Podcast Project
Podcasts are audio programs—sometimes shared in video form—available over the internet for download and/or streaming. They are available in many formats, encompass a diverse array of subjects, and tend to be episodic—recurring shows around a theme or limited series covering a single story—making them flexible mediums that seamlessly bridge the gap between education and entertainment.
In this project, students will record and edit audio programs, sharing their understanding of the topic through their own voice, interviews, and media clips. The breadth of podcast formats gives instructors a dynamic tool that can accommodate simple assignments to large projects.
Why choose podcast?
Literacies:
- Content Creation: Students are actively engaged in researching, organizing, and presenting content to develop a coherent narrative and communicate effectively, encouraging critical thinking and deeper understanding.
- Information Literacy: Students must locate and evaluate reliable sources, critically assess the credibility and relevance of information, and determine how to represent it accurately, enabling more discerning consumers and producers of information.
- Presentation Skills: Podcasting requires attention to verbal communication such as speaking clearly, structuring ideas, and using appropriate tone and pacing, honing students’ skills essential for meaningful learning and professional contexts.
- Collaboration: Most podcast productions are collaborative, where students often need to work in groups, dividing responsibilities, and/or engage with other people (guests, interviewees) in active listening, enhancing interpersonal skills.
- Digital Literacy: Creating and editing a podcast involves various digital tools and technologies and managing multiple files and media, developing students’ technical skills for the digital age.
Formats:
- Monologue/Solo: Host shares their personal knowledge or experience about a topic, fitting for simple topics or upscaling short essays.
- Conversational: Two or more co-hosts talk story, sometimes with a guest; great for group projects contrasting perspectives or experiences on a topic or theme.
- Panel/Interview: Host(s) interview guests or moderate a panel discussion, exposing students and listeners to experience and expertise from community members.
- Narrative/Storytelling: One or more speakers explain a topic/subject through storytelling (narration, interviews, archive media, audio snippets), ideal for large-scale projects centered around social issues or recent events.
Examples and Use Cases
Project Process
1. Introduction
The instructor clarifies expectations, both in terms of content and format. Is it a specific type of podcast, or is it open to student choice? Do students need to use a particular software or stay within a certain time range? Are there any mandatory audio elements or editing techniques? To help students understand the expectations, the instructor can provide examples—their own creations, previous student work, and/or samples from the internet.
The instructor may ask students to document their process (e.g., screen recording the podcast planning and editing, and capturing footage from researching and recording sessions). Students can then use these as resources for podcast creation, project reflection, and even sharing their process.
Students review the assignment, rubric, and any handouts or materials given with the assignment. They clarify any immediate questions, but also seek further guidance along the way as needed.
2. Research
Students conduct traditional academic research on the topic and familiarize themselves with podcasts (preferably, studying podcasts related to the assignment topic).
The instructor decides how extensively students need to research, according to the topic and class level. It is important that students truly understand how the research can or should be incorporated into the podcast.
If this research involves fieldwork, interviewing, or even service learning, instructors and students coordinate and plan on capturing media elements that can be used in the creating phase.
3. Planning
Like creating the outline of an essay, students plan their podcast by organizing their research into a thesis/introduction, arguments/subtopics, and conclusion. These are then synthesized into the podcast content—a narrative script, interview questions for stakeholders and/or knowledge holders in the assignment topic, prompts for a conversation about the assignment topic amongst the project group, or a mix of those discourse types.
Instructors assist students at this point by providing creative and learning resources, encouraging intermediary deadlines, and giving feedback in real time to the best of their availability. The podcast planning sheet is a great tool to help students organize information.
If students are contributing their creations to a larger class project or working in groups, a group leader is designated to coordinate the planning, creating, and sharing of the podcasts. This includes assigning parts (which topics groups or members will cover) and roles (which tasks members will be performing, including a primary editor).
4. Creating
Students use their research and planning documents to create the podcast. They will gather some audio elements beforehand (audio recordings, sound clips) and capture others as they go (narration, corrections and addendums, sound effects, music).
The podcast can be edited in free digital audio workstation (DAW) software, ranging from user-friendly online apps (BandLab, Soundtrap), to intermediary (GarageBand) and advanced (Waveform Free, Audacity) programs. The ideal tool will depend on the assignment’s goals and students/instructor proficiency.
Students remain adaptable with their creations. Planning ahead gives them an action plan, but feedback from peers and new insights may lead to changes that improve the final deliverable.
5. Sharing
Finally, students will export and submit their podcast, usually in MP3 format. They share or post it where peers can see it, such as an LMS (Lamakū) discussion post or in-class presentation, and provide feedback or comments to each other.
The instructor then grades the projects, taking into account the redesigned assignment’s goals and learning outcomes. In addition, the instructor may encourage students to share their creations with a wider audience by posting to social media or an online forum.
Equipment & Software
