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Podcasting Reconsidered

2022, Asia-Pacific Association for Computer-Assisted Language Learning APACALL Webinar 2022

Invited Presentation at a Webinar based at the University of Southern Queensland in Australia. ABSTRACT: Podcasting originated as a new form of audio broadcasting, but by 2006, issues of ease of use, proprietary technology, and finances slowed its momentum. Now podcasting is more popular than ever. This presentation therefore traces the author’s initial and current CALL podcasting projects, reconsidering the foundations and pedagogy of podcasting. MAIN SLIDES: Explanatory Concepts / Japancasting revived in 2022 in India / Podcasting Pedagogy / Conclusions. NOTE: On the title page of the PDF there is a link to the very clear 28-minute Zoom recording to watch the presentation on YouTube.

Steve McCarty APACALL Webinar , 6 May 2022 Asia-Pacific Association for Computer-Assisted Language Learning 1 Abstract & Presenter Bio Podcasting originated as a new form of audio broadcasting, but by 2006, issues of ease of use, proprietary technology, and finances slowed its momentum. Now podcasting is more popular than ever. This presentation therefore traces the author’s initial and current CALL podcasting projects, reconsidering the foundations and pedagogy of podcasting. Steve McCarty lectures for Osaka Jogakuin University and the government foreign aid agency JICA. He is the World Association for Online Education President. At Kansai University from 2015 to 2020 he held a unique Global Faculty Development position. He has been an APACALL officer, and a Japan Association for Language Teaching chapter founder, Bilingualism SIG president, and appointed national officer. His highly cited publications on e-learning, bilingualism, language teaching, Japan, Asia, and the academic life are available from https://japanned.hcommons.org 2 Explanatory Concepts  Curtain CALL – student-generated content (Sener, 2007), turning student FL/SL presentations into online audio or video. Online performances address a global audience, encouraging integrative motivation and active participation in the L2-using and content-creating community (McCarty, 2009).  “Podcasting” – a portmanteau of “iPod” & “broadcasting”:  “… pushing sound files to subscribers with portable MP3 players … for listening on the go. This opens up new educational potential … using hitherto unproductive time for learning” (McCarty, 2005, p. 68).  “Coursecasting” – recording lectures for student support: Students can review just the lecture parts of classes (McCarty, 2007).  Proprietary technology, e.g., Apple’s iPod vs. generic audio.  Ease of use, vital for technology uptake & sustained success.  Business models – paid or free Web services, subscription or one-off podcast Web page visits, sustainable or unreliable? 3 [Original blog] Japancasting site from 2005 4 Free in iTunes / Apple Music Store 5 [Coursecasting] 6 Japancasting revived in 2022 in India Considerations for rebroadcasting 2005-2009 podcasts  Distinction in Journalism between timeless & time-sensitive content. Humanities content is often timeless. Technology evolves rapidly, but its history is often needed for research.  Add new content, and state year of creation where relevant.  Which podcast software & host sites? Let the Indians decide.  How to send heavy mp3 files to India? Share by Google Drive.  Contact e-mail – new account shared by the author & Indians.  Copyright – at least CC BY NC (attribution & non-commercial).  Audience – broadened in favor of developing country learners.  Length & timing – shorter is usually preferred; release weekly.  Channel description & introductory trailer – concise & clear.  “Japancasting” categories: Japanese Traditions & Religions > Contemporary Society & Education > Comparative Culture > Languages & Linguistics > Online Education 7 Japancasting channel revived in 2022 8 Podcasting Pedagogy  Preserving & turning students’ L2 performances into podcasts:  Lets the teacher know students better, in pairs or small groups.  It motivates students to actively join the L2-using community.  Learner-generated content is authentic & gives students a sense of audience & accomplishment in L2, towards a bilingual identity.  Osaka Jogakuin University, a pioneer of mobile L2 listening:  Faculty-made listening files on iPods for all students from 2004.  iPads from 2012, iBooks with listening files, campus-wide Wi-Fi.  For entering students to adjust, then used across the curriculum.  Podcasts are suitable for various formal or informal learning:  Content-Based Language Teaching, CLIL, Bilingual Education.  Extensive Listening, pleasure listening, making idle time useful.  Add scripts or discussion questions for ready-made lessons.  Podcasts as international Open Educational Resources (OERs):  For listening to certain languages, relevant level & subject matter.  It does take time & teacher dedication to select & adapt OERs.  Contribute language & content to developing country learners. 9 Conclusions Podcasting Reconsidered  Digital broadcasting should not have been tied to the proprietary technologies of one company: Apple iPods, iTunes, & iTunesU. “Casting” makes interesting metaphors, but generic terms like sound files, digital audio or radio are more understandable.  By the criterion of ease of use, podcasting was complex at first, but now subscribing is easier, and free podcasts can often be accessed unconditionally at a permanent Web URL.  Business models are still unsatisfactory for sellers and buyers, while free sites may be ethically questionable or less reliable.  There will always be situations where just listening aids learning.  Along with the increasing global population of learners online, educational podcasting will continue to grow more widespread.  A collaborative project such as “Japancasting” contributes to the Open Educational Resources (Sharma, 2022) movement. 10 References McCarty, S. (2009). Curtain CALL: Online performances for integrative motivation. In M. Thomas (Ed.), New frontiers in CALL: Negotiating diversity (pp. 71-76). https://www.researchgate.net/publication/323513118 McCarty, S. (2005). Spoken Internet to go: Popularization through podcasting. JALT CALL Journal, 1(2). 67-74. https://www.academia.edu/11156449 or https://www.researchgate.net/publication/237544289 McCarty, S. (2007). Window into the classroom: Podcasting an English for professional purposes course. Osaka Jogakuin College Journal, 36, 1-21. https://www.researchgate.net/publication/265424072 Sener, J. (2009). Podcasting student performances to develop EFL skills. Effective Practice. Online Learning Consortium. https://web.archive.org/web/20090208152933/http://www.sloanconsortium.org/node/846 Sharma, P. (2022, March 20). Japancasting podcast with Steve McCarty – Launch. [Blog message]. https://eklavyaparv.com/edusomedia/japancasting-podcast/544japancasting-podcast-with-steve-mccarty-launch