Podcasting in higher education: academics
by Meg Gwaltney, Stein | September 27th, 2006Contributed by: Meg Gwaltney
Web Content Manager, Stein Communications
In the last issue of The Scoop, we talked about podcasting in higher education in terms of how it is being used as a recruitment tool. Admission offices across the country are hosting some amazing podcasts, with respect to content as well as design and production quality. In my opinion, the most effect podcasts, by far, are those created by current students, for prospective students.
Continuing our series of articles on podcasting in higher education, this article focuses on podcasting for academic courses, programs, and departments.
Podcasts for Course Lectures
Probably the first example that comes to mind when you think of academics and podcasting is course lectures. Remember the media buzz in 2004 when Duke University handed out iPods to every freshman student on campus? Their ongoing Duke Digital Initiative to improve technology-enhanced learning (including podcasting quite a few course lectures) has been and continues to be extraordinary, despite the challenges mentioned in their DDI End of Year Report (PDF).
Additionally, iTunes U made a big splash when Apple partnered with higher ed institutions such as Stanford, UC Berkeley, and Duke’s Fuqua School of Business to provide them with their own school-branded version of iTunes. With iTunes U, course lectures and other campus recordings became even easier to deliver to students, faculty, and the community in both restricted- and open-access portals. What’s even better, it’s free — for the institution and the user.
While podcast lectures should not replace the experience of classroom learning and interaction, they have proved beneficial to students and faculty, particularly in the areas of music, performing arts, languages, and other disciplines with audible components.
Promotional Academic Podcasts
In addition to podcasting course lectures, some colleges are also using podcasts to promote specific majors or departments to prospective students, as well as to share research findings with the community.
For example, the Massachusetts Institute of Technology hosts a compilation of podcasts under the umbrella of AMPS: Academic Media Production Services. Users may subscribe to the podcasts for free from MIT’s web site or directly from within the iTunes Music Store. AMPS includes a small, but well-produced collection of video podcasts, all related to a research venture, an academic course, a performing arts event, or other on-campus events. Personally, my favorite is “2.007 Retrospective.” It documents in a fun, engaging way the thirty-year history of MIT’s famous undergraduate robot contest. Prospective students would do well to view the AMPS vodcasts to get a better feel for the types of projects they will work on as students.
Another great case in point: Asbury College’s broadcast journalism podcasts of the 2006 Winter Olympics in Torino, Italy. The group of 29 students, three alumni, and one faculty member posted blog entries and podcasts on their web site. If this project isn’t an excellent opportunity to get real-world experience, I don’t know what is.
In the coming years, it seems like a given that an increasing number of colleges will begin to podcast more of their course lectures, whether it is through iTunes U or another method; I hope the same will prove true for the promotional academic podcasts. They have great value in providing an intimate, in-depth look into an institution’s academic programs in ways that even a campus visit may not provide. With a myriad of voices — students, faculty, alumni, and special event speakers — contributing to these productions, they have the potential to be an excellent marketing tool.
In our next issue of the Scoop, we’ll continue our podcasting discussion with a focus on alumni relations. To share your college’s experiences, thoughts, and concerns about podcasting in education, please email me at mgwaltney@steincommunications.com.
