Copyright © by Mark Baker 2007
Okay, so it is a fancy title when all I’m talking about is using digital audio editing software to produce an MP3 file, which sounds somewhat like a radio programme. However, it sounds so much better to give it a current, catchy label. And the impact of this, in helping to spark the interest of both children and adults alike, should not be underestimated.
I have long been enthusiastic about Audacity, the open-source digital sound editing software, but I had previously lacked a good excuse to get stuck in and start using it seriously. I was prompted to further action when I started hearing lots of mentions of podcasting on the radio. However the key trigger proved to be a demonstration of what was claimed to be the first high quality USB microphone (Samson C01U). A good quality mic means that the material that you create yourself does not sound out of place when mixed with other high quality audio sources, offering the potential of high quality, professional sounding, final products.
Most schools in England are licenced to use the high quality audio resources from Audio Network*, which has a large music library (over 6000 tracks). This includes a range of genres with both long pieces to talk over and some very short pieces that are an excellent base for making your own jingles. The library can be searched in a number of different ways, eg. by genre, mood or composer. A blanket licence has been negotiated that covers a range of uses including podcasting and this resource is free at the point of use for all schools that get their broadband connection via one of the RBCs (Regional Broadband Consortiums. You need to access the site via a special link, so go via your RBC's website, using a school computer). Having access to high quality audio resources is another important component for podcasting.
The following hardware was identified as being necessary:
High quality microphone
Padded bag for the microphone
Anti-shock or spider mount
Microphone stand
Storage bag for all items
Total cost – around £150 per set
Podcasting could be done on a shoestring, using laptop built-in microphones or cheap plug-in models. However the above equipment opens up the possibility of doing high quality work for a very reasonable cost and to my mind is well worth it. The microphone, stand and spider mount also make a powerful visual statement to pupils, along the lines of “we are doing this seriously – quality matters!”
Having identified the hardware and software needed, the next step was to find a vehicle for getting this technology introduced into schools. Podcasting, like DTP, presentation graphics, creating websites, etc. can be used very flexibly to address all sorts of content areas, as well as developing generic planning, evaluation and refining skills, collaborative working, etc. Based on previous experience gained with an after-school animation academy, I felt that an after-school club would be the ideal vehicle.
I approached a local school and agreed with them that I would launch and support a podcasting club (including loaning the hardware), increasingly handing it over to the nominated teacher over a one term period. At the end of the term, the school would have to buy its own hardware if it wanted to continue and I would move on to launch a club in another school. The ICT department wanted to target a group of gifted and talented pupils as this was an item on their development plan. Other schools have expressed an interest in doing podcasting with groups of year 9 students felt to be at risk of underperforming/disaffection. Clearly, a whole range of different groups could be targeted, according to local priorities.
There were three clear ground rules that were established with the pupils from the beginning:
It was also made clear from the beginning that the final version would be carefully vetted before being published. Setting clear guidelines at the start and reinforcing them periodically, has meant that none of these have been an issue.
It took around 5 or 6 sessions to produce a rough cut of the first edition of a magazine-style programme aimed at Years 7-9. Further work was needed to refine this, however it broke the back of most of the learning – how to use the software, experience using the microphone, evaluating other podcasts, etc. Key tasks were completed, such as choosing a title, selecting a signature tune, making jingles, etc that would not have to be repeated.
As a result, the second edition took around half the time and depending how much of their own time the group is prepared to put in, fortnightly or even weekly editions seem possible.
The students learned how to use Audacity relatively quickly and once they got going, they showed that they could generate creative ideas. The key weaknesses with first edition were things that could be easily rectified, such as:
Technically I occasionally had difficulty getting the microphone to work and there are at least three different places (using Windows) where you may need to set up your operating system and/or application software.
The next step for me is to investigate those sites that offer free podcast hosting, so that I can upload files and listeners can subscribe properly – then MP3 file production is transformed into true podcasting!
The Audio Network library is a wonderful and under-used resource by UK schools, Audacity is great (and free) software and podcasting is a brilliant vehicle that can be used flexibly to address a wide range of issues and target groups. Go on, give it a try…
To launch the club, I created a mock up of the beginning of a programme and a trailer. The programme was called "Cast Away." I also put together some sound effects and background music tracks that could be used for the early work.
Programme structure: Teaching material folder
Making a jingle: Teaching material / Cast Away materials folder
Project/Import audio Cast Away.mp3
Effect/Echo, delay 0.05, decay 0.7
Effect/Change speed 10%
Edit/Duplicate
Effect/Change speed 10%
Continue until 4 copies made
Import Audio Resources/Light news/Big band.mp3
Use Time Shift tool to arrange the tracks
Use the Gain slider to build up the volume of the “Cast Aways”
Use the Envelope tool to “squish” the backing music during the “Cast Aways” (this tool adjusts the Gain)
Pupils were then asked to go away and create their own jingles.
Session |
Content |
1 |
Introduction to podcasting Using Audacity to make a jingle from given files
|
2 |
Play some sample podcasts Prompt to think about content and style How to set up and use the microphone Complete test jingles, add in own recordings
|
3 |
Start to plan first podcast Select name for podcast Find theme music – introduce to Audio Network Select any other music for key slots Start to create key jingles
|
4 |
Complete plan including regular slots Divide work up and make sure people know what they have to do. What interviews will be done, by whom and when? Create jingles Create opening and closing music Credits
|
There are various ways in which you can make your final mp3 file available to other people. One option is to use one of the free sites that will allow you to upload your file to their website. Users can then download and listen to your production. They can subscribe to it if they wish, using appropriate software, such as iTunes. This means that when you update or record a newer edition, the latest version is automatically sent to them.
My first work-based podcast on peer coaching for teachers is hosted at podomatic.com and you can find it by following this link to Forest Pathways.
(English schools that buy in to their RBC's broadband service)
Go via this weblink.
To test whether your computer is being recognised as being part of an RBC network, use the following link to visit the British Pathe site, which uses the same method of authentication. SEGfL schools will see Subscriber 15, as well as the IP address for the computer.
Author: Mark Baker, e-mail mbaker@markchrissoft.co.uk