Facultad de Ciencias de la Educacin

Licenciatura en Lengua Castellana, Ingls y Francs

INTERCULTURAL COMMUNICATION II
PODCASTING
Nowadays, people have become accustomed not simply to finding and downloading others information, but more importantly to
posting and commenting their information. No wonder, blogging and personal web pages are not just trendy but essential for some portions of
the population. This new use of technology reflects one of the key traits of Web 2.0: social software. This software uses the web as a
collaborative medium that allows users to communicate, work together and share and publish their ideas and thoughts and all this is done
bottom-up with an extremely high degree of self-organisation (Rollett, Lux, Srothmaier, Dsinger & Tochtermann, 2007).
What is it?
One good example of social software is podcasting. According to Stanley (2005), podcasting (a hybrid of the words iPod and
broadcasting) is the name given to the publishing of audio (usually mp3 files) via the Internet, designed to be downloaded and listened to on a
portable mp3 player of any type, or on a personal computer. To Payne (2008), podcasts are simply audio recordings stored as MP3 files or in
another file format. The creator syndicates the recording via the Internet, and the listener plays it using a digital music player on a computer
or a mobile device, such as an iPod. Put simply, a podcast is an audio file that is distributed on the internet, downloaded from a website or a
server and listened to on a computer or a portable audio player.
Within the field of ELT, authors tend to talk about three basic types of podcasts: authentic, teacher and student podcasts. Authentic
podcasts are a rich source of listening, which is not aimed at ELT students. They are mostly suitable for use with higher level students. For its
part, teacher podcasts are produced by teachers, for their own classes. They are usually aimed at helping students learn by producing listening
content that is not available elsewhere. Finally, student podcasts are produced by students, often with help from a teacher. They allow students
to access the lives and interests of other students from around the world (Stanley, 2005).
How is it done?
According to Hess (2008), podcasting consists of four steps: pre-production, production, post production and publishing. Most of
the time spent creating a podcast is in pre-production. This step consists of planning the content of the podcast, scripting and revising,
choosing sound effects, and rehearsing. Production includes setting up the materials and recording the podcast in short segments. The
materials needed for podcasting include a computer with a microphone and a recording program such as Audacity or GarageBand which are
available online through free downloads. The brevity of each segment allows students to present their best, most articulate version of their
script. This is especially beneficial for students who struggle with verbal skills. Post-production involves editing the content to achieve the
desired effect and then publishing the podcast online. To publish online, students need to have internet access and web space on which they
can upload their finished product. This can be a teacher created site, such as a wiki. For listeners to access the final product, podcasts can
be either downloaded from a website into a program, iTunes for example, or streamed directly from a website.
When discussing how to make podcasts, Stewart (2010) states that it can be achieved at a low cost as hardware is sometimes free
and software such as microphones and headphones can often be picked up cheaply. To him, all one needs is a microphone which will help
create a more professional podcast with improved quality of clarity and sound quality and access to audio software such as Audacity for
recording and editing sounds. He mentions four steps or moments in the creation of a podcast: planning and scripting, recording, editing, and
using. See table below.
Table 1.

Steps to make a podcast.

Planning and scripting

Recording

Editing
Yamith Jos Fandio

It is helpful for students to write a script for their podcast. This does not always have to be word-for-word
but a rough outline or draft showing what they have thought out. This outline can help them practice and
improve the flow of their podcast.
It is important to have students carry out their podcasts under the best possible conditions, ideally in a room
with no or low echo that is as quiet as possible. Overall, it is recommended that students try out the
conditions to establish the best position for the microphone or recorder to capture the best sound.
Editing a podcast is not always essential, but it can be practical and useful for a range of reasons, e.g.:
May, 2016

Bogot, Colombia

Facultad de Ciencias de la Educacin

Licenciatura en Lengua Castellana, Ingls y Francs

Using

adding an introduction and a conclusion,

adding sound effects, and
embellishing by adding a music soundtrack (Avoid simply adding music from a soundtrack since one
needs to observe copyright laws).
Finally, once the teacher and the students are happy with the podcast, it can be exported, burned on to a
CD or posted online.

Source: Prepared.
Useful tutorials
How to create a Podcast for Dummies, available at https://www.youtube.com/watch?v=SF6WmxRIeHg
How to create a podcast, available at https://www.youtube.com/watch?v=-hrBbczS9I0
Audacity
Audacity is a free open source digital audio editor and recording computer software application, available for Windows, OS X, Linux
and other operating systems. In addition to recording audio from multiple sources, Audacity can be used for post-processing of all types of
audio, including podcasts by adding effects such as normalization, trimming, and fading in and out. Besides, due to its free and open nature,
Audacity has become very popular in education, encouraging its developers to make the user interface easier for students and teachers
(Wikipedia, 2015).
According to Alameen (2007), both teachers and students can adapt Audacity in a variety of ways depending on their needs and
students' level of language proficiency. Broadly speaking, teachers can create new materials and tasks, while students can practice listening
comprehension, speaking, and pronunciation. However, one of the main ways in which both teachers and students can use this program is to
record lectures, dialogues, or other types of speaking text, and upload them to a server to be available for anyone. Audacity allows users to
edit the texts, cutting unwanted parts or adding extra material, such as music or audio extracts from radio programs. The same operations can
also be performed on audio texts downloaded or otherwise imported into the program.
Useful tutorials
Audacity: Complete Tutorial Guide for Beginners, available at https://www.youtube.com/watch?v=aCisC3sHneM
Audacity
for
Teachers
(Set
of
videos:
download
and
install,
recording,
and
editing),
https://www.youtube.com/watch?v=k_XKucA8xoQ&list=PL5380093EEE5B728C
Audacity Training for Foreign Language Teachers, available at https://www.youtube.com/watch?v=8E69ADa9xWg

available

at

Why is podcasting important?

According to The Professional Learning Board (2015), a closer look at podcasting reveals some of the following benefits:
1. Ease of Accessibility: Podcasts enable students to access the information any time they want. Students can download the information to
the device of their choice and listen/watch whenever they are free.
2. Archive of lessons: Staff can record their classes and upload it online, creating an archive of lessons. This allows students to access
previous lectures for reference and clarification on a subject or to stimulate learning of the same.
3. Creative learning: Unlike the traditional pedagogic strategies, podcasting gives way to new strategies like guest lectures, interviews, video
demonstrations, etc. It encourages students to develop their own podcasts, improve their listening skills and enhances learning by
targeting each learners interest.
Educational aims
The aims of this task are:
To encourage learners to analyze their reading material in an original and imaginative way.
To familiarize learners with social software in order to encourage them to use it as a learning tool.
To encourage small collaborative group work.

Yamith Jos Fandio

May, 2016

Bogot, Colombia

Facultad de Ciencias de la Educacin

Licenciatura en Lengua Castellana, Ingls y Francs
Task
The purpose is to recreate a radio show where people interact, exchange opinions, and share comments about a specific topic. Concretely,
students need to create a 5 to 8-minute radio show, in which a radio host interviews a group of guests about one of the topics discussed in
class: identity and communication, mass media and communication, gender and communication, communication and new technologies. To
do so, students need to write a script that will help them structure their podcast logically. Generally, a good script has an introduction, an
index, 3 segments, and a signoff. After working on the script and having it mastered, students need to record the audio of the different sections
of their podcasts. As soon as the audio is ready, students need to edit it so that they can stabilize the volume, eliminate background noise,
remove gaps of dead air or add sound effects. Once the audio has been edited and exported as a file, students need to publish it and post it
to the internet using a web host such podomatic or poderator, uploading the file to dropbox or google drive or resorting to a blog or wiki.
Suggested links
Where to look at examples of podcasts
http://www.podcastsinenglish.com/
http://www.eltpodcast.com/

http://podacademy.org/podcasts/

Where to publish podcasts

https://www.podomatic.com/login

https://www.podbean.com/ http://www.podcastgarden.com/h/en/

1.0

1.5

2.0

2.5

3.0

3.5

4.0

SCORE

4.5

DESCRIPTOR

5.0

Podcast rubric
CRITERIA

http://www.poderator.com/

https://www.eslpod.com/website/

Introduction

Has catchy and clever introduction. Provides

relevant information and establishes a clear
purpose that engages the listener immediately.
Content
Identifies speakers, as well as date podcast was
produced and location of speakers. Provides
accurate information in a concise way, using
appropriate and informative quotes. Uses
appropriate structures and vocabulary, which
facilitate comprehension. Summarizes key
information clearly.
Delivery
Well-rehearsed and smooth delivery, which
conveys a conversational style. Participants
enunciation and speech are effective, clear and
intelligible. Overall, expression and rhythm
engage the listener. Correct grammar is used
throughout the podcast.
Technical
Presentation is recorded in a quiet environment
production
with minimal background noise and
distractions. Volume of voice, music, and
effects enhance the presentation. Podcast
length keeps the listener interested and
engaged.
Adapted from http://innoteach.net/wp-content/uploads/2010/03/Podcast-Rubrics.pdf
References
Alameen, G. (2007). Audacity. Teaching English as a second or foreign language, 11(1), 87-98. Retrieved from http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej41/m2.html
Hess, R. (2008). Podcasting in the English classroom. Retrieved August 5, 2015, from http://cnx.org/contents/2ab9f183-ceeb-470a-bd387d0a6c8c640a@7/Podcasting_in_the_English_Clas
Professional Learning Board (2015). What are the Benefits of Podcasting in the Classroom? Retrieved August 5, 2015, https://k12teacherstaffdevelopment.com/tlb/what-arethe-benefits-of-podcasting-in-the-classroom/

Yamith Jos Fandio

May, 2016

Bogot, Colombia

Facultad de Ciencias de la Educacin

Licenciatura en Lengua Castellana, Ingls y Francs
Payne, M. (2008). Listening to themselves: Podcasting takes lesson beyond the classroom . Retrieved August 5, 2015, from http://www.edutopia.org/podcasting-studentbroadcasts
Rollett, H., Lux, M., Strohmaier, M., Dsinger, G., & Tochtermann, K. (2007). The Web 2.0 way of learning with technologies. International Journal of Learning Technology, 3(1),
87-107.
Stanley, G. (2005). Podcasting in ELT. Retrieved August 5, 2015, from https://www.teachingenglish.org.uk/article/podcasting-elt
Wikipedia. (2015). Audacity. Retrieved August 14, 2015, from https://en.wikipedia.org/wiki/Audacity_(audio_editor)

Yamith Jos Fandio

May, 2016

Bogot, Colombia