My colleague Rob recently wrote a blog post titled Podcast Assignment Types about delivering a session teaching students how to create a Podcast using Zoom and Panopto.  The session, along with written guidance available in their unit in Brightspace, prepared them to produce a Podcast for an upcoming assignment and generated some great feedback from students.

What are the benefits of using Podcasts as an assessment tool?

Look at most assessments set across an academic year and a large portion of them will likely be written essays.  This form of assessment has been around for decades, and of course has its benefits in education but with AI looming over us, more and more academics are concerned that their students are just copying and pasting AI responses and not really understanding the content they have apparently created.

Podcasts are a great alternative to essay assignments because they follow the same principles.  Students are required to research, plan, develop their argument, articulate their ideas, reflect on what they’ve learnt as well as bringing a whole host of additional benefits to both them and you as the marker, including:

• A much more creative and engaging creation process for the student – not only will the student be improving their knowledge of the subject material, but they will also be developing their communication skills and digital proficiencies.
• Great for group assignments – Split a group in two and ask them to argue for or against a specific topic, the debate or conversation will develop naturally as the Podcast is recorded.
• Low tech requirement – All you really need to record a Podcast is a mobile phone or computer and microphone (or for a video Podcast, a webcam). Regarding software, students can use a combination of Zoom and/or Panopto, both of which are available to all Bournemouth University students.  If students don’t have their own device? they can loan one from the university library.
• Combine it with a document hand in – As well as the Podcast, have your students upload a supporting document that can contain a list of references or supporting material.
• Great for students with additional needs – Creating a Podcast can be less demanding and stressful for students with additional needs compared to written assignments. It allows them to articulate their ideas without having to worry about spelling and sentence structure.
• Much more interesting to mark – Are you tired of staring at a PC screen for hours marking essays? Improve your marking experience by listening to or watching your students’ assignments instead. The beauty of audio only Podcast assignments is you can listen to them whenever suits you, why not mark an assignment or two whilst commuting, just make sure you have something to hand to make notes and feedback. Our submission guidance for students means their files are embedded directly into the Brightspace submission box so you can stream them rather than having to download them.

Experience of BU colleagues

Dr Katherine King from the Business School has used Podcasts as a form of assessment for the last couple of years.

‘The second assignment for my Sport and Physical Culture unit required students to zoom in on their sporting culture as a part of assignment 1, and to develop their understanding through conversation with a community expert. Students identified a critical issue related to the inclusivity of their sporting culture, identify an expert with whom to discuss this issue, and interview them in the form of a ‘conversation with purpose’.  Students were required to formulate these conversations into a 10-minute podcast style broadcast, integrating understanding of sociological theories alongside, and communicating this to a non-specialist audience. Students designed a series of interview questions to put to their chosen expert, and then edited this conversation into a structure which included an introduction to set the context for the interview, and a reflective summary which captures their own commentary on the discussion.

Student produced podcasts represent an innovative assessment method, derived from a move towards engaging students’ familiarity with technology and digital communications.  Podcasts are also great to mark. It was nice to hear students’ creativity and skills as interviewers and was a welcome move away from solely written skills.

In terms of technical support. The in person lecture support / workshop delivered by the Learning Technology team was fantastic and was helpful in offering support in the moment for students. The guidance materials were also exemplary. They are really comprehensive and allowed for students to choose formats that suited them best and should have been relatively error proof.’

Dr Jane Healy from HSS said.

‘I used podcasts for one assignment in Semester 1 and students recorded in Panopto and then uploaded their text and Panopto link into the assignment box. It was a really enjoyable assignment for students and also for markers!’

What do I need to consider if I want to use a Podcast assessment with my students?

• Audio or Video Podcast – Podcasts can either be audio only or video and audio, make sure your students know what type they are expected to create as they will need a video camera or webcam to create a video podcast.
• Set a time limit – Just like a word limit on an essay, set a time limit to the Podcast to keep the students focussed and stop them drifting off topic.
• Think about your marking process – It’s a good idea to have some key marking criteria set out, this could include:
  • Structure and argument
  • Knowledge and understanding
  • Reflection
  • Presentation and/or Communication
• Get in contact with your Learning Technologist – Whether this is your first-time setting a podcast assignment or you’re a seasoned veteran, make sure to contact your Faculty Learning Technologist to make sure the correct, up to date guidance is available to the students on your unit. We’ll even come along to a lecture to show the students first-hand how to create a podcast using the tools they have access to at BU.

Further links to examples at other Universities

Student podcasts as an assessment format – Gareth Wiltshire, Loughborough University

The potential value of student created podcasts as assessment tools in higher education – Elizabeth Hopkins, Bishop Grosseteste University College Lincoln

Podcasts can Assess Module Learning Outcomes as Effectively as Essays – Jeff Taylor, University College Dublin – This is an interesting case study because the unit leader allowed the students a choice on the method of delivery (essay, podcast or video essay).