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The work supports student engagement with course content, knowledge construction, technical skill development, and problem-solving. A first-year seminar design guides learners through four stages that connect theoretical concepts to interviewees’ lived experiences. Students and instructors report benefits including achievement of learning outcomes, strengthened oral communication, deeper course investment, and effective public sharing of student-constructed arguments. 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It is also described as helping students achieve learning outcomes and strengthen oral communication.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How do students connect theory to real-life experience in this assignment?",{"text":113,"@type":109},"Students conduct student-led interviews and compare theoretical concepts to the lived experiences of the interviewees. The design includes guidance across four distinct stages of the assignment.",{"name":115,"@type":106,"acceptedAnswer":116},"What does the paper provide for instructors who want to implement it?",{"text":117,"@type":109},"It provides an assignment template with timelines and suggestions for implementation. It also describes how learning outcomes can be assessed through the podcast work.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},393587,1791723164,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":20,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":8,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":79},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","Student-Generated Interview Podcasts: An Assignment Template  \nClarke Mathany & Jason Dodd St. Lawrence College  \nPodcast assignments in higher education foster students' deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. We designed a podcast assignment in a First Year Seminar course based on student-led interviews comparing theoretical concepts to lived experiences of the interviewees. Students were guided through four distinct stages ofthe assignment and reported that they valued the assignment and felt it supported their learning. Instructors felt that the assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content. We provide a template with timelines for podcast assignments, along with suggestions for implementation.  \nDans l'enseignement supérieur, les devoirs consistant à créer des baladodiffusions favorisent la consolidation des connaissances, l'investissement des étudiants dans la matière des cours, ainsi que l'acquisition de compétences techniques et d'aptitudes à la résolution de problèmes. Dansunséminaire de première année, nous avonsconçu un devoir dece type. Les étudiants devaient effectuer des entrevues, puis comparer l'expérience vécue des personnes interviewées à des concepts théoriques. Ils recevaient des consignes tout au long des quatre différentes étapes du projet. Ils ont exprimé des opinions positives au sujet de ce devoir qui, selon eux, a contribuéà leur apprentissage. Les enseignants ont jugé que cette tâche avait permis aux étudiants d'accomplir des résultats dans leur apprentissage, d'améliorer leurs compétences en communication orale et de s'investir dans la matière du cours. Nous présentons un modèle dedevoir de baladodiffusion comprenant un échéancier, ainsi que des suggestions pour sa miseen œuvre.  \nssociated with the increase of mobile  \nAtechavailnaobloleysomanedhigthhere ednumbeucationr inpstorduccastotrss  \nhave begun to include podcasts as a component of their courses. A variety of instructional strategies using podcasts have been implemented including: (1) recording lecture content for further review; (2) providing supplemental materials for students to engage outside of instructional time (having students listen to popular culture podcasts that support  \nknowledge translation and acquisition of the topic); and (3) providing a preview for upcoming topics prior to a lecture (O'Bannon, Lubke, Beard, & Britt, 2011) . Podcasts have many educational benefits, including bringing in expert voices that may otherwise be missing within a classroom (Vatovec & Balser, 2009), encouraging students to make connections to real-life examples (Moryl, 2013), and providing students with increased flexibility and  \ncontrol over when and how they learn (Popova & Edirisingha, 2010) .  \nIn addition to having students consume podcasts to support learning, instructors have also reported using student-generated podcasts as a form of student assessment. Nie, Cashmore, and Cane (2008) argue that student-created podcasts support the development of critical thinking skills such as taking a critical stance on a topic, drawing connections between various topics, encouraging deep engagement with content, and supporting independent thought and work. If a podcast assignment allows students to articulate a position or information on knowledge they have constructed, the public sharing of this work provides the additional benefits of exposing other students in the class to a variety of opinions and giving instructors a clear sense of how students are constructing and linking arguments. In addition to these benefits, assigning podcasts as group projects can encourage collaborative discourse and reinforce the sociocognitive benefits of knowledge construction (Lee, McLoughlin, & Chan, 2008).  \nStudies focusing on individual classes that employ student-generated podcasts have outlined further benefits to studen","cbCaigefQYqcD70J","https://ap.wps.com/l/cbCaigefQYqcD70J","pdf",256197,"English","# Student-Generated Interview Podcasts: An Assignment Template\n## Assignment goals and learning benefits\n## Podcast use in course instruction\n## Student-generated podcasts as assessment\n## Documented educational applications\n## Assignment design and template","[{\"question\":\"What learning outcomes does the podcast assignment target?\",\"answer\":\"The assignment aims to foster deep engagement with course content, support knowledge construction, and develop technical skills. It is also described as helping students achieve learning outcomes and strengthen oral communication.\"},{\"question\":\"How do students connect theory to real-life experience in this assignment?\",\"answer\":\"Students conduct student-led interviews and compare theoretical concepts to the lived experiences of the interviewees. The design includes guidance across four distinct stages of the assignment.\"},{\"question\":\"What does the paper provide for instructors who want to implement it?\",\"answer\":\"It provides an assignment template with timelines and suggestions for implementation. It also describes how learning outcomes can be assessed through the podcast work.\"}]","Student-Generated Interview Podcasts - An Assignment Template | PDF",1790390491]