An encyclopedic podcasting book

June 23, 2008

podcasting book

How to do Everything with Podcasting.
Shel Holtz with Neville Hobson.
McGraw-Hill Osborne. 2007. 360 pp.

What can podcasting do for a business? That’s the wrong question to ask, say Shel Holtz and Neville Hobson. Like any communication tool, podcasting should be applied as a solution, not as a goal in and of itself. “Podcasting ought to come up in larger discussions about ways to reach audiences, to convey particular messages, or to address specific situations and problems,” they advise.

Hobson and Holtz are internationally known business communicators, bloggers, and consultants. I learned of their work through their podcast For Immediate Release. Friendly and engaging, For Immediate Release focuses on the latest communications technologies and social media.

How to Do Everything With Podcasting aims to “provide a resource to anybody engaged with podcasting, from casual listeners to independent podcasters to businesspeople looking for a new communication channel.”

Besides detailing all the technical aspects of podcasting, Hobson and Holtz preach the gospel of strategic planning. Thinking about producing a podcast? First, address the question: What outcomes are you trying to achieve? Would it serve as a marketing vehicle, or to supplement public relations and financial communications, or to enhance customer relations, or to enhance customer support? And how will you measure the success of your efforts?

The authors emphasize that perhaps the most important is the podcast’s social aspects. They encourage building a social network around your podcast, which is as important as the software and hardware you use.

They offer many examples of podcasting done well. Purina’s Animal Advice podcast, for example, provides information pet owners can use; it does not ‘sell product.’ Stanford University podcasts offer faculty lectures, interviews, music, and sports content. Target groups include students and alums. IBM’s The Future Of …. Podcast reaches investors and features interviews with engineers, product managers, and others in the trenches—not with PR or marketing staff.

Getting people to listen is step one, the authors say. Providing content that people will listen to because it is interesting, valuable, or entertaining is step two. Step three is making sure the way you present the content reflects the value you would bring to your listeners should they shift their business from a bigger business to your business.


Podcast episodes posted

May 6, 2008

WCER’s May and April monthly podcast episodes are posted at LearnOutLoud.

You can subscribe to the feed by copying and pasting this URL into your podcast software

http://www.wcer.wisc.edu/publications/podcast/feed.xml


Book review: RSS for Educators

March 14, 2008

RSS for Educators

RSS for Educators
Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom
John G. Hendron.
ISTE, 2008. 308 pp.

Blogs, podcasts, and wikis allow students and teachers to publish and access content online and, behind the scenes, RSS is the mechanism that makes it all possible. But this book is not about how to code RSS; rather, it’s about how to use the online tools it enables.

John G. Hendron is a teacher and instructional technologist for Goochland County Public Schools in Virginia.

He argues that the “read/write web” enables students to improve their critical thinking and written and verbal communication. The read/write web supports social constructivist concepts of learning, he says, as students express themselves and learn from knowledge generated in a social space.

Besides helping teachers create opportunities for students to engage in constructivist learning in the classroom, blogs enhance communication with students’ families and the community.

Part 1 devotes an introductory chapter each to blogs, wikis, podcasts, and voice-over-internet and synchronous communication.

Part 2 discusses software applications, devoting a chapter each to audio editing with Audacity and GarageBand, and a chapter each to blogging and using news aggregators.

Part 3 discusses specific classroom scenarios, devoting a chapter each to blogs, wikis, podcasts, news feeds in the classroom, and advanced uses for RSS.

“The read/write web can transform learning and teaching culture,” he writes, “and tools such as blogs can turn what we traditionally consider an information source into a learning environment.

This book is more focused and hands-on than “Web 2.0 New Tools, New Schools (ISTE, 2007). It covers much of the material found in Will Richardson’s 2006 book, Blogs, Wikis, Podcasts” (Corwin Press). But technology has continued to advance over the past two years, and Hendron offers updates in some areas. He devotes significantly more space to podcasting and audio editing, and offers a 12-page appendix of online resources, a glossary, and NETS Standards for teachers and students.

Since late 1995, his school system has required every teacher to maintain a blog. They can be seen here: http://www.glnd.k12.va.us/weblog/


New podcast episodes

November 14, 2007

I’ve posted two new podcast episodes:

Alternative teacher compensation approaches: Promises and pitfalls: Different compensation systems are likely to affect teacher behavior and student learning in different ways.

Making better use of limited resources, Part 2: Reallocating dollars at the school level and by educational strategy; documenting best practices in school finance adequacy; and using resources to double student performance.

You can pick them up at Learn Out Loud
(Better to download the file first; the streaming version is compressed and ultra-fast).

Or, you can cut and paste this XML file into your audio media aggregator:

http://www.wcer.wisc.edu/publications/podcast/feed.xml


New podcast episodes

October 23, 2007

A G Bell

As part of my work at the Wisconsin Center for Education Research I produce a monthly podcast summarizing recent research conducted here at the Center. You can listen to episodes or subscribe to the cast in these places:

Learn Out Loud

Podcast Alley

Education Podcast Network

You can also copy and paste this URL into your podcast software:

http://www.wcer.wisc.edu/publications/podcast/feed.xml


Podcast episode archive

August 17, 2007

I’ve posted 50 or so podcast episodes at Box.net, a service that provides up to 1 Gig of storage space at no cost. This document, WCER podcast summaries, provides a blurb for each episode.

box


Book review: Educator’s Podcast Guide

August 15, 2007

educators podcast guide

“Finally, a technology that helps bridge the gap between content delivery and the video game generation,” writes Bard Williams in his new book, Educator’s Podcast Guide (International Society for Technology in Education, 2007, 279 p.).

Williams is a veteran educator and tech guru who has written 300 articles and a dozen or so books on things technological — palm handhelds, smart phones, mobile technology, and the internet. He runs an education marketing and consulting company called Techthree.

Part One of the Guide includes an introduction to podcasting, how to integrate podcasts in the classroom, and how to evaluate podcasts for classroom use. Part Two provides overviews of about 100 education podcasts arranged by content area. Topics include general education and administration, educational technology, mathematics and science, English and language arts, social sciences, fine arts, physical education and health, foreign languages, and news and research, among others.

If you want to jump in and start producing your own podcast, Williams discusses the software and hardware options and helps you think through planning the content and publicizing your product.

ISTE is a nonprofit worldwide professional organization for leaders in education technology.


Communicating better with new media

July 12, 2007

I’ve written an article for ASCD – the Association for Supervision and Curriculum Development – that’s intended as an introduction to blogs, news feeds, and podcasts. As I mention in the piece, I believe it’s important for education communicators to know and use these tools, for two reasons: to give our audiences more ways to receive the material we produce, and to provide ways for them to talk back to us. Let me know what you think.


Getting out the word: communicators and researchers

March 22, 2007

Education researchers are often called on to deliver their findings to many different audiences, including reporters, school board members, policymakers, and parents. My colleague Ron Dietel, who’s an author and a communications professional, acknowledges that reaching broad audiences and effectively communicating an important message remains one of the most difficult and neglected aspects of researchers’ work.

Three weeks from now at the annual meeting of the American Educational Research Association we’ll participate in a panel titled “In Support of Quality Research Use: Communicate Your Research to the World.” With Janet Angelis and Helaine Patterson, we’ll offer our collective experience in helping researchers formulate and communicate their research to all kinds of audiences.

AERA’s Helaine Patterson will moderate. Janet Angeles, University of Albany, will speak on “Finding Time – and Language – To Communicate to Just About Anyone.” Ron Dietel, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at UCLA, will present, “Stand and Deliver: Ten Tips for More Effectively Presenting Your Research To Just About Anyone.” My piece of the action is titled, “It’s a WEBLOGPOD Stupid! Why and How to Use New Technology to Communicate Your Research to Just About Anyone.”


Big conference, big appetites

March 19, 2007

I wasn’t surprised to learn that 10,000 had registered for this week’s conference of the Association for Supervision and Curriculum Development. The Anaheim convention center was a beehive of activity, with multiple dozens of breakout sessions and workshops going on simultaneously across multiple sites. More than 50 brave folks got up far too early on Sunday morning to talk with me about new media and its possibilities for K-12 education communications. They were hungry to learn as much as possible. As usual in a session like this, audience comments ranged from, “What exactly is a podcast?” to “Our district produces a podcast that includes video and documents that can be edited and shared.” I agree with those who wrote in their evaluations that they wished that we had half a day, rather than just an hour, to talk about the strengths and limitations of blogs, podcasts, newsfeeds, wikis, social networking and tagging and bookmarking. I hope that folks will take me up on my offer to talk individually over the next weeks and months about their particular situation and what they’d like to accomplish.


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