ORIGINAL PAPER: Designing Impactful Teaching and Learning Podcasts: A Prototype Guide

This is part of an online research project into the use of podcasting in higher education pedagogy. You can find the project here: https://sking47.wixsite.com/website-2.

Today, we’re diving into the blueprint for crafting educational podcasts that are not only engaging but empirically valuable. Imagine a podcast that doesn't just share knowledge but transforms how we learn—providing tools, strategies, and fresh perspectives on education. In this episode, we explore what makes a teaching podcast truly worthwhile, from platform selection and content structure to techniques that foster deep learning and self-directed discovery. You’ll gain insights into how platforms like Apple Podcasts, Spotify, and Google Podcasts influence learning styles and the future of educational media.

We discuss the core elements: defining “podcast” in today’s landscape, why decentralized content remains a game-changer, and how platforms are evolving towards “walled gardens.” We also look at key research findings: how varied podcast formats, from short instructionals to in-depth interviews, foster diverse learning experiences. Through studies and prototypes, we uncover strategies for creating content that engages and inspires both students and faculty, from review formats to literature discussions that spark curiosity.

Whether you're an educator looking to enhance your teaching methods or a curious learner, this episode is packed with actionable insights on designing a podcast that is as practical as it is purposeful. Tune in, take note (or don’t!), and let’s explore how to make learning on-demand both effective and enjoyable.

Transcript

So welcome back! I don’t know where you are but I hope you are comfortable. You don’t need to really take notes here. Feel free to listen and come back to any points that you
need to refer to at your leisure.
One thing that you should absolutely make sure you come back for, is to subscribe and
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your feedback in the comments sections and feel free to offer a positive rating!
So the topic for today’s talk which is going to be around 10 minutes is “How to make a
prototype teaching and learning podcast which can be empirically proven to be
intrinsically worthwhile?”
And the first thing we need to do is actually define what we mean by podcast – because
the technology has evolved significantly since the early days of RSS and what we see
today is vastly different from the earliest experiences. This is mainly as a result of the
efforts of Apple – and in fact Podcast is a word that is derived from ‘Ipod’ and
‘broadcasting’. However, this should not confuse anyone that Apple has some
technological stranglehold on podcasting – at least not yet.
So the first term we need to understand is “podcast” which are digital media files
comprising audio and/or video which are recorded, shared, and consumed, and
sometimes automatically downloaded from the web on conveniently accessible
platforms to devices such as smartphones, PCs or MP3/4 players (Alarcón & Blanca,
2020: 579454; Barnes et al, 2020; Casares & Binkley, 2021: 24). This content is
produced by traditional editors such as radio, publishing houses, journalists, and
educational institutions, independent radio producers, artists, and radio amateurs.
(Bonini, 2015, p. 21 in Sullivan, 2019: 2). “Podcast” generally refers to a single named 
program or channel containing multiple episodes, while “episode” refers to individual
shorter units, often discussing separate topics, within a podcast program (Malka et al,
2021: 132).
Now earlier I mentioned that Apple doesn’t have dominance over the technology of
podcasting and this is because it features a decentralized technical architecture. Audio
content is stored all over the web and linked together via RSS, also known as “Rich Site
Summary” (or “Real Simple Syndication”) which is free and allows listeners (via a helper
app or “podcatcher”) to locate, subscribe, and listen to new content without the
necessity of visiting a specific storage platform or website (Sullivan, 2019: 2).
This is really important and is one of the reasons, in my opinion that podcasting hasn’t
yet matured to the point of say Instagram Influencers or YouTube vloggers. The content
is not uniquely hosted on one parties technology – there are no terms and conditions for
distributing your podcast on RSS... However, this is changin and will have significant
implicatations for podcasting.
Now today, podcasting offers listeners a vast catalogue of content, which can be
streamed or downloaded for free through popular platforms such as Apple Podcasts,
Google Podcasts, Spotifv, Soundcloud, Tuneln Radio, Overcast, and Stitcher Radio
(Casares & Binkley, 2021: 24). Platforms can be understood at their most basic level as
“digital infrastructures that enable two or more groups to interact” (Srnicek, 2016, p. 43
in Sullivan, 2019: 2). These infrastructures act as intermediaries between different types
of users, including customers, suppliers, producers, service providers, suppliers, and
advertisers (Sullivan, 2019: 2).
Now this bit is important - there are three primary functions [affordances] of mediarelated platform services.
These are storage, discovery, and consumption (Sullivan, 2019: 4). They present
content for users to discover or search through their interface; they serve as a data 
repository for the files to be delivered to the user (whether via download or streaming);
and they offer embedded playing software to allow users to consume media (Sullivan,
2019: 4).
Podcast mobile apps are an alternative offering their own forms of interactivity,
sociability, and content curation by highlighting within the app a unique constellation of
content specifically designed for users (Morris & Patterson, 2015, Sullivan, 2019: 7).
All of this is therefore critical to understand if we are to ensure that the podcast we
create is actually going to generate user data that we can capture and analyse. By this I
mean, even before determining the kind of content that we should produce, we also
need to understand the platform and the implications of its various strengths and
weaknesses as regards “storage, discovery, and consumption”.
This is an extremely complicated process in its own right as there has been a rapid
expansion in podcast hosting companies, all of them promising to streamline the
process of storing podcast audio files, maintaining and validating podcast RSS feeds,
and registering podcasts on the major directories (discussed below). These hosting
companies include Podbean (launched 2006), Podomatic (launched 2008),
BlogTalkRadio (launched 2008), Audioboom (launched 2009), Buzzsprout (launched
2009), Spreaker (launched 2009), Simplecast (launched 2013), Fireside.fm (launched
2015), and Castos (launched 2017) (Sullivan, 2019: 5).
However, while there are over a hundred podcast directories online, there are only three
significant discovery platforms: Apple Podcasts, Google Play Music and Spotify
(Sullivan, 2019: 6). While Apple’s iOS podcast app dominates, there are numerous
competing apps that allow users to subscribe and consume podcasts such as Stitcher,
Pocket Casts, Overcast, Podcast Addict, BeyondPod, DoggCatcher and Downcast, and
Castbox, among many others (Sullivan, 2019: 7).
This heavily fragmented mess is confusing, but ‘fortunately’ for some, the drive to
streamline the process of podcast discovery and consumption to maximize audience
size (to capture advertising revenue) is ongoing (Sullivan, 2019: 5) with Apple, Google
and Spotify pushing podcasting in the direction of platformization (Sullivan, 2019: 9)
which will result in platform enclosure—the creation of “walled gardens” of content
available only to monthly subscriber (Sullivan, 2019: 6) similar to Netflix in TV; and
premium or procasters rising to dominance over hobbyists and amateurs. This has
significant potential impact for educators – for example, consider the Netflix show
Explained and then consider a high quality, accredited educational programme
distributed by a global platform such as Apple Podcasts instead of by a traditional
learning provider. This would be the apex evolution for digital educational content
providers of which Coursera is currently the most famous.
So now we have the key aspects of terminology – all three requiring their own dedicated
research: Podcasts, Episodes, and Platforms.
The first step therefore in developing an educational podcast is argued to be to pick the
platform. And this should be based on the data you wish to capture as well as how the
creator envisions their audience will consume their content.
The next step is to consider the podcast itself, and in this light we need to explore what
purpose or what problem the podcast is to address. I have already analysed the data
and prepared two kinds of podcast in this prototype. Shorter video-enabled podcasts
have provided instructions and I hypothesise this is the correct model for behavioural
teaching strategies. These enable short practical lessons to be delivered and revisited
over again until perfected or as Ow et al stated in 2021 listeners can immediately apply
the frameworks and approaches to their daily practice.
The second form of podcasting is envisioned for learning or as the literature describes it
as “deeper learning”. The two teaching and learning formats are as far from each other
as the north and south pole and I am exaggerating the demonstration of this through 
providing three videos and a full audio prototype even though it is arguable that some of
the content in one or the other of my prototypes should really be delivered in the
alternative format. Please note that this is a prototype and intended only to demonstrate
the strengths and weaknesses of the tool in an educational setting.
McSwiggan & Campbell in their 2017 study highlight that podcasts have potential to
engage students in active learning because ‘the human voice retains its inspiration’ in
much the same way as an absorbing lecture. And they go on to say that with podcasts
there is potential to remediate this ‘technification’ and promote deeper learning by
introducing ‘thinking dispositions’- that is, podcasts can be structured in ways that
encourage students to stop and reflect on, ‘What more do I need to know?’ Barnes and
team in 2020 discovered that in the case of medical education the ease of use and
convenience and repeatability of podcasts found them more useful than traditional
didactic lectures. Many authors including Alarcón & Blanca in 2020, Casares & Binkley,
2021 and Malka et al 2021 also highlight how podcasts encourage self-directed
learning.
McSwiggan & Campbell’s study indicates that there were differences between students
with high self-efficacy in learning who were able to benefit from podcasts, and those
with lower self-efficacy – this informed my analysis that it is perhaps not ‘self-efficacy’
but the content of the podcast and the purpose of the content. I.e. is this something
which needs to be rote learned I.e. taught; or is it something to be actualised through
reflection I.e. learned. The former should be specific and focused with short content.
Whereas the latter should be more relaxed and informative, and apparently according to
Ow et al, 2021 study, entertaining or a way to study without studying.
So accordingly, this would propose that higher education should produce two kinds of
podcast content – short instructional teaching lessons and longer thought-provoking
edutainment content (which is supported in part by Alarcón & Blanca). However, given
the relative simplicity in the provision of instructional knowledge and behavioral learning
strategies, it is possible that there will be an oversupply of content in this domain. A 
simple exploration of any topic on LinkedIN learning for example highlights the
challenge here – why should a highly qualified academic spend time producing
technical content which is already available online at a very high standard?
Teaching videos may therefore not be possible for all institutions, and may be a product
of corporate branding rather than teaching efficacy. I envision them really only be
produced for on-boarding students and sharing content on administrative services such
as library, center of academic success, careers services etc.
Instead, I argue HE institutions should focus on producing high quality learning
podcasts. In the literature these have tended to be between 20-30 minutes in length
sometimes longer. They are intended for download and consumption either in the home,
car, while walking, while at the gym/working out, while at work, or while on public transit
– the areas identified in Casares & Binkley, 2021’s study as popular locations for
podcast engagement.
So now we assume we have selected our platform for distribution, and have committed
to our learning strategy in terms of producing longer podcasts. But what kind of content
should we be focusing on? And here the literature is helpful.
Malka et al propose three categories for content: 1) general subject review (40%), 2)
literature review (45%), and 3) opinions within the field (15%). Casares & Binkley
identify that popular podcast types include interviews, conversations, how-to, seminars
or lectures, audio drama, storytelling, scripted or non-scripted material, and serialized
episodes. However, a prototyping exercise by Ow and team revealed listeners valued
diversity of representation in terms of voices which created a greater sense of belonging
and a safe learning environment, and expressed relief from hearing experts reveal gaps
in their knowledge or times when they made mistakes which humanized the experts and
demonstrated that there is a continuum of growth for all. This study also highlighted the
value of capturing conference content especially during the Covid period when so many
events were cancelled. 
Casares & Binkley also highlight how podcasts may also function as a transitional
learning material, rather than a single stand-alone resource, by providing students with
an abridged overview or an informal discussion of a traditional text. This is similar as to
how movies use professional vloggers or influencers to insight excitement and interest
in their films. Given that readership has dipped significantly and continues to fall, a
literature review style of podcast should be expected to inspire interest amongst
students to seek out the full text on their own to deepen their learning.
Finally, a study by Barnes and colleagues recommending inviting participants from
various institutions which not only improves the quality of the podcast, but also works to
form a strong community and teamwork amongst participating institutions. Something
that has eroded due to the Covid pandemic.
So, in conclusion, it is argued that this discussion provides the detail, specifications and
justification for a HE institution to produce a learning-focused podcast that can be
evaluated using tools provided by the respective platform, but also off-line feedback
mechanisms that have been published in journals such as the worksheet of Casares &
Binkley and Alarcón & Blanca’s Questionnaire for Assessing Educational Podcasts.
And, although we will soon return to face-to-face lectures, the importance and need to
invest in this content is still a priority for a number of reasons. Firstly, that we shouldn’t
immediately throw away something which has worked just because we are reverting to
a more traditional form of teaching especially as Barnes’ team highlight “students may
actually learn some things better on their own time in their own homes than during
synchronous in person lecture”. Secondly, as Malka et al point out the digitalisation of
education was a trend before Covid and has simply been accelerated by it. Another
trend that is inescapable is presented by Casares & Binkley in that reading is
incompatible with the present lifestyle and interests of students – therefore alternative
approaches for disseminating knowledge is required. 
But ultimately Barnes nails it as, in an era of increasing demands on faculty, the
possibility to replace in person teaching with asynchronous curriculum that need not be
repeated individually each rotation seems potentially more efficient.
Thank you! I hope you enjoyed this talk.
Now please just complete the worksheets for this assignment and bring them with you
to class for discussion.