All entries for Monday 15 November 2021
November 15, 2021
Writing about web page https://t.co/PJm1ssqckY
It is not every day I get to trumpet the arrival of a new journal, but today is very much an exception. Last week saw the launch of the Journal of PGR Pedagogic Practiceon the Warwick Press journals platform. I can't claim Exchanges or myself played an especially large contributing role, and any praise for its content and operations deserves to go entirely to the editors and Board of the new title.
That said, at least one of the lead editors for the journal is a graduate of Exchanges’ associate editors programme. As a consequence, I spent a very enjoyable hour with earlier this year reflecting on my experiences and talking through the practicalities of running a journal title with him. I believe I've also agreed to act as an advisor to the journal team in the future at the point they need some more input. Not that they needed to have asked, as I’m always happy to help support the Warwick Press family of journals in whatever capacity I can. Nevertheless, I think we can claim a slender slice of the kudos pie for ourselves this time.
Of course, now their first issue is out, the greatest hill to climb lies ahead: getting the second issue together! Certainly, so many newly launched scholar-led journal initiatives flounder at this stage once the initial enthusiasm wears thin. And beyond that too lay a series of foothills which will continue to rise from the mists as each subsequent issue approaches. Or maybe that's just my experience running Exchanges - especially this year which has felt like a sprinting marathon at times rather than the light jog running the title usually represents.
Nevertheless, a huge congratulations to our 'sister' J.PGR.PedPract! Long may you attract interesting and insightful articles, thought and comment!
I am pleased to report the Accolade session on education podcasting, organised in collaboration with Exchanges, certainly exceeded my expectations. All of my panellists were as expected excellent contributors and I am naturally deeply grateful for the time and enthusiasm they provided over the hour-long discussion. I was, perhaps, even more satisfied in how I did not have to work my way through many of the pre-prepared panel questions, as those which arose from the floor came so thick and fast. As a consequence, I think the debate was more dynamic and wide ranging along with hopefully being more directly applicable to the audience’s interests.
The session’s format, such as it was, featured introductions from each of the panellists, highlighting their own take on podcasting. What was unexpectedly delightful from a contextual as well as a performative standpoint were the ways each introduction seemed to seamlessly flow into the next. I would love to suggest this luscious flow was directly the outcome of my careful curation of the panel members. However, I would counter it was most likely primarily a serendipitous outcome from gathering an assemblage of knowledge enthusiasts in one place and time. Nevertheless, the manner in which the panellists resonated with each other reinforced nicely why each was there alongside demonstrating from the outset how they would be contributing different perspectives on higher educational podcasting within education.
For my part, I was happy to have a few moments to chip in the odd comment, although from the outset I made it clear I was there as a ringmaster rather than performer for once. Understandably, keeping the conversations managed took up a little more of my main focus, additionally perhaps diminishing the pressure to contribute anything myself!
Regretfully, such was my focus on enabling the conversation I wasn’t taking any notes of the debate. However, thanks to the joy of a Teams based discussion, I was able to capture most of the questions asked. Hopefully, were you not present, the reader will be able to gain an appreciation of the discussions that were consequently sparked through the selection below:
How did you get into educational podcasting, as a creator, user or listener?
In what ways has podcasting played a role in your educational or research practices?
Do you have to pay to upload podcasts to, for example, Spotify?
Can we talk more about the technologies, platforms and techniques for creating a podcast?
Are people willing to listen to podcasts on multiple platforms, or are there ways to distribute them more widely from their original, native, upload host?
Have you experienced any barriers to introducing podcasts as part of the curriculum or within modules? E.g. as a form of assessment, as well as an information resource.
How can you make a podcast with a guest who is not in the same room as you? Is it best to interview via video and extract the sound, or are there other ways to capture good quality audio/performances?
What's the best length for a podcast? Especially in the light of guidance for recording 'long' lectures to chunk them into 10-20 minute segments.
What is your favourite podcast to listen to, and why does it appeal?
From the comments on the day, it was clear the session was very positively received by the audience, which is a credit to everyone who was involved. Hence, I think everyone who attended - including panellists - felt they gained something of interest from the discussions.
Additionally, I am exceptionally pleased in the way the Exchangesbrand has once again been able to be associated with the organisation and hosting of a useful workshop session. Hopefully this is not the last we will hear of podcasting within Accolade or indeed Exchanges itself! Perhaps we will be able to return to this topic afresh in a year's time and see what other lessons or experiences we all have to share by then.
Useful Related Resources:
A few links were shared during the session which included:
- Digital assessment in the Faculty of Arts: https://www.warwick.ac.uk/fac/arts/dal/digitalassessment
- DAL Showcase 2021: https://www.warwick.ac.uk/fac/arts/dal/studentawards/2021/
- Representing History Podcast Assessment: https://www.warwick.ac.uk/fac/arts/dal/digitalpedagogylibrary/dpl1