All 5 entries tagged Accolade

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November 15, 2021

Session Reflections – Educational Podcasting Panel

Follow-up to Educational Podcasting Panel from Exchanges - Editorial Reflections from Warwick's Interdisciplinary Journal

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:


November 09, 2021

Educational Podcasting Panel

Writing about web page https://warwick.ac.uk/fac/cross_fac/ias/postdocs/accolade/calendar/autumn/

This Thursday I’ve the pleasure of hosting an Accolade Roundtable panel on educational podcasting. During the session invited panellists will share their personal experiences and perceptions on how they have engaged with podcasting within various higher educational and research contexts. Following this introductory exploration, the floor will be opened for participants to ask questions, add comments or share their own experiences with podcasting. The majority of the session though will be shaped through participant insights, comments and questions.

Hosting this panel naturally stems from my experiences creating and hosting the Exchanges Discourse podcast, but for once I’ve the pleasure of sitting back and let my invited guests hold forth. A bless’d relief for those who might be tired on my voice, perhaps, but more importantly an exciting opportunity to hear lots of different views on podcasting as a medium for professional development, research outreach and educational impact.

I am deeply grateful to the various panellists I reached out to who were able to participate, and a few who weren’t as they helped steer me towards others who were able to attend. For the session our panellists will include: Arun Ulahannan (Institute for Future Transport and Cities, Coventry University), Jessica Humphreys (Academic Development Centre, Warwick), Jim Judges (IT Services, Warwick), Julia Gauly (Warwick Medical School), Naomi Waltham-Smith (Centre for Interdisciplinary Methodologies, Warwick) and Rebecca Stone (Faculty of Arts, Warwick).

Some of this wonderful group are podcast creators and hosts, some have participated in podcasts as guests, and most if not all have found ways to incorporate, apply or embrace podcasting within their professional practice. While the panel is only an hour long, with so many engaging and interesting personalities on the panel, I suspect it will be a fun and informative session. I’m currently sitting here writing some provocations to get the conversation flowing, but I suspect I won’t need to use many of these before the audience start firing off their own inquiries. At least, that has always been my past experience of chairing Accolade sessions.

Will we inspire members of the audience to take up their own podcasting mics? Perhaps, although this is not the principal aim! Nevertheless, what the session does hope to provide is for everyone to gain a better understanding of educational podcasting principles, techniques and practice. At the same time, I would hope the audience and panellists alike will develop a greater appreciation for how, when and where podcasting can enhance pedagogical and research practices. Moreover, if nothing else, the delegates will become more aware of the ways in which podcasting can form a component of their career development strategy. And perhaps along the way we’ll all emerge with an awareness of some great academic podcasts we can all enjoy and from which we can profit.


March 03, 2021

Publishing Strategy Accolade Session

This week, Exchanges is hosting a session on the IAS’ Accolade researcher development programme loosely titled ‘developing your publication strategy’ (Thu 4th March). I’m delighted that for once I’m only hosting the panel rather than being the main speaker. Instead, we’ll be joined by a range of other academics from both the institution and beyond to share their insights, thoughts and advice on the publication experience. I’m hopeful we’ll have a lively debate.

As part of this session, we’re also inviting questions to be put to the panel ahead of time via email or on Teams. Naturally, people are more than welcome to suggest questions ‘from the floor’ on the day in person or via chat too. Hence, if you’ve got a burning query all ready to go – don’t keep it to yourself, but get in touch.

I’ll try and capture some of the essence of the session for a later blog post – or at least as much as one can when one’s the session chair (never easy to take notes then!).


October 08, 2020

Exchanges AMA 2020


Today we rolled out the annual Exchanges session for the IAS’ Accolade programme, although with being online this year it was slightly different. Last year we had a fantastic [1] gamified workshop on publishing traumas, and the year before that more of a chalk and talk session. This time, well, the opportunity to host a Reddit style AMA (ask me anything) session seemed ideal. It was discursive, well suited to the online format, allowed for written or spoken questions and best of all, I didn’t need to do too much preparation.

Well, that is aside from ensuring I’d pre-written answers for the three outline questions I’d posed in the event blurb, to ensure we had something with which to kick off discussions. My thanks to my esteemed colleague Dr Sarah Penny for hosting and acting as session chair. Also, my thanks to those research fellows who listened and questioned me for what became a surprisingly fun 30 minutes of chat about the journal and publishing in general [2]. I hope you all got something useful, interesting or at least vaguely entertaining out of the session!

So, reader of the editorial blog, you’re probably wondering what was asked. Well, and I’m slightly paraphrasing, here are the topics we touched upon today.

  • ‘Are articles rejected by journal editors when reviewers actually suggested major corrections?’
  • ‘Are you approaching people to take part in the podcast or are people approaching you?’
  • ‘Do you have any advice for starting out reviewing in journals? [Especially] do you have any tips for overcoming imposter syndrome?’
  • ‘Do you prefer outlines [abstracts] before the completed paper [is submitted]’
  • ‘I’m interested in if [Exchanges] is interested in new methods to integrate data (rather than findings from research studies’
  • ‘I’ve never published before, and it’s nerve wracking’. Can you offer any support to someone like me?’
  • ‘What are the three best ways to really annoy an editor?’
  • ‘What’s a/your journal impact factor?’
  • What’s the deadline for the upcoming issue?
  • ‘Why should I publish in Exchanges?’

As for the answers…ah, you really needed to be there. However, I might pick up on one or more of these themes in future posts and podcast episodes, so maybe I won’t leave you all entirely hanging. Safe to say one or two of the questions above could probably have filled the entire 30 minutes had I given them the full answer.

Will we run this session again? I’d be keen to, and I’m sure we might find time down the line for a later Accolade repeat. Or of course, a royal command performance elsewhere. As readers, and those who know me, are aware, I will talk about Exchanges and scholarly publishing until the cows come home, so I look forward to the next session – whenever or wherever it might be!

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[1] Well, I loved it and really want to run that session again, albeit, slightly reconfigured.

[2] Not to forget the hirsute Dr Marcos Estrada, one of my two longest serving and most prolific members of the editorial board for his input today too.


November 14, 2019

Building a Better Journal Workshop

A couple of weeks ago I had the pleasure of contributing to the Institute of Advanced Study’s (IAS) Accolade researcher development programme once again. Last year, I contributed a session to the programme on Exchanges and related scholar-led publishing topics which lasted around 90 minutes; although this year due to room availability my slot was regretfully cut back to an hour [1]. I’d originally been planning something a bit different for this year, as after reflection on the previous session I concluded that it contained too much ‘chalk and talk’ and insufficient discussion and interaction. Before I heard about the session’s length, and with my own kinaesthetic learning tendencies in mind, I’d outlined a healthy 90 minute workshop deconstructing scholar-led publishing in a series of interlinked exercises. Yes, a healthy dose of gamification was included in the outline too.

Faced with my ‘reduced Shakespeare’ session, I reconfigured the workshop into roughly 20% talk and 80% activities for the research fellows. It was, thankfully, a highly energised session which engendered plenty of questions and group discussion during the guided activities. As with any lectrure, seminar or workshop there were still elements I’d tweak for a future performance, but nevertheless it was a clearly workable format that I’ll be able to reuse elsewhere [2]. Additionally, the input, questions and insights from the fellows were extremely useful in helping to clarify various issues.

Given the appropriately spooky date for the session, I posed a question asking people to talk about and share their publishing horror stories. Every academic has them, and some may even keep people awake at night! I captured a few of them here, and I’m sure it’s a rare scjholar with whom these don’t resonate on some level.

Publishing fears


I also ran the prototype of an exercise which challenged attendees to prioritise editorial and process elements to construct for their ‘perfect’ journal. Once again there were some key learning outcomes from this. Firstly, for the timescale I gave people too many options, and a re-run would likely need to introduce a prior winnowing technique or utilise fewer options. I might also need to introduce some clearer rules or criteria for assigning items to each category, although given the point of the exercise was to leave as much decision making in the hands of the delegates, that aspect may remain as it is. For example, here’s one of the six group’s final grids [3] showing one possible configuration using about 20% of the possible options.

Process Document

Practically, I also learned that if you’re printing paper props off give yourself plenty of time, as I spent my entire lunch break cutting out strips of paper. Obviously, as this was the inaugural run for this session it was difficult to realise how it would work under-fire, but I’m confident with some slight tweaks it’ll produce a series highly stimulating and reflective exercises. I might also enhance the ‘playing pieces’ somewhat to make them clearer. Failing to realise that not everyone speaks fluent editor terminology was a very apposite point of feedback.

So in conclusion: what did I learn? Well, aside from the comments on the efficacy of running the session, I gained some insightful feedback on running a journal like Exchanges, and the perceptions of people within our potential contributor community. I’ll be using this feedback to help shape my planned focus groups, where I want to explore some related issues with groups of post-graduates and early career researchers alike. Naturally, I’ll talk about the results of these here.

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[1] Rumours of a second slot in term 3 abide, but have yet to be confirmed! I'll worry about that in 2020.

[2] Possibly in my other teaching and workshop commitments over this academic year

[3] Image credit Hsiao Lie, to whom I note my thanks!


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