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PODCASTING 101: PODCASTING IN EDUCATION
John McKenzie, M.A., M.S.
Instructional Technology Specialist
Center for Innovative Learning
UNT Health Science Center
(817) 735-0439
DEFINING OUR TERMS
• Podcast
A digital audio file made available on the Internet for downloading to a computer or mobile device, typically available as a series, new installments of which can be received by subscribers automatically. (OED)
• Vodcast (or videocast)
A podcast with video content.
EXPERIMENTALLY VERIFIED BEST PRACTICES IN USING VIDEO FOR LEARNING
Provide an introductory text paragraph for students to read before watching your video.
This will:
How not to introduce your videos {
• Enhance learner attention • Reduce media multitasking • Prime the learner to focus on text
EXPERIMENTALLY VERIFIED BEST PRACTICES IN USING VIDEO FOR LEARNING
Use video that shows your face to enhance social presence.Social presence is a learner’s feeling of connection with other people.
A major factor in learner motivation & attention
vs.
EXPERIMENTALLY VERIFIED BEST PRACTICES IN USING VIDEO FOR LEARNING
Present info in spatially & temporally integrated formats to reduce cognitive load and enhance retention.
Integrating audio with visuals is more effective than text & visuals alone.
Integrated formatSplit-attention format
PODCASTING 102: CREATING AND SHARING PODCASTS
John McKenzie, M.A., M.S.
Instructional Technology Specialist
Center for Innovative Learning
UNT Health Science Center
(817) 735-0439
WHAT MAKES A GOOD PODCAST/VODCAST?
• Portability – Mobile compatibility
• Accessibility – Easy to access, download, & use the file(s)
• Audio quality
• Visual quality – Content should:
• Follows design principles
• Large enough to see
• High resolution images & video
• Lighting & color directs attention
• Dynamism – Engaging verbal & nonverbal delivery
• Variation – Don’t always follow the same formula
SOFTWARE OPTIONS FOR CREATING A POD/VODCAST
Tool Pros Cons
PowerPoint with narration Easiest solution Can be boring, limits options, annoying on mobile devices
Zoom video recording Simple interface, enablesmultiple presenters, includes whiteboard feature
No built-in editing features
Panopto Multiple cameras, editing interface, whiteboard
Few editing features
OBS (Open BroadcasterSoftware)
Simple interface, easy picture-in-picture, livestream capable
No built-in editing features
Camtasia Very broad set of editing options
Intimidating to start (but easy with experience)
DISTRIBUTING YOUR POD/VODCASTS
Options
1. Upload to Canvas
2. Upload to YouTube
3. Host on personal website
4. Distribute through iTunes’ overly complicated process
5. Distribute through Panopto
Ease for you
Ease for students
USING ZOOM FOR PODCASTS
USING ZOOM TO CREATE VODCASTS
Even though Zoom is a tool for videoconferencing, it can be used to record video content too.
1. Start a meeting in Zoom
2. Click Share Screen. Skip this step to display only your webcam feed.
3. Click Record to begin recording.
USING ZOOM TO CREATE VODCASTS: USING THE WHITEBOARD
1. Click Share Screen from the menu bar
2. Click the Whiteboard icon, then the blue Share Screen button
USING ZOOM TO CREATE VODCASTS: USING THE WHITEBOARD
The Zoom whiteboard is great if you use diagrams in your courses.
“Don’t mess up the diagram,
John”
SOURCES
Split-attention effect sources:Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the
reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior 25(2), 315-324.
Florax, M. & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction 20(3), 216-224.
Social presence source:Borup, J., West, R.E., & Graham, C.R. (2012). Improving online social presence through
asynchronous video. The Internet and Higher Education 15(3), 195-203.
Text priming source:Sharma, K., Caballero, D., Verma, H., Jermann, P., & Dillenbourg, P. (2015). Shaping
learners' attention in Massive Open Online Courses. International Journal of Technologies in Higher Education, 12(1-2), 52-61.