Podcasts as a tool to engage broader audiences

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dc.contributor.author Scriven, Richard
dc.contributor.editor Supple, Briony
dc.contributor.editor Delahunty, Tom
dc.date.accessioned 2020-11-06T10:02:45Z
dc.date.available 2020-11-06T10:02:45Z
dc.date.issued 2019
dc.identifier.citation Scriven, R. (2019) ‘Podcasts as a tool to engage broader audiences’, Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December, pp. 192-195. doi: 10.33178/LC.2019.40 en
dc.identifier.startpage 192 en
dc.identifier.endpage 195 en
dc.identifier.uri http://hdl.handle.net/10468/10738
dc.identifier.doi 10.33178/LC.2019.40 en
dc.description.abstract This paper examines how audio podcasts can be deployed by universities and other educational institutions to engage with a broader range of audiences and encourage critical discussion of contemporary issues. Using the case study of a podcast I produced, I consider how the medium is an accessible and user-friendly format that enables the generation of content aimed at a general listenership. Insight into how this approach can bring teaching and research materials to new groups of people is created by reflecting on the process of making and distributing a series (Hacker 2017). Since their emergence in the early 2000s, podcasts - as a form of internet on-demand radio – have been used by universities as an additional dissemination system. Departments and universities were early adaptors to help spread knowledge, research findings, and commentary on topics of public interest (Open Culture 2006). One of the main deployments has been to augment student learning through the recording of podcasts as an alternative or supplement to lectures or as a revision or feedback tool (Fernandez et al. 2015; Kidd 2011; Lonn and Teasley 2009). More recently, within the discipline of geography, podcasts are being recognised as a distinct tools for more inclusive research that can reach groups who do not usually follow academic discourses (Kinkaid, Brain, and Senanayake 2019). Building on these strands, this paper focuses on how a podcast can be used as an educational mechanism both for general audiences and undergraduates, which recognises diverse forms of learning and the importance of accessible materials (Ambrose et al. 2010; Towler, Ridgway, and McCarthy 2015). en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.publisher National Forum for the Enhancement of Teaching and Learning in Higher Education en
dc.relation.ispartof Learning Connections 2019: Spaces, People, Practice, University College Cork, Cork, Ireland, 5-6 December
dc.rights © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. en
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Podcast en
dc.subject Learning en
dc.subject Accessible en
dc.title Podcasts as a tool to engage broader audiences en
dc.type Conference item en
dc.internal.authorcontactother Richard Scriven, Geography, University College Cork, Cork, Ireland. T: +353-21-490-3000 en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Not peer reviewed en
dc.internal.conferencelocation University College Cork, Cork, Ireland en
dc.internal.placepublication Cork en


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© 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Except where otherwise noted, this item's license is described as © 2019, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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