Podcasts and vblogs (video blogs) are valuable teaching tools that allow learners to interact with course content regardless of their geographical location, work commitments or learning styles.
The popularity of iPods, MP3 players and smartphones means these devices are convenient tools for delivering course content to learners if they are unable to attend class – for example, due to geographical location or work commitments.
These tools provide an alternative to text books, allowing learners to access training in a format that suits their individual needs. The result is engaging and flexible content which is available to all learners, including those with low literacy levels, a hearing impairment or dyslexia.
Stephan Ridgway from Sydney Institute of TAFE’s Workforce Development Unit has been involved in delivering this technology in vocational education and training for more than 10 years and has seen the benefits it provides.
“Podcasts and vblogs allow teachers and trainers to build a library of accessible and current resources. They can effectively provide their learners with up to date information to prepare for class or to support an in-class activity or lessons,” Mr Ridgway said.
Teachers and trainers can free up time in the classroom for practical learning activities by encouraging learners’ to listen to podcasts or watch vblogs before coming to class. The advantage here is that learners can then control the stream of information by rewinding and listening to segments again without taking up valuable class time.
But how do you ensure your learners get the most out of the technology?
Despite the advantages of audiovisual technologies, Stephan does warn practitioners to be aware of the expectations behind the technology.
“Innovative technology is all about currency and availability. There is an expectation that podcasts and vblogs are episodic [serial] and will be updated frequently, so practitioners must be able to dedicate time to producing interesting recordings that will satisfy that need,” he said.
When considering the use of audiovisual technology for teaching and training, you need to take a strategic approach and plan your sessions based on a series of elements.
What you need to consider:
Technology - Do you have the technology to produce a podcast or vblog?
You will need recording equipment and a podcasting service to produce and deliver a podcast.
Find out what tools are available to help you
Appropriateness - Who is your audience?
Consider if a podcast or vblog will suit your content. For example, vblogs need to be visually stimulating – so someone standing at a lectern giving a speech would be better presented in a podcast.
It is important to find out how tech savvy your learners are. To be sure they will use podcasts, find out what portable devices they own and are comfortable with (eg iPods, MP3 players, smartphones).
Be aware that if you teach learners with a hearing impairment, you will need to provide a transcript of the recording to ensure accessibility.
Currency - Can you keep your resources current?
There is an expectation that podcasts will be on current issues and posted regularly. You must be able to invest the time into creating and uploading interesting content on at least a monthly basis. Create a schedule of topics and gauge their relevance to your learners.
Design elements - What form will your recordings take?
Do some research and find out who else in your industry is producing audiovisual resources.
A simple classroom recording may not be engaging for your learners. Instead, for a podcast you might like to record:
- Q&A sessions with guest speakers
- seminars, conferences or panel discussions
- foreign language lessons (ie pronunciation guides).
A vblog is visual and therefore would be suited to more active lessons such as:
- storytelling and oral culture for Indigenous communities
- movement, activities or drama
- presentations or visual cues.
Visit Stephan’s website to learn more about podcasts and vblogs
Visit Media on the Move – a resource designed by the Australian Flexible Learning Framework (Framework) to help practitioners use podcasts and vblogs in education.
A Framework E-learning Innovations project in Tasmania is introducing podcasts into their four-week intensive Special Preparatory Program for newly arrived immigrants.
In 2010, learners at Tasmanian Polytechnic will develop and record podcasts in a range of languages to provide localised information to help new migrants and refugees settle into their communities. Having these resources in their native language on hand at any time will help new members of the community to settle successfully.
Find out more about this project
Search E-learning Innovations projects
Text provided by the Framework’s Branding Team.
As the Australian Flexible Learning Framework’s Copyright Officer, Vanessa uckfield provides expert policy advice on Copyright/IP for the VET sector and maintains the Copyright Kitchen online resource. She also works at the Canberra Institute of Technology managing the repository of digital learning resources, and teaches copyright to music, media and library students.
The partnership is a strong model of collaboration between an industry association and a registered training organisation (RTO), with each party contributing its own distinct knowledge and expertise to develop and implement a 
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