Making the Case for Podcasting

As you make a case to adopt a specific technology, such as podcasting, you should anticipate questions that address purpose, cost, value, and control. Below is a list of common questions you should be prepared to answer as you make the case for podcasting.

Priorities

What problem does this technology help us solve?

Few people will adopt a technology unless you can convince them that it solves a problem they consider a priority. For example, rather than telling the provost that you want to use podcasting because all students have iPods, consider talking about how podcasting allows you to address the problem of interaction in large courses (i.e., students can listen to lectures via podcast then spend class time in discussion). As you address the problem the technology helps solve, be prepared to convince listeners that this is a problem worth solving. If the problem isn’t an institutional priority, you may not convince anyone.

Remember that not all problems are instructional. Sometimes the problem to be solved is gaining media attention or convincing potential students that the campus is a cool place to be.

How does this relate to the institution’s priorities?

With ever-present resource constraints and accountability questions, a project has a better chance of success if it explicitly relates to the institution’s priorities. Is podcasting part of making your campus more student-centered? Is it a mechanism of making learning more flexible for commuting students? Consider your institution’s priorities, and help stakeholders make the connection between those priorities and your project.

Effectiveness

Who else is doing podcasting?

There are almost always questions that focus on due diligence—have you done your homework? Developing a list of others who are using podcasting, particularly among peer institutions, will be helpful. (However, if your institution wants to capitalize on being an early adopter, you won’t find many others to list.) Beyond the list, be prepared to provide information about their experiences and lessons learned. For suggested guidelines, see the ELI Applying Technology to Teaching and Learning Tool at <http://www.educause.edu/11816>.

How do we know this works?

If you know what problem podcasting is being used to solve, then you are positioned to provide evidence of effectiveness.

How much will it cost?

All projects require resources, so be prepared to detail how much the project will cost, in terms of dollars, staff support, faculty time, and so on.

What are the other options for doing this?

Once you have defined the problem you are trying to solve, you should be prepared to address other options that might work. Looking at other options allows people to consider the trade-offs. As you consider other options, be sure to include implementation issues that may make other options more (or less) attractive.

Alignment

How does this fit in the curriculum?

For most teaching and learning activities, the assumption is that the technology will be integrated into a course (or series of courses). This means that it must be perceived to “fit” into the curriculum. Its fit may be determined by the learning activity it enables or by faculty adoption. If faculty won’t use the technology, it probably won’t fit into the curriculum.

Remember that not all learning occurs in classes; informal and implicit learning can occur at any time and in any place. If your use of podcasting doesn’t hinge on the curriculum, make this clear.

Is this the way we want our students to learn?

Any time technology is introduced, there are questions about the value of an alternative approach and whether that aligns with the culture of the institution. An institutional culture that strongly values traditional instruction may not be as good a fit for podcasting as an institution that promotes a tech-savvy image.

Are your assumptions correct?

Assumptions are made without ever being conscious of them. For example, when we talk about using a technology (e.g., instant messaging), it is often assumed that it replaces something else (e.g., talking face-to-face). In fact, one tends to augment the other rather than replace it. As you consider a project, are there assumptions that should be addressed (e.g., podcasting must be used by everyone)?

Risks and Returns

What do we gain if this works? What do we lose if it doesn’t?

As you answer this question, remember that different stakeholders will be listening for different responses. Students may be interested in the additional flexibility they have for studying. The president may be looking for a PR advantage. Alumni may be concerned about academic rigor.

Who are the supporters? Who are the skeptics?

As you weigh the potential risks and returns of podcasting, consider not just who is likely to support the initiative and who is likely to be skeptical, but their relative influence. If the faculty senate is adamantly opposed, for example, it may be hard to convince the provost to champion the initiative.

What are the PR implications?

Colleges and universities are very public institutions. What kind of coverage will podcasting likely receive from the student newspaper? The alumni magazine? The local media? Will the initiative fly under the radar, or will it be seen as dehumanizing the college?

Remember that some of the most influential PR comes from satisfied (or dissatisfied) individuals talking to each other. Even if it never reaches the newspaper, TV, or radio, what will be the tone of the chatter? Will it lead to the president’s receiving a complaint from a trustee?

What are the organizational and policy implications?

Although technology may be the vehicle, content, institutional image, and policy implications may complicate a podcasting project. For example, will podcasting be centralized in the CIO’s office, or will it belong to the provost? Is the content owned by the faculty? The department? The institution? Are podcasts available just to currently enrolled students, or can anyone access them?

Policy implications can be extensive. For example, are there issues around privacy? Security? Do users need to be authenticated? You may need to consider policies about the device itself. For instance, are students required to purchase their own device? If so, must they adhere to institutionally mandated standards, or can they purchase (or borrow) whatever they want? If students can’t afford the device, will the institution provide it? What about compliance with the Americans with Disabilities Act?

What happens if we do nothing?

Remember that there are risks from action and risks from inaction. For example, will the institution be perceived to be behind the times if it does not use podcasting?