I often teach podcasting, but from a different angle now – nearly ten years after I began one at ASU. Now it is all about the planning, the content, and the delivery –rather than the technology and distribution.
In my Public Speaking (COM225) class at junior college, I ask my students to work on a group podcast when we cover ‘Speaking to a global audience‘ and ‘Virtual audiences.’ This semester too I threw out the challenge to create a podcast on topics they randomly picked.
Here is one, created with some planning plus a great interview that makes it sound quite authentic, rather than a class project. The surprise: It was basically recorded on a phone! She used the app from Anchor FM, which provides unlimited hosting.
Gone are the days of needing to buy a special device such as the Zoom H2N I once used. Or downloading software such as Audacity, which I still find valuable. Take a listen and see what I mean.
The podium and the microphone –two devices invented 200 years apart –could both be intimidating. My communication class students had prior to this, worked off their stage fright with several impromptu, scripted , and extemporaneous speeches. But juggling the technology here could be demanding on the first try.
For this assignment two groups each worked on a short script – basically Talking Points – for their podcast. I asked them to create a show with a ‘story’ element. They then used Audacity to record it. The results shocked them, too! This group’s work turned out like a PSA with glimpses of Orson Wells’ War of the Worlds. They even downloaded and used a background music track from FreeMusicArchive!
As any teacher will tell you, the big ‘bonus’ we get at the end of the school year doesn’t involve zeros after a decimal point. Instead it is seeing the outcome of the work put in – watching students move up.
This was evident last evening, as I wrapped up the communication class, COM 225, which I taught at Chandler-Gilbert Community College. It was their final exam, one part of which was a prepared speech. Watching them put into practice material they learned over five months was the exclamation point at the end of a long chapter. The kicker, if you will. Their speeches were top-notch. Their confidence -and use of techniques learned –on full display.
Before they left, I recommended they sometime watch Randy Pausch’s ‘Last Lecture.’ Why? Because it is both an artifact or Public Speaking that embodies everything found in the text books, plus one of the most motivational messages students could take away on their journey.
This is something my students in Communications will find relevant.
It’s a hilarious case of what happens when you get infected by buzzwords and cliches. Gerard Braud, a well-known media trainer and business communications speaker I follow, gives us his take on how not to discombobulate your mesage when giving a speech.
(Public Service Announcement from the Center for buzzword disease control: Never use words such as ‘discombobulate!)