A meta-cognitive look at creating an audio-recording based assignment
Episode II – 8:19 minutes
After our initial meeting, Lisa Smith and I met for a second time with a more decided perspective on how to proceed with creating an audio-recording-based assignment for her Gender and Youth Cultures course. We are capturing the design process with these recordings and our hope is that other instructors and designers will benefit from our work when considering or creating similar assignments. One additional benefit we have noticed is the reflective nature of reviewing what we discussed while editing. Even if we weren’t going to share these recordings, it has been a valuable experience in understanding dialogue, the other person, and how we communicate ideas.
The resources mentioned in the recording include:
Podcasting – A Teaching with Technology Paper by Ashley Deal, Carnegie Mellon University June 4, 2007
Licensed under Creative Commons Attribution-Noncommercial-No Derivative Works 3.0
Gender and Youth Cultures Campus Culture Podcast Project Assignment Guideline Fall 2017
Listen to Episode I – Exploring the possibility of creating a podcast-based assignment
Episode I – 26:25 minutes
Like Star Wars, this is our prequel. Lisa and I initially recorded a longer conversation where we discussed the idea of creating an assignment with an audio recording element that could be shared with others. We also decided to record subsequent meetings and incorporate them as a series about the pedagogical and technical considerations of creating such an assignment.
Discussion includes: Allowing a second-year women’s studies students to be both part of the content and part of a campus-wide dialogue about consent and campus safety. Student “podcasts” would be available at listening stations during the event. Discussion re: audio quality requirements. Simple smart phone or library equipment setups for students. A trial of the approach with the hope that one or two recordings would be shareable with the larger college community. The need for a “how-to” document. Scaffolding the assignment. Research. Planning. Interview-style recording. Ground-rules with sensitive topics. The purpose of incorporating media into an assignment. Ways to help students see beyond assignments. Real-world visibility. Assumptions about students digital skills. Pre-assessing students’ experience with recording themselves. Grading and weighting the research, plan and reflection (taking the weight off of the technical production aspect). Teams and multiple-workshop classes. The idea of a podcast about the podcast assignment. Warming-up in-class exercise recording each other. People should own the content that they create. Privacy issues. Audio recording; first, and podcast hosting considerations second. Voice only as an ideal medium for presenting ideas. Clarifying points re: content and process of the assignment. Minimal editing skills needed. Uploading with Kaltura tools. Creating a playlist in the course. Project timelines. Five part/five question podcast series. In-class voice workshop. Ed Media certificate program. Time management for recording.
The resources mentioned in the recording include:
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