to improve fluency and listening skills.{{citation needed|date=June 2012}} On the 21st February 2006 Lance Anderson, Dr. Chris Smith [[The Naked Scientists|(the Naked Scientist)]], Nigel Paice and Debbie McGowan took part in the first podcast forum at Cambridge University. The event was hosted by the Centre for Applied Research in Educational Technologies.<ref>http://www.caret.cam.ac.uk</ref><ref>{{cite web |url=http://www.lanecc.edu/fpd/grants/sabbatical/paid/documents/AnnickToddreport2.pdf |title=A Journey to Podcasting}}</ref> * '''Mobile Knowledge Transfer''': Podcasting is also used as a further channel in Corporations to disseminate information and knowledge faster and easier. It can be seen as a further development of [[:de:Rapid E-Learning|Rapid E-Learning]] as the content can be created fast and without much effort. Learners can learn in idle times which saves time and money for them and the organizations. If audiopodcasts are used they can be used during other activities like driving a car, or traveling by train/ bus. A target group often targeted is the salesforce, as they are highly mobile. There Podcasting can be used for sales enablement ([http://www.podcastmaschine.de/wordpress/?p=33 see case study]) with the goal of having the sales employee aware and knowledgeable on the companies products, processes, initiatives etc. An often used format is expert interviews with statements of experienced role models to bring across also informal/ tacit knowledge. *'''Language Learning''': Podcasts can be used to both inside and outside the language learning classroom. Teachers can record and publish their daily lessons for students to download to their [[MP3]] players for endless practice. There are also predesigned websites where native speakers publish stories and language learners can response via a comment function. This combines the use of podcast with [[blogs]]. *'''Journalism Education''': School podcasts can be created to expose students to journalism and new-media concepts. Regularly released "news" podcasts can be released by a school group.<ref>Richardson, W. (2006). Blogs, Wikis, Podcasts and the Powerful Web Tools for Classrooms. Thousand Oaks: Corwin Press.</ref> *'''Academic Journal Digests''': The Society of Critical Care Medicine has a podcast used to update clinicians with summaries of important articles, as well as interviews.<ref>[http://www.sccm.org/podcast Society of Critical Care Medicine Podcasts]</ref> *'''Supply Chain Management Education''': In October, 2007 Dr Stephan Brady presented his paper on "[http://sctoday.net/ProfessorNotes/wordpress/wp-content/uploads/2007/10/Proceedings_Podcasting.pdf Podcasting in Supply Chain Education]" at the CSCMP Educators Conference. In this paper he outlined how podcasting can be used in and outside of the classroom for enhancing supply chain courses through blended, or hybrid learning. *'''Professional Development''': Professional development podcasts exist for educators. Some podcasts may be general in nature or may be slightly more specific and focus on the use of interactive white boards in the classroom. *'''Religion''': [[Godcasting]] has been used by many religious groups.<ref>Heinen, Tom. 2005. "[http://www.jsonline.com/news/metro/jun05/333091.asp Podcasting becomes another pulpit]." In ''JS Online'', 2005-06-11.</ref> Many churches produce podcasts of talks and sermons. ''Disciples with Microphones'' provides podcasts relating to the [[Catholic]] Church.<ref>''[http://www.discipleswithmicrophones.org Disciples with Microphones]''</ref> * '''Tutorials''': A tutorial on almost any subject can be created as either an audio podcast or video vodcast. Through [[screencast]]ing, many video podcasts demonstrate how to use software and operating systems. ==Entertainment== *Comedy. Comedians such as [[The Ricky Gervais Show|Ricky Gervais]], [[Stephen Fry's Podgrams|Stephen Fry]] and [[WTF with Marc Maron|Marc Maron]] have created some of the most popular podgrams. *Television commentary. ''[[Battlestar Galactica]]'' writer and executive producer [[Ronald D. Moore]] creates commentary podcasts for each new episode of ''Battlestar Galactica''.<ref>http://www.scifi.com/battlestar/downloads/podcast/</ref> Other television shows such as [[Doctor Who]] have since followed suit. *Radio series. Some radio programmes such as ''[[The Now Show]]'' and ''[[The News Quiz]]'' allow entire episodes to be downloaded as podcasts. * As a platform for fan DVD-style commentary tracks ([[Audio commentary]]). Enables fans to add their own comments and thoughts to any of their favourite films. *Sports. In 2005, unofficial podcasts for major sports teams launched, providing fans both in and outside of the teams' direct broadcast areas with on-demand commentary. The Cubscast founders also formed the first city-specific sports podcast network, hosting one podcast for each major Chicago team.<ref>http://www.chicagosportscasts.com</ref> *Pornography. Porncasting and podnography are sometimes used to refer to pornography in podcasts. *Reintroducing Classical Children's Literature. Podcasts such as [[Albert Lea Public Library]]'s Classics On-the-Go program bring classical (noncopyrighted) children's literature back to life for everyone to share. *Fiction. Podcasts like [[Escape Pod (podcast)|Escape Pod]] are used to distribute short stories in [[audio book]] format. Other podcasts distribute stories in the format of [[radio drama]].<ref>{{cite news| url=http://www.guardian.co.uk/stage/theatreblog/2007/apr/24/thepodcaststhethingtorevi| title=The podcast's the thing to revive radio drama| publisher=[[The Guardian]]| date=24 April 2007 | location=London | first=Toby | last=Lichtig | accessdate=2010-05-27}}</ref> ==News== *Newspapers. Newspapers use podcasts to broadcast audio content from print interviews and drive traffic to their websites. The San Francisco Chronicle is believed to be the first major daily newspaper to start podcasting using an external website,<ref>[http://sfchroniclebiz.blogspot.com San Francisco Chronicle Podcast].</ref> in Feb 2005. [[Hong Kong]]'s [[South China Morning Post]] was the first to use its own website and the first in Asia, having launched on April 19, 2005<ref>[http://podcasting.scmp.com South China Morning Post Podcast].</ref> *Communication from space. On 7 August 20&nbsp;ng.<ref>http://www1.nasa.gov/returntoflight/crew/robinson_podcast.html</ref> *Conference and meeting alerts. Podcasts can be packaged to alert attendees to agendas, hosted roundtables and daily feedback. ==Music== * Replacement for live music audio streams. Whereas streaming a performance live over the Internet requires careful coordination of person and machine, podcasting offers the ability to do slight time-shifting of performances and greatly reduces the complexity of the effort. The quality of the program is often higher as post-production adjustments can be made prior to release. For example, programs can provide a live stream of their program, but most listeners don't hear it until weeks later on [[NPR]]. Podcasted versions of the programs split the difference, usually coming out a few days after the live program, but well before the traditional broadcast. ==Politics== *'''Politics''': In the U.S., both major political parties have various podcasts, as do numerous politicians. ==Publicity and marketing== * As a promotional vehicle for an upcoming event, such as [[Pixar|Pixar's]] Cars Video Podcast, which advertised the release of [[Disney]]/Pixar's [[Cars (film)|Cars]] animated feature film with a series of behind-the-scenes clips.<ref>http://phobos.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=152605772</ref> ==Health== * Health, fitness and wellness resources, both general and specific. ==Special interests== * ''Farm Podcasting'' makes information available about farming. The term was coined to identify a program that is produced exclusively as a [[podcast]] on the subject of [[agriculture]]. There are now multiple companies who specialize in farm podcasting and are producing regular programming targeted to farmers and the general public on the subject of agriculture. ==Non-traditional and alternative content== *A way for people and organizations to avoid regulatory bodies, such as the British [[Ofcom]], or American [[Federal Communications Commission]] (FCC) that would not allow a program to be broadcast in traditional media. == See also == * [[Mobilecast]] * [[Narrowcasting]] * [[Peercasting]] ==Notes and references== <references/> {{Podcasting}} ==External links== * [http://www.pro.rcip-chin.gc.ca/carrefour-du-savoir-knowledge-exchange/balados-podcasts-eng.jsp Podcasting in museums] A resource from CHIN (Canadian Heritage Information Network) [[Category:Podcasting]]'