Abstract
Podcast assignments in higher education foster students’ deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. Persuaded by the success of previous podcast case studies, we designed a podcast assignment in a First Year Seminar course wherein students created a ten-minute podcast based on an interview that compared theoretical concepts to the lived experience of the interviewee. Students were guided through four distinct stages of the assignment: (1) knowledge and skill preparation; (2) organizing and conducting the interview; (3) interview synthesis and post-production; and (4) peer review and class reflection. The results of a student survey indicate that the podcast assignment design and format supported students’ achievement of learning outcomes and that students valued the podcast assignment. From the instructors’ perspective, the podcast assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content in a deep and authentic way. Finally, we provide an assignment template with timelines for instructors considering implementing a student-generated podcast into their course and suggestions for its implementation.
Highlights
Podcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities
We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees
We provide a template with timelines for podcast assignments, along with suggestions for implementation
Summary
The student-generated podcast assignment was given as part of a first-year seminar course titled Varsity Athletics: Cost, Culture, and Consequence. Through guided self-reflective activities, students considered their strengths and weaknesses as interviewers during these in-class mock interviews In this preparation stage, students were provided an opportunity to practice recoding and editing audio. Students had access to a variety of recording options including borrowing a digital voice recorder from the instructors, recording directly onto their laptop within Audacity, or using one of the many free audiorecording apps available on their computer, smartphone, or tablet This stage of the assignment included two distinct segments directly related to the assignment outcomes: (1) comparing theoretical versus practical studentathlete development, and (2) applying technical skills to prepare a sound final podcast product. Students were required to listen to the interview and consider what key knowledge the interviewee shared They were asked to compare how the athlete's own experiences related to theoretical perspectives discussed in class. Students were expected athletes interviewed. to capture common themes identified across the various podcasts and bring those to a larger classroom
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