Podcasting is quickly becoming a viable tool in education.

Over the last two years, the podcast audience has grown from a small tech-savvy segment of society to a cultural element so significant that Merriam-Webster added the word to its 2006 dictionary. Now, colleges across the world--including Collin--have begun using podcasts for various subjects in order to benefit a wide variety of student audiences.

Podcasting and the classroom

According to Gary S. Stager, Pepperdine University professor and supporter of progressive teaching, “Not since the advent of the World Wide Web has such an easy and exciting communications medium been within reach of the masses. Podcasting offers educators and students remarkable opportunities for their voices to be heard in their local communities or around the world. One could think of podcasting as blogging without writing or as a way for every class to have its own radio station.”

The increase in podcasting popularity has many factors, such as ease and swiftness of accessibility and an easily mobile product. Podcasts are available throughout the world with Internet access and one of the many free “aggregators.” Aggregators subscribe to podcast-formatted pages (RSS feeds) and search for changes or updates to the feed. Once notified of the update, the aggregator downloads the file for use on a home computer, a mobile media device or to even burn to a CD. There are software options like iPodder and iTunes, as well as many online aggregators like PodcastAlley.com, Odeo.com and Yahoo! Podcasts.

Because podcasts are so easily accessible and inexpensive to access, there is no limit to what they can be used for and what subjects they can cover. For example, educational podcasts, especially those that focus on foreign languages, are some of the leading podcasts on the iTunes Music Store, the major directory for podcasts. It is not surprising that this medium has been so quickly connected to teaching and supplementation for education of all sorts because it is free, easy to find and attain, and works as an excellent supplement to primary lessons.

During the last year, the technology related to podcast production and publishing has become increasingly convenient and simple to operate. Apple’s Garageband application is the leading podcast application for producing podcasts. The software, also used for audio recording for professional records, initially offers the user the ability to select from music track or podcast episode. Once the recording has taken place, Garageband gives you the ability to output directly to iTunes or Apple’s website development software iWeb.

And many programs are already using these technologies in the classroom.

The University of Michigan Dentistry School began podcasting at the request of students, and what began as a request soon led to a partnership with Apple and national press. Dr. Lynn Johnson, University of Michigan’s director of Dental Informatics, described her experience as “very student-driven, student-initiated and student-supported. It was up to them to make it happen.”

Podcasting at Collin

Collin professor John Glass began experimenting with podcasting at the suggestion of Gary Hodge, academic dean of Social and Behavior Sciences. After listening to various news podcasts over the last few years, as well as hearing about podcast novels, Glass now uses podcasting as a teaching tool for his course

After some consideration, he recognized that students would now be able to access information. “The more someone hears the same information, the more that information is reinforced, especially if the information dissemination vehicle is something that they are familiar with and utilize often,” he said.

The reaction to his supplemental podcasts has been largely positive because it “helps to solidify what [the students] were learning,” said Glass. Glass does admit that, after continually forgetting to bring his recorder to class, he decided to record his supplemental podcasts alone in his office, because he “could be more concise” in his discussion. Also, he believes the audio was better due to “less extraneous noise and information.”

The professional response from faculty colleagues has been entirely positive, Glass contends. Every coworker with whom Glass has discussed podcasting has expressed admiration for this new method of supplemental instruction and interest in how the process works.

Dean Hodge first heard about podcasting in an article featured in The Chronicle of Higher Education about a project at Duke University involving podcasts. He believes this new media allows for faculty members to deliver traditional, lecture-driven content material through a podcast and frees class time for discussion that is both “topical and timely.”

“Learning occurs at all times, not just in the classroom,” Hodge said. “The appropriate use of media in the learning process can enhance and deepen the experience of students.”

Glass, at the encouragement of Hodge, is now working with media services at Preston Ridge Campus to creatively work to enhance podcasting in his sociology courses. Glass has also involved his students in evaluating the success and benefits of podcasting. Hodge said that this is just a first step for podcasting in particular and technology in general. He anticipates expanding the use of technology such as podcasts as faculty “continue to explore and experiment with new methodologies.”

This is just one example of how Collin is working to integrate podcasting technology into the Cougar student experience.

Commentary on the power of podcasting

When I was a college radio host and show producer, I appreciated the ability to capture and share recordings, but I did not think my efforts would have relevance after I crossed the graduation stage and tossed my hat. However, with the use of my laptop and a $20 Radio Shack microphone, I recorded my first podcast. Now a year later, my podcast has earned international press and logged 45 podcasted interviews with some of the nation's leading independent musicians. This is one example of how podcasting gives everyone the freedom to explore and share knowledge.

Gary Hodge summed it up well when he said, “Higher education must remain current and innovative in actively engaging students in the learning process.”

The potential for podcasting in higher education is as limitless as the imagination.

Garrison Reid is the web communications editor at Collin and also runs his own podcast, www.indieinterviews.com.