Reading Notes - Impala (2025) Example approaches to developing podcasts

Impala (2025) Example approaches to developing podcasts [Online] Available at: https://web.archive.org/web/20220122034007/https://www2.le.ac.uk/departments/beyond-distance-research-alliance/projects/impala1/documents/IMPALA_podcast_models (accessed 10.06.2025)

The combination of weekly podcasts to supplement in person teaching can motivate students by keeping content light hearted. Bringing in information that is needed to learn alongside aspects such as jokes can make the information learning seem more accessible.

The podcasts compliments e-activities and are based on Salmon’s (2000, 2002) 5‐stage model by providing summaries and further guidance to students.

Content included was an introduction, the main body of information extending this weeks work and referring to next week’s work. Then finishing with something lightweight like a joke or rap!

The impala learning resource worked as an extension of lectures, further reading and research.

It can work as a strategy to support large cohorts of students, to free up time for practical workshop support.

The online asynchronous content can then act as a revision devise for future tests or recaps before use.

The flipped classroom can benefit from field work, or in my case studio or workshop based work which is essential to be onsite working practically. The core practical making is done onsite, while the information is learnt at home. For example: pre-lesson guidance on how to use a tool or machine, then in class you spend the time using it.

Flipped classrooms can bring topical issues to the forefront of the learning environment. It allows for students varied prior knowledge to become the same in time for class discussion. Asynchronous learning can complement information given in class for example: “current debates on the environment, sustainability and development, from global, national, regional and local perspectives. The content for the podcasts were derived from interviews with practitioners and experts in the field, and from representatives from the local resident and business community.”page 2. Giving real world situations and adding value to the students learning.

Using story‐telling as a learning tool (McDrury and Alterio, 2002)

References

Edirisingha, P., and Salmon, G. (2007) Pedagogical models for podcasts in higher education, a paper proposal submitted for the Annual conference of the European Distance and E‐Learning Network (EDEN) 2007, 13 – 16 June Naples, Italy. 

Alterio M. (2003). Using Storytelling to Enhance Student Learning. Higher Education Academy[Online] available at:  http://www.heacademy.ac.uk/resources/detail/id471_using_storytelling_to_enhance_learning