HOW TO MAKE A PODCAST
Special thanks to:
Universidad Autónoma de México
Centro de Enseñanza de Lenguas Extranjeras
Diplomado Actualización en LingüísDca Aplicada a Distancia para Profesores de Lenguas PodcasDng 4 EFL Teachers Ma. Elena Delgado Karen B. Lusnia
Online material reference:
Vincent, T. (2009, April). Podcas'ng for Teachers & Students. Retrieved from h;p://alad.cele.unam.mx/modulo9s/unidad24/PodcasDng_Booklet2014.pdf h;ps://magic.piktochart.com/output/1697150-‐making-‐a-‐podcast-‐guidelines h;p://www.osceola.k12.ﬂ.us/depts/IMC/podcasDng/WriteYourPodcastScript.asp h;p://slogan4u.com/ h;p://audacity.sourceforge.net/ h;p://www.ﬂashkit.com/soundfx/ h;p://www.teachertrainingvideos.com/audacity1/index.html h;p://windows.microsoW.com/en-‐us/windows-‐live/movie-‐maker#t1=import Photos sources: h;p://www.clipartpal.com/_thumbs/pd/educaDon/notebook_01.png h;p://ﬁndicons.com/search/emoDcon h;p://sumergidas.org/2012/11/04/audacity/ h;p://a1.mzstaDc.com/us/r30/Purple2/v4/d7/cd/d6/d7cdd604-‐928e-‐ a4e1-‐4b41-‐954ec0a5ee8e/Slideshow_Maker.png h;p://photofunia.com/ h;p://liquidstudios360.com/ h;p://www-‐staDc.weddingbee.com/wp-‐content/uploads/2011/05/05/screen019.png
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Overview 4 Procedure 5 Preproduction 6 Recording 8 Postproduction 10 Publishing 12 Assessing 14 Evaluation Rubric 15 3
Not only knowing about technology is important, but also using it is an essential skill for life. In this project, students will have the opportunity to explore the four phases in creating a podcast while using a number of different digital tools to support their learning, understanding and creativity. Young students are usually very enthusiastic about it and I'm sure this activity is going to be absolutely rewarding. OVERVIEW: Students will develop their learning autonomy at the time they enhance their listening, reading and speaking skills. MAIN OBJECTIVE: Students will expose a topic they had chosen during the course by creating 3-series podcast for presenting the topic. It will be uploaded to You Tube. Age: Teenagers and young adults Level: B1 â€“ B2 Time: 7 weeks Material needed: PC or laptop with Internet access Microphones Assumptions: Although many of them may be familiar with podcasts, producing them can be a complete different experience for them. It is advisable to allow them time to fully read the background information about podcasting and the technical requirements needed so that they get familiar to them before they start producing materials. Predicted problems and solutions: Students might not focus on the topic and there would be no time for all the activities so the teacher should act as a moderator guiding them. It is important to give them the opportunity to make decisions about their own learning experience. This project aims at giving students the chance to explore other ways of showing what they have learnt and express themselves.To accomplish this goal, students need to have access to Internet and a solid disposition to use technology.
Procedure ACTIVITY PROCEDURE Research
Students will enrol in diﬀerent Coursera courses, so they work on selected topics according to their interests. Therefore they will use the knowledge they get from the course and some suggested sites.
Students will read and use a WebQuest to get involved in the world of podcasts and to develop one of your own.
TIME 4 – 5 weeks
h;p://zunal.com/webquest.php?w=242078 Planning, scripDng and developing slogans
It's Dme to gather all the informaDon they found on the chosen topic. Students will think of a name for their podcast. It is highly recommendable to have a consistent format for each episode. Students will write a script to start recording. They will also create a slogan; it will help make the podcast memorable. h;p://slogan4u.com/ h;p://www.osceola.k12.ﬂ.us/depts/IMC/podcasDng/ WriteYourPodcastScript.asp
How to use audacity for your recording
Students will install Audacity – a free, easy to use cross-‐plasorm – into their computer.
How to edit audio and add music and sound eﬀects.
Students will add music and sound eﬀects using podsafe audio. h;p://www.ﬂashkit.com/soundfx/ They can also add audio eﬀects using Audacity. h;p://www.teachertrainingvideos.com/audacity1/index.html Then, they will import audio to a standard format, i.e. mp3., save and export their project. Using Movie Maker, they will create a video using pictures related to what you say along the voice recording. h;p://windows.microsoW.com/en-‐us/windows-‐live/movie-‐ maker#t1=import
Uploading your work.
Students will publish their movie on You Tube. AWer their video is published they will send the link to it in an email message to the group, friends and family, so they can watch their work and comment.
ReporDng to the class.
At the school “Mediateca”, students and teacher will watch and comment on their classmates’ podcasts.
Then they will record and edit their audio. h;p://audacity.sourceforge.net/
Watching & Commenting
Once they have submi;ed the link to their video, they will be evaluated according to a rubric. Note that the "Score" column represent the weighDng assigned to each category.
The purpose of the podcast series is related to your Coursera course. Research is supported by citations. The episodes include factual information and opi nions.
The purpose and topic are clear. The research represents several reliable sources. Opinions are included occasionally.
The purpose is vague, but the topic is somehow related. The research is only based on a source. Opinions are not related to the topic.
The audience may be unsure about the purpose and topic of the episodes. The research is unsupported. Opinions are not included.
The content is delivered in a creative way. Episodes are well organized and the transitions are smooth.
The host understands the concepts and how to explain them to others. Episodes are well organized and there are transitions.
Episodes show lack of understanding of the central ideas. Transitions are not smooth.
The sequencing of ideas seems to be random and hard to follow. Episodes are not organized and there are no transitions.
Episodes include intro music, an opening phrase, a good transition in the content, final comments and outro music.
Episodes include intro music, good transition in the content and final comments.
Episodes include intro music. The transitions are not smooth and there are not final comments.
Episodes do not include music, transitions are not smooth and there is not opening or final comments.
Production Editing and Enhancement
Very high quality audio. Episodes are clear. There are not outside noises to interfere. Sound effects are used effectively to create atmosphere and transitions.
Audio is clear and maintains a strong level. Sound effects are used effectively.
Audio is understandable , but has quality issues that distract at times. Sound effects are used somewhat effectively.
Audio level is low. Edits are sloppy and create confusion. Ambient noise is distracting.
Content Purpose, topic Research
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Alejandra Peredo 16