学校是否错过了播客浪潮?

The youth demographic of the podcast audience has continued its recent growth. 的 Infinite Dial 2019调查这是第一次，大多数美国人认为.S. 12岁及以上的人口(55%)听过播客. 青年部门的增长令人瞩目, with 91% of Americans between the ages of 12 and 24 having listened to online audio in the month before being polled in the 2019 survey, 40%的人听过播客. 的无限表盘2020调查 provides a less school-age-specific 12–34 demographic in which 49% listened to a podcast in the previous month. 让我大吃一惊, respondents to the 2020 survey spent an average of 6 hours and 39 minutes listening to podcasts in the week prior to being polled—and note that this polling was conducted before stay-at-home orders were even being considered.

How does this growth in the popularity of long-form content (like podcasts) with school-age Americans square with contrasting research-driven best practices arguing for short, 简洁的微讲座课程content? My best answer is that lectures and podcasts serve different functions that can most definitely be complementary. Core materials in a course that students absolutely must take should be presented with extreme focus and parsimony. 播客, 然而, 应该鼓励思考和探索吗, 娱乐优先于简洁. To find the line dividing appropriate short-form and long-form content, we should listen to our ruthlessly efficient students when they ask, "这个会出现在考试中吗?"

It’s fair to ask students to learn micro-lecture content backward and forward. It’s not fair to expect students to maintain the same level of concentration while listening to an hour-long podcast—something they should be 能够在后台享受做的事情家务、锻炼或通勤. 让学生对你的 core course material while multitasking during their extracurricular activities is a nontrivial achievement, 所以不要设定过高的期望来破坏它.

Existing course-relevant podcasts or other engaging and thought provoking long-form content like TED talks can be introduced into effective instruction as either supplemental materials or as prompts for interactive activities, 比如在线论坛或课堂讨论. If your ambitions are even greater and you’d like to try your hand at producing your own podcasts for your courses, the good news is that podcasting may be the simplest means available to disseminate time-based media. 有很多播客发布平台, 但实际上, all you need to distribute a podcast is access to a web server that can host the audio files and a page that the students can easily find to link to them.

To prepare the content for your podcast, work backward from what you want students to do with it. If you want the episode to serve as a prompt for a discussion activity, choose a topic that doesn’t have a "right answer" and explore it thoroughly enough that students can have respectful differences of opinion to hash out. If you want it to be a more thorough exploration of a particularly difficult concept to supplement the more concise micro-lecture, prepare to approach the concept from a variety of opposing directions. Many popular podcasts are built around interviews or conversations, so, 如果可能的话, 说服同事和你一起制作, ideally splitting the preparation workload and doubling the audience size.

最后一个建议, 哪一种最适合住宿高等教育, 我称之为“启动泵." In this model, you provide roughly 10-minute podcasts prior 每周的第一节课或者每节课. 上课前, the students can listen to the mini-podcast and arrive ready to focus on the lecture material. 激励听众, you can provide code words or other gamification elements that listeners can cash in for either pure fun and satisfaction or extra-credit points.

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