First Foray into Podcasting

     As my first foray into podcasts, I took one of my writings from a Creative Non-Fiction Writing class at Utah State, downloaded some free software to record, and dug around in my electronics drawer for my old gaming microphone.  I found recording a podcast fairly simple and the Audacity software easy to use.  The whole process from finding my original work to final recording took a total of thirty minutes.  Now I have had many years of public speaking so recording a podcast came with relative ease.  A student encountering this for the first time might need to practice several times to get it just right.

     As a first endeavor into podcasts for my students, I would offer options of podcasting a published poem, short story, or they could podcast an original work.  Whichever option they choose, the podcast could exist as bridge into public speaking, a fear of many students.  As I recorded my own podcast, I thought through what this might represent for a student in one of my future English classes.  The shy student could use a podcast as a surrogate way to speak aloud in class for the first time.  The student who always clamors for attention could find a penchant for dramatic readings.  The potential of using podcasts counterbalances the pitfalls such as access to software and equipment.  This could be alleviated with access to computer lab which has its own of scheduling.  Managing a classroom of forty students with technical issues could present a nightmare.  A student might completely refuse to do the assignment out of fear.  Another student might use the opportunity to record something obscene and vulgar.  Designing a structured lesson around the podcast would be key to avoid many of these pitfalls.  I would need to allow time for the students to practice with each other or in front of a mirror at home.  I also just realized I would possibly need to allow certain students to do this at home instead of in the computer lab due to disabilities or extreme shyness.

     Besides podcasts, students could build a digital story using an animation website and use a recording of their own voice.  Using Youtube, students could build a slideshow of images and do a recording of a poem and short story to go with images to upload to Youtube.  They could also set some music in the background of their uploaded Youtube reading.  They could construct a reenactment of a scene from a play, book, or poem, record it and upload to Youtube as well.  With simple video editing software, amazing things can be done with minimal effort.  All these could help students engage with the text in a more interactive way than I did in English class.  The technology I encountered twenty-five years ago was a recording of Romeo and Juliet playing on a record player while the class read along.

     I think I could use technology to help guide students through the process of using digital text.  I could direct them to websites or Youtube videos that demonstrate the process.  I could build my videos or screencasts to illustrate the objectives of the project.  I think I would grade mainly on participation and effort because I have seen even with my own kids that a well-defined project can motivate students to engage in the work without realizing they are doing "homework."  As far as a final evaluation of their project, I would build a rubric centered around creativity and engagement with the work.  If I built a rubric with way too many particulars, it could destroy enthusiasm for the project so keeping it as simple as possible would be key to ultimate success.