Environmental Scan Higher Education “Podcasting”

Christina V. Ferrante 12/18/2007

TABLE OF CONTENTS

Podcasting ...... 1

Defining the Environment ...... 2

Signs of Change ...... 4

Potential Events ...... 4

Forecasts ...... 5

Indirect Effects ...... 6

E-Learning ...... 7

Conclusion ...... 9

References ...... 10

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Podcasting

The continuously-evolving world of technology has added yet another buzz word and popular form of online communication, also known as a . This form of media is a syndication of audio or video files using RSS (Really Simple Syndication) feeds over the

Internet. These RSS feeds are news or other Web content which is available for distribution from an online publisher to Web users in content such as entries, news headlines or . Sites which contain RSS feeds allow users to stay in touch with the latest information from their favorite websites in an automated manner which is often easier and more convenient than having to check these sites manually on a regular basis. Once users subscribe to a feed’s RSS link, the subscription process is initiated, and thus, the user’s RSS reader (which is also known as an aggregator) checks the site’s feeds on a regular basis for updated content. Once new content is found, the reader will download any updates which it finds.

It is important to note there are three kinds of podcasts. The first type, audio podcasts, is the most common type of podcasts and is saved in an MP3 file format. The second file type would be an , which attaches an image along the audio, such as an album or book cover. These files can also have chapter markers which make skipping to different portions of a podcast much easier. However, enhanced podcasts are not supported by all devices (such as iPods, MP3 players, etc); which can be a deterrent to some users. The third file type would be video podcasts, which are movie files, complete with sound.

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Many people refer to podcasting in similar terms to radio… basically, on-demand audio programming which can be listed to either via the computer or other technology based devices (such as PDA, MP3 player, iPod etc). However, podcasting provides far more options (in terms of overall content and programming) than radio does. Another important feature is that users can determine when and where they listen to their downloaded podcast. This means they decide what programming they want to receive and when they want to listen.

Defining the Environment

In a 2005 report called the PEW Internet & American Life Project, studies showed that both men and women are equally as likely to have tried downloading podcasts.

However, only 20% of MP3/iPod owners, who are over the age of 29, have downloaded a podcast. “In contrast, nearly half of those between 18 and 28 have used their device to listen to a podcast.” (Rainie & Madden, 2005)

It seems that there is a significant and growing number of people who not only want to hear their own voice… but they believe that other people want to hear their voice as well. And this is where bloggers enter the fray of the “Podcasting World”. Bloggers have discovered how easy it is to not only share information with others, but how their users are equally as interested in the content which they are providing. This is seemingly the reason why the number of podcasts is continually growing, as well as the types of options people have to download the podcasts. It is also a direct output in the growing number of podcasts, as well as the many options people have to download them.

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Podcasting's growth of is also based on growth and penetration of MP3/iPod devices, which tends to be more pronounced among younger Americans. MP3/iPod ownership tends to be higher among 18-28 year olds, with them owning about 19% of the market.

Nearly 14% of 29-40 year olds have the same types of devices. However, amount the older ages groups (41-50 years old), the ownership numbers are on a steady decline of owning an MP3/iPod player.

iPod/MP3 Player Ownership by Age Age Percentage Who Own 18-28 19 29-40 14 41-50 11 51-59 6 60-69 6 70 and 1 older Source: Pew Internet and American Life Project ,2005

The PEW study also determined that “MP3/iPod players are generally owned by more affluent Americans.” (Kerner, 2005) Over 31% of those with household incomes over

$50,000 are said to own an MP3/iPod player. In households whose annual income is under $50,000/yr, only 16% have an MP3/iPod player.

iPod/MP3 Player Ownership by Income Level Household Income Percentage Who Own Less than $30,000 7 $30,000-$50,000 9 $50,000 to $75,000 13 More than $75,000 18 Source: (Rainie, 2005)

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Signs of Change

Podcasting was dervived from the original text-based RSS feeds. Over time and with

imperative advances in technology, users are now able to download both audio and

video feeds. There is a common misconception that podcasting is solely for the

distribultion of music files; however, this is quite far from the truth. What may have

started as a way to distribute music file has quickly emerged into a method of marketing

and communication opportunities to businesses, educators, and for personal uitilization

as well. “No longer do we have to listen to the same songs a dozen times on the train

commute to work, there is a new world of content out there to compliment our habits.“

(Hall, 2007) Podcasting can be used for TV and radio talk shows, music, comedy,

sportscasts, commentaries, debates, foreign language tutorials, educational training, and even stories.

Potential Events

Although podcasting is fairly new to the , it’s truly on its way to becoming a mainstream communication medium. The Internet is constantly changing and evolving through web design trends which range from graphics to audio/video incorporation. And thus, webmasters are consistently finding creative ways to provide media-rich content to keep their visitors returning to their sites. They must give the user a reason to return by providing not only a lasting visual impression, but a contextual one as well. Users “benefit from podcasting because, like RSS, podcasting is a means to publish content that ultimately gives the recipient the control over the information they want to see or hear. “ (Podcasting Tools, 2007)

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However, the fate of podcasting is truly in the hands of the subscribers. “The subscriber

can easily delete podcast feeds that do not satisfy their needs with the single tap of a

button.” (Podcasting Tools, 2007) Ultimately, the subscriber maintains control of their

downloaded feeds and will determine which podcasts are seen as the most successful.

“This intrinsically builds in a quality control level and will ensure that the more innovative instructional and interesting podcast feeds survive.” (Podcasting Tools, 2007)

Podcasting technology is seen as fresh and innovative to its subscribers, and thus, similar to the Internet, is beginning to open its doors to entrepreneurs across the globe.

Throughout time as podcasting evolves, developers will begin to create more innovative types of both audio and video content to deliver to their subscribers.

Forecasts

In 2006, Matthew Honan of the website Digital Arts wrote an article about the future of podcasts and the direction which he thought the medium was headed. Honan commented that podcasts were going to be less talked about, and more of something that people just did… it would be that “natural”. An example he gave was how people aren’t talking about their television sets, but instead, are talking about the shows they watch on them. This is a perfect description of how important podcasts are important to both “techies” as well as mainstream users. He also said that when podcasts first came to fruition, it was more of “what could be created and available” (Honan, 2006)… rather than the quality of the actual podcast. Honan stated the future of podcasts would clearly

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be about quality, rather than quantity…and would be largely focused on video as the

prevalent medium in the technology.

As of January 2007, the demand for video podcasting known as video blogging or

vlogging was quickly growing.

From business, tech, and science news to trivial but creative observations and

gossip by college coeds, the amount of content is growing. Everyday more

people discovering music videos on the go, girl bands pushing their latest

musical creations and news from the main stream media; podcasting is quickly

taking an important place on the stage of the Internet. (Hall, 2007)

Indirect Effects

Did you miss the last Democratic debate on TV? No worries! As long as you have

access to the internet you can access the entire debate via podcast! Websites such as

CNN use podcasting to release previously scheduled programming (via their web

servers) for users to download and either listen to, or watch, at any given time. Not only

can you download the latested presidential debates, but you can also subscribe to all

show feeds such as Anderson Cooper 360 Daily, Nancy Grace, Late Edition with Wolf

Blitzer, the Larry King Show, along with many others. This availabity of programming, in podcast form, allows users to take their favorite shows with them in no matter where they go, whether it be plane, train, or automobile.

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E-Learning

“Podcasting offers an ideal tool for the creative expression of knowledge preferred by

today's students, and provides an exciting way for students and educators to explore

and discover educational content.” (Podcasting in Education, 2007) It allows educators

to move their students beyond conventional assignments by allowing them to include different types of media formats to share their knowledge. Some of these formats include photos, voice recordings, videos, music, and sound effects. For example, instead of turning in a hardcopy research paper on any given subject; students can write a script and create a visual project which can be submitted as a recorded version of their physical presentation.

Podcasting is also a fresh way for educators to distribute content to their students.

Homework assignments can be accompanied with an audio file which provides further

explanation that wasn’t included within the textual content. “For educators and

administrators, podcasting is an effective tool for professional development, as well as

for communicating with parents about classroom activities and school announcements.”

(Podcasting in Education, 2007)

Educators, especially at the college level, are increasingly making resources available

in MP3 format. Many universities, including Stanford and the University of Wisconsin-

Madison, belong to iTunes U, which is a service launched a year ago by Apple Inc. This

allows professors to post lectures and students download the files for free. However, it’s

not just college students who are utilizing this medium; grade-schoolers are also starting

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to do their reading with earphones. This type of auditory learning is being used in the

home, classroom, and libraries as well.

Belinda Jacks, who oversees 38 school libraries in the city of Grand Prairie, Texas,

feels that “contrary to some parents’ concerns, listening to books encourages reading.

This expands on reading out loud to kids, which studies show boosts literacy.” (Read,

2007)

There are many cases in which teachers will find educational podcast episodes for

students to listen to or watch, both in and outside of the classroom setting. Laptops,

iPods, PDA’s, MP3-compatible disc players, pocket PCs, or other devices can be

loaded with podcast episodes so students can use them at their desks, on field trips, in

the library, or at home.

Online educational media formats are not only produced by broadcast and cable

networks, radio professionals, and education experts, but also by ordinary students and teachers as well. Students are using MP3 players on a frequent basis to listen to

downloaded books, textbook study guides, and language labs on-the-go. Books and

personal stereos have always been portable but audio books are easier to carry around

in MP3 form. “Students are more mobile today. Their expectations of being able to get

digital content is certainly much higher than it has been in the past, “ (Read, 2007) said

Scott Criswell, product manager of online delivery systems for the higher education of

McGraw-Hill Cos., one of the three biggest textbook publishers.

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It is important to note that because of podcasting, students are able to both create and

share their product with a global audience. These podcasts can be listed on personal

websites as well as on iTunes, along with podcasts from companies such as CNN,

Disney, National Geographic, and National Public Radio. This type of real-world

audience truly gives students purpose and inspiration to create an amazing product for

their subscribers.

Conclusion

Podcasting has truly defined the way users receive news and information updates via

the World Wide Web. This type of feed began as a way to fill the needs of those who

wanted to share their audio creations with the world, as well as, listeners who wanted

fresh, enhanced, and mass amounts of content to fill their MP3 players. In time, he

power of the podcast was soon recognized as a tool which was very similar to the

capabilities of digital video recorders (DVRs) such as TiVo, which allows users to

automatically record and store TV programs for viewing at a later time.

Podcasting may have began as a non-commercial way of delivering audio; however, its status has truly grown as more businesses and educational institutions find creative ways to use this delivery system to push both audio and video content to users. A feature which began as a way to distribute audio and video files has truly transformed into a world-wide form of automated communication benefitting both the young and old.

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References

CNN. (2007, November 16). CNN Nevada debate: Video streams and downloads.

Retrieved November 19, 2007, from CNN:

http://www.cnn.com/2007/POLITICS/11/16/nv.debate.video/index.html

CNN. (2007).CNN Podcasting. Retrieved November 19, 2007, from CNN:

http://www.cnn.com/services/podcasting/

Edirisingha, P., Rizzi, C., Nie, M., & Rothwell, L. (2007, July). Podcasting to Provide

Teaching and Learning Support for an Undergraduate Module on English

Language and Communication. Retrieved November 15, 2007, from Turkish

Online Journal of Distance Education:

http://tojde.anadolu.edu.tr/tojde27/articles/article_6.htm

Hall, J. (2007, August 6). The Popularity of Podcasting. Retrieved November 16, 2007,

from Ezine Articles: http://ezinearticles.com/?The-Popularity-of-

Podcasting&id=676962

Honan, M. (2006, January 6). Digital Arts - Podcast Forcast. Retrieved November 19,

2007, from Digital Arts:

http://www.digitalartsonline.co.uk/features/index.cfm?featureid=1392

Kerner, S. M. (2005, April 3). Podcasting Grows In Popularity. Retrieved November 18,

2007, from ClickZ: http://www.clickz.com/3494771

Podcasting in Education. (2007). Retrieved November 17, 2007, from Apple Inc.:

http://www.apple.com/education/digitalauthoring/podcasting.html

Podcasting Tools. (2007). Retrieved November 15, 2007, from What is Podcasting?:

http://www.podcasting-tools.com/what-is-podcasting.htm

Rainie, L., & Madden, M. (2005, April). PEW Internet & American Life Project.

Retrieved November 20, 2007, from PEW Internet:

http://www.pewinternet.org/pdfs/PIP_podcasting2005.pdf

Read, M. (2007, February 7). Growing numbe of students use MP3 players as a study

tool. Retrieved November 18, 2007, from Napa Valley Register.com:

http://www.tcc.edu/news/stories/documents/TheWiredCampusChronicle2-7.pdf