Podcasting lesson for beginners

The following post is everything a journalism teacher would need to do a two day lesson on podcasting. Journalism teachers with online media can benefit from teaching their students how to do podcasts. They are easy and fun to do and a fresh twist to posts on your multimedia websites. I have included a keynote, two part lesson on podcasting and editing a podcast, along with two homework sheets and grading rubrics to go along with the lessons. The worksheets also have hyper links in case you put them on Moodle like we do at our school. If you have any questions on the lesson, please feel free to email me at cgravit1@kent.edu.  Also, I noted that before you begin the lesson, I advise you to tell your students to download Audioboom on their phone or Ipad prior to the day you teach this.

Podcasting Lesson Planhttps://drive.google.com/a/kent.edu/file/d/0B6gHZMHmltgYZ2dwTG1kSTVFczA/view?usp=sharing

Name:  Candice Gravitt

School: Faith Lutheran

City, State Las Vegas, NV

Prior to this lesson: Have students for homework download the application AudioBoom on their smartphones.

Title: Podcasting

Overview and Rationale: This lesson will introduce students to podcasting. Students will learn what a podcast is, what some of the popular podcasts are, how to record a podcast and how to edit and export one.

Goals for Understanding: First, podcasting is a medium that lends itself to mobile consumption, and thus provides a means for reaching audiences in ways other media cannot.

Second, podcasting offers a level of engagement with audiences that is incomparable with other digital media; it thus presents a remarkable opportunity for journalistic outlets to cultivate audience relationships and experiment with new forms of revenue generation.

Essential Questions:

  • What is podcasting?
  • What journalistic value does a podcast have and how can we use them in our media?
  • How do you find podcasts and What are some popular podcasts?
  • What tools do you need to record a podcast?
  • How do recent scandals in the newspaper business affect its credibility with its readers?

Overviews and Timeline:

Activity 1 (One 50-minute class)

First play the Keynote “Podcasting with Mrs. Gravitt” https://ksuprod-my.sharepoint.com/personal/cgravit1_kent_edu/Documents/Podcasting%20with%20Mrs%20Gravitt.pptx?web=1

This Keynote will take 20 min. There are two videos in the presentation, the second one play until she talks about editing in Garage Band and tell the students next class they will edit their podcasts in Audacity.

Part 2 of Activity: have the students open up Audio Boom and explore the application. Make an account and search for their interests.

Next, Give them time to listen to podcasts and share one they are interested in with the class.

PASS out worksheet and rubric attached here: (it is also attached at the end of lesson plans)

https://docs.google.com/document/d/1UHG_gzYrxff_o9VGDiMUX5ftTNBgPevxMmYkMv8RhCM/edit

Give them the rest of the class period to plan for the podcast. Think of who they will interview, what type of podcast they will do, what kind of questions they will ask.

Class discussion on ideas for podcast they will do.

Take questions, lend out equipment for homework.

Activity 2 (One 50-minute class)

Editing Podcast: Students will be introduced to editing program called Audacity.

Essential Questions:

How do you edit in Audacity?

What are the reasons for editing podcast?

What kind of audio issues will you have and how can you solve them?

OVERVIEW and Timeline:  Students will watch Camtasia tutorial on Editing in Audacity. Then they will edit their audio project and put it into the crusaderchronicle.com

    Editing in Audacity: Camtasia Video
     
  • Have them watch the video and then download Camtasia and begin editing their podcast.

Assessment (One 50-minute class)

Students will produce their own edited podcast following the rubric. Allow time to share those podcasts that want to be shared. Talk as a class about what worked and what students liked about the podcast. Things will come up like sound problems, lulls in conversation and editing hitches… talk about those things as a class. Publish the ones that fit well with the crusaderchronicle.com.

Teacher will assess what issues students have with their podcasts in the rubric an address those concerns with student.

***** all worksheets or handouts required to do the lesson.

Podcasting Part 1 Rubric Due Next Class Period

25 Points Possible/Classwork grade

______ Introduction of yourself and your guest   (5points)

______ Interesting topic  with at least 3 open ended questions  (5 points)

_______ Audio is clear, not muffled or static and can hear both parties equally (10 Points)

_______ Photo and published to AudioBoom (5 points)

Part 2 Rubric Due Edited version due next block

Editing in Audacity/Edited and posted version of Podcast 25 points

______ Sound is consistent and well heard throughout (10 points)

______ Edited out ums, lulls in interview, studdering, long pauses (5 points)

______ Introduction of yourself, your guest and conversation flows (5 points)

______ Project is exported and posted on the crusaderchronicle.com (5 points)

 

Standard

Storytelling with video

Digital storytelling is why I teach broadcasting. I love walking around thinking about what would fascinate or educate an audience. Visually, I constantly approach topics by thinking about how to inform an audience of new, exciting and different things going on in the city.

For this project, I thought it would be fun to shoot a team building event our staff was doing a few weeks back for staff development. I heard the word Bubble Soccer and was curious.  What is Bubble Soccer you might wonder? Watch the video below!

A few things that I learned was I needed a “Hoodman”. This is a little viewfinder shade for the camera meant for extreme outdoor lighting. I didn’t bring this to the shoot and could not leave, for fear I would miss the event.  As I always tell my students, plan ahead of time what shots you will really need and want for your video. In my case, I took the advice but did not prepare to not be able to see what I was shooting.

Another lesson learned, I do not suggest for your first project you shoot a sporting event. Balls are hard to follow and players are too. When shooting an event that you can not go back and shoot again (which is normal in broadcast), it is really important to plan. Inevitably, though something will go wrong, just know that.

I edited the video in Adobe Premiere CS6. My professional editing back round is still from the old days of linear editing. Oh, how I miss that. I still know how badly I want a story to look and sound like but it doesn’t always come out that way. I like Premiere and teach it to my students. Audio is always the challenge for many of them, including myself. Poor audio will break your story, so it is really important to shoot good audio as well as edit in the 6-12 range. In this assignment, I learned how important it is to have the shots you need. I did not shoot a lot of close ups. As I explained, I couldn’t see what I was shooting.

If I shot this all over again, I would have gotten close up shots of the ball, more close ups of maybe someone blowing a whistle too. I tell my students over and over get close ups for cut away shots!

What I love about my project is it is funny and I interviewed a lot of teachers. I let the teachers tell the story. That is what I loved. I laughed outloud watching them bite the dust on the turf and I hope you did too!

Standard