How do I get started with creating a podcast?

1. Gather

The basic equipment needed to create a podcast includes a computer (either a PC or a Mac can be used), microphone (external microphones tend to deliver better quality recordings. If you already have an MP3 player, a microphone that connects directly to the player can also be used), speakers and software to record your voice. . . The soundrecording application can be a simple digital audio re¬corder or a podcasting software application that allows editing and the addition of music and sound effects. If using a Windows-based PC, the freeware program Audacity is recommended; Mac users can also use Audacity or Apple’s GarageBand. Numerous tutorials on using these applications are available on the Internet. For podcasting as a class, $5,000 would buy two MacBook laptop computers, four 30G iPods, f o u r microphones for the iPods, one good microphone for the classroom and one external hard drive for storing media files. For this amount of equipment and the lasting educational value it holds, $5,000 is a rather meager amount.

2. Listen

There are thousands of existing podcasts. Novice podcasters should listen to various examples to get ideas on how they might like to structure their own. In this process, teachers might also find podcasts relevant to their curriculum and which they can assign to their students to listen. While there are directories which host diverse podcasts, several websites specific to teaching and education also exist. Some examples include:
• Yahoo! Podcasts (podcasts.yahoo.com)
• iTunes Podcast Directory (apple.com/itunes/podcasts)
• ODEO (odeo.com)
• GarageBand Radio Network (garageband.com/htdb/feed/partners.html)
• Podcast Alley (podcastalley.com)
• Podfeed (podfeed.net)
• Podcast (podcast.com)
• Podcast Directory (podcastdirectory.com)
• Educational Podcast Network (epnweb.org)
• Teacher Tube (teachertube.com)
• RECAP (recap.ltd.uk/podcasting/channel-list.php)

3. Draft

A podcast is similar to a speech, and even the most relaxed, informal speeches require preparation. First, you have to decide on what your podcast will include. Naturally, the content of the podcast will correspond to its intent. For most classroom teachers, one podcast will routinely cover one lesson, but if the aim of the podcast is to provide feedback on student assignments or communicate with parents, the structure and tone of the podcast will change.

Second, basic podcasts only contain audio and do not have the same visual stimuli available to learners in the classroom, so good organization and clear communication will be paramount. Engaging text with an appropriate introduction, pauses and a conclusion will also help, while music will keep the listener engaged and can be used to signify certain directions, such as turning a page, starting and ending. When using music, podcasters should be careful not to violate copyright laws. Sources of “safe” MP3 music are available. Some sites include: Freesound (freesound.iua.upf.edu), Podsafe Music Network (music.podshow. c o m ) , Common Content (www.commoncontent.org/catalog/audio), and Sound Dogs (www.sounddogs.com)

Finally, teachers should keep in mind their learners’ attention spans. While they can pause a podcast and return to it whenever they wish, students might become confused when listening to content lessons that stretch over too long a period of time. Common advice is to limit podcast length to 15-45 minutes. Podcast length will also affect the size of the MP3 file itself. For students who connect to the Internet via a modem, downloading lengthy MP3 files can be slow. A 10MB file connecting through a 56 Kb modem may take up to 40 minutes to download.

4. Practice

It goes without saying that before recording a podcast, you should practice, and then practice some more. While podcasters regularly rely on notes during their recording sessions, reading directly from a script will sound detached and rigid. When you feel confident and the session flows naturally, then you can record. Remember that your podcast will be available to your students and anyone with whom they choose to share the file, including their friends and parents.

5. Record

Next, you are ready to record the podcast. This step is fairly straightforward if you have prepared well. If adding music and other sound effects, preparation times will be extended. It is important to choose software that generates an MP3 audio file so that it can be used on mobile devices as well as computers. The best advice is to follow the instructions that accompany the software and equipment that you are using. These documents will help you to add and mix text and place music and/or sound elements in your podcast file.

6. Review

Check your work same as you would when completing problems in mathematics. Since you know what the final podcast should sound like, you should be your harshest critic. Also consider sharing your podcast with another teacher or a friend. They can provide an unbiased perspective. If there are errors or malfunctions, the podcast can always be recorded again. The review stage is critically important when students are creating the podcast. They need to realize that their podcasts could be available to the public, other students, friends and parents. Such accountability typically results in more highly motivated students and final products beyond anyone’s expectations.

7. Share

Once the podcast is completed, it is time to share it. The easiest mechanism for novice podcasters is to email the MP3 file directly to the intended recipients. If you have a classroom website, you can also post the MP3 so that students can listen directly from the website. After you become more comfortable with podcasting, the next step will be to link the audio file to a website with an RSS feed (i.e., really simple syndication). Then, students will be able to subscribe to your feed using podcasting software such as iTunes or Juice Receiver, or RSS-enabled Internet browsers like Internet Explorer or Firefox through which new additions will be automatically downloaded to their computers or MP3 devices. Two free and easy-to-use podcast hosting sites are Podbean (www.podbean.com) and GCast (www.gcast.com). Although we have been using the term liberally here, an MP3 audio file that is not linked to an RSS feed technically is not a true podcast. Regardless of how you choose to share your MP3 files, students will be able to listen to and/or save the MP3 file for later. Final Thoughts Podcasting offers an easy, exciting and dynamic means by which to address the unique learning styles of today’s digital learners. While teachers might be wary of emerging out of their technological comfort zones, the learning curve for podcasting is short and relatively easy to navigate. Numerous resources are available through simple Internet searches for all computer operating systems. Through trialand- error, teachers can be podcasting within a day. And, if you find yourself lost in the process, you can always ask your tech-savvy students for assistance!

By Trae Stewart

Dr. Trae Stewart is an Assistant Professor in the College of Education at the University of Central Florida. He earned a Ph.D. in International & Intercultural Education from the University of Southern California. Dr. Stewart has served as co-editor of two books and has authored numerous book chapters and journal articles. His research interests include service-learning, adolescent development, and teacher education. Dr. Stewart has conducted various teacher education workshops at academic conferences and professional development meetings, and he most recently consulted for the United States Agency for International Development (USAID) in Palestine.