COMMcast: Producing Podcasts for Communication Theory

Autor/inn/en	Taylor, Julie L.; Blevins, Maria
Titel	COMMcast: Producing Podcasts for Communication Theory
Quelle	In: Communication Teacher, 34 (2020) 4, S.272-276 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2019.1706756
Schlagwörter	Leitfaden; Unterricht; Lehrer; Communication (Thought Transfer); Audio Equipment; Information Dissemination; Internet; Assignments; Formative Evaluation; Cooperative Learning + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communication; thought; Kommunikation; Gedanke; Audio-CD; Informationsverbreitung; Assignment; Auftrag; Zuweisung; Kooperatives Lernen
Abstract	Students are often inseparable from Internet and streaming services through various technologies. This reality invites instructors to think about nuanced ways of employing technologies to engage students through both consumption and production of media in classrooms. Our assignment uses the modality of podcasts to encourage critical thinking and theoretical application. Student groups are tasked with producing informative podcast episodes on communication theories learned in class. Importantly, this assignment is a great way for students to adopt a strategy for lifelong learning with an introduction to podcasts, and the practice of making theory more widely accessible. Furthermore, the narrative focus of podcast episodes enhances assimilation of course content in ways students had not previously exhibited in assessments. The podcast assignment functions as a formative assessment for students who are both creating the content and listening to the production. Courses: Communication Theory and other courses that engage communication theories. Objectives: By the end of creating the podcast, students will be able to: (1) define a communication theory/concept according to course readings and content; (2) analyze a communication theory by applying learned concepts; (3) co-produce knowledge with others; and (4) identify and apply necessary skills for a compelling presentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01