播客是一种吸引更广泛受众的工具

R. Scriven
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引用次数: 0

摘要

本文探讨了大学和其他教育机构如何利用音频播客来吸引更广泛的受众,并鼓励对当代问题进行批判性讨论。通过对我制作的播客的案例研究,我考虑了这种媒体如何成为一种易于访问和用户友好的格式,从而能够生成针对一般听众的内容。通过反思制作和分发系列的过程,可以深入了解这种方法如何将教学和研究材料带给新的人群(Hacker 2017)。自21世纪初出现以来,播客作为互联网点播广播的一种形式,已被大学用作额外的传播系统。院系和大学是帮助传播知识、研究成果和对公众感兴趣的话题的评论的早期适应者(开放文化,2006)。主要的部署之一是通过录制播客来增加学生的学习,作为讲座的替代或补充,或作为修订或反馈工具(Fernandez等人,2015;基德2011;Lonn and Teasley 2009)。最近,在地理学科中,播客被认为是一种独特的工具,用于更具包容性的研究,可以覆盖那些通常不关注学术话语的群体(Kinkaid, Brain, and Senanayake 2019)。在这些方面的基础上,本文重点关注播客如何作为普通受众和本科生的教育机制,它认识到学习形式的多样性和可访问材料的重要性(Ambrose et al. 2010;Towler, Ridgway, and McCarthy 2015)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Podcasts as a tool to engage broader audiences
This paper examines how audio podcasts can be deployed by universities and other educational institutions to engage with a broader range of audiences and encourage critical discussion of contemporary issues. Using the case study of a podcast I produced, I consider how the medium is an accessible and user-friendly format that enables the generation of content aimed at a general listenership. Insight into how this approach can bring teaching and research materials to new groups of people is created by reflecting on the process of making and distributing a series (Hacker 2017). Since their emergence in the early 2000s, podcasts - as a form of internet on-demand radio – have been used by universities as an additional dissemination system. Departments and universities were early adaptors to help spread knowledge, research findings, and commentary on topics of public interest (Open Culture 2006). One of the main deployments has been to augment student learning through the recording of podcasts as an alternative or supplement to lectures or as a revision or feedback tool (Fernandez et al. 2015; Kidd 2011; Lonn and Teasley 2009). More recently, within the discipline of geography, podcasts are being recognised as a distinct tools for more inclusive research that can reach groups who do not usually follow academic discourses (Kinkaid, Brain, and Senanayake 2019). Building on these strands, this paper focuses on how a podcast can be used as an educational mechanism both for general audiences and undergraduates, which recognises diverse forms of learning and the importance of accessible materials (Ambrose et al. 2010; Towler, Ridgway, and McCarthy 2015).
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