This video is about how to create pre-recorded audiovisual resources (podcasts and videos) for teaching. I will explain the process for a recent guest podcast I created, and give some advice on how to manage the process, which will be widely applicable.
What did you do? Why did you do it?
I lead a final year capstone module which covers current issues in my discipline. I wanted to bring in guest experts but they could not visit campus due to lockdown, and I also wanted the resources to endure for more than one academic year.
I have been using commercially produced podcasts (BBC programmes via Box of Broadcasts and ones covering technical material in my discipline) on my modules as part of students’ private study activities for several years.
I decided on a guest interview podcast format with one of my guests. She felt more comfortable with a podcast than a video interview format. We discussed and agreed on an outline but decided on a conversational format so the interview did not feel too ‘scripted’. I used Microsoft Teams to record the podcast – I set up a meeting, invited the external guest and then we switched our cameras off so that only audio was recorded. You could leave cameras on to record a video interview instead. We did a short rehearsal to check sound quality and then recorded. A LUBS learning technologist was also on the call monitoring sound quality. After the recording, he edited the recording and uploaded it to Mediasite. The other option is to render the recording in Microsoft Stream. Both options allow captions to be created for accessibility purposes.
The final recording was around 45 minutes long. I linked this into my Minerva site and have created some questions based around it, which are part of one week’s seminar preparation. We shall then discuss the questions in a live online seminar on Collaborate Ultra.
What was the impact of your practice and how have you evaluated it?
The commercial podcasts I have already used have been well-received as they provide variety from reading and students can engage with them flexibly and easily while travelling, doing jobs at home etc. They are not as hungry on internet bandwidth as video so in some ways are more accessible than video resources. Student feedback has been positive about the use of podcasts on this module, and so I will continue to use them in future years.
This particular podcast will continue to be topical next year so can be reused.
How could others benefit from this example?
This method could be used to record a variety of podcast and video formats with external guests for use in teaching. It uses software which is available across the institution.
Alice Shepherd, A.K.Shepherd@leeds.ac.uk, Associate Professor, Accounting and Finance Division, LUBS