Donnelly, K. M., & Berge, Z. L. (2006). Podcasting: Co-opting MP3 Players for Education and Training Purposes Online Journal of Distance Learning Administration, 9(3).

Link: (Podcasting: Co-opting MP3 Players for Education and Training Purp...)

     Donnelly and Berge (2006) write about podcasting as an emerging trend in educational training and cite four distinct advantages for education:

• The advantage of voice communications in compared to static text and images, which provides a more powerful and personal learning experience;
• Empowers students by providing a choice of utilizing different resources as part of integrated course content (learner control);
•  Provides learners with the ability to multitask.  They can listen to the podcasts while doing other things like commuting, exercising, or chores; and
• The flexibility of downloading content to be used by students outside of busy schedules (time-shifting) (Four Unique Attributes section, para. 1-5).
  

The authors briefly summarize some of the uses of podcasts in education.  Some of those examples include recording classroom lectures and field notes, supporting content, loaning audiobooks, and other classroom and library support services.  However, this section is all too brief, limited, and restricted to more traditional activities in higher education.  It also limits itself to audio podcasts, which may indicate that the technology has already progressed past what the authors were aware of at the time of writing this article.

     Donnelly and Berge (2006) do provide an introductory section about the basics of audio podcasting and mention podcatching with iTunes, recording audio with Audacity, creating mp3 files, utilizing RSS feeds, and using podcasting web sites to submit and promote the podcasts.  This is a good introduction to podcasting, but anyone considering utilizing this technology will require further instruction.

     The authors raise some concerns about podcasting that include copyright issues with textbooks and music, the ability of podcasts to have library functionality (classifying, searching, archiving), security concerns about control over mobile devices in the workplace, and questions about podcasting being around for the long haul.  One excellent point is about the skills required to create a podcast and the writers express concern that this could limit the use of podcasts to the realm of computer geeks (Words of caution section, para. 6).  One of the keys to the success of using podcasting in the classroom is the development of the technology to the point that it will be simple enough for an academic with basic computer skills to use.

     Donnelly and Berge (2006) conclude that the popularity of podcasting and the advantages the technology makes it well worth integrating into academic courses.  They also hint at future trends using the term “mobcasting” to describe mobile, podcasting technology and suggest that the term podcasting will need to be replaced by terms line webcasting and screencasting that better portray the full functionality of podcasting (Podcasting and Beyond section, para. 1 & 2).   This is a key point.  With the advent of a plethora of versatile mobile devices like cell phones, powerful hand-held game consoles, and dynamic mp3 players, it only seems sensible to use the audio and video capability of these devices for learning.  This is helped along with the development of simpler audio and video recording and editing technology that is currently available (eg. Flip Ultra, Adobe Elements software, Windows Movie Maker).

This article is a good overview of some of the issues surrounding the integration of podcasting for education, but limits the discussion to audio podcasting only.  The authors view video podcasting as a future trend and hint at the changes that are now occurring in the field of podcasting.  Although somewhat dated, it still contains relevant information and raises important considerations for podcasting in education.