Podcasts for teaching

Audio can be the world’s best visual medium – when it sets the listener’s “inner film” in motion and sparks associations.

We can listen while doing something else. In other words, audio is time-efficient and offers freedom. It is personal and addresses the individual listener directly. Since we typically listen on our own rather than in groups, it is best to speak to the individual listener rather than to “a crowd”.

Producing audio is technically easy to get started with. Audio storytelling can, over time, be developed and become very powerful.

Just as with an unclear and poorly structured text, it’s easy to lose focus, zone out, and let your mind wander if the content is unclear or uninteresting. Therefore, have a clear idea for the podcast, work with an engaging opening that hooks the listener, and preferably include a short teaser that briefly highlights what will be covered. Making a podcast work well – both in terms of content and form – can require some work and careful thought.

Podcasts are a passive medium in which the listener cannot ask questions or comment. Even though podcasts can be considered a very intimate medium, they are a one-way format. Students may listen without actively engaging with the material. This can lead to superficial understanding rather than deep learning unless the podcast is complemented by active learning methods such as discussions or assignments. In recent years, several attempts have been made to make podcasts more interactive.

Lecture podcasts

Lecture podcasts contain recorded lectures that students can listen to before a more interactive learning session where the content is revisited and discussed. They can be usefully complemented with, for example, handouts highlighting figures, models, and/or key concepts.

Conversation and interview podcasts

Teachers or researchers talk with guests, for example experts or former students. These podcasts can encourage discussion and provide different perspectives on the topic. Can be used to discuss, for example, theory development and bring it to life. A podcast also makes it possible to ask questions that open up additional perspectives on the guest’s area of expertise. Podcasts allow for depth and reflection while remaining easy and enjoyable to listen to.

Debate and discussion podcasts

Students and teachers discuss ethical issues and controversial topics, arguing for different positions. Can help develop critical thinking and rhetorical skills.

Micro-podcasts (short format)

Short episodes (5–10 minutes) that summarize key concepts or theories. Can be used for recaps and independent study.

Student-produced podcasts

Students create their own podcast episodes as part of course assignments. Can be used to present examinations or projects.

In addition to these formats, there are, for example, case-based podcasts built on real cases or scenarios linked to course content, and documentary podcasts based on storytelling and narrative pedagogy.

GU students can use Zoom to record their podcasts.

In audio storytelling you communicate solely through your voice. Start exploring your voice’s full potential – adapt it to the message through tone, pace, volume, and emphasis. Everything does not have to happen at once; let it develop over time. The most important thing is to bring energy to the microphone.

A large part of communication consists of more than your words. So don’t forget body language just because you are in the studio. Let your face and hands work as usual. It is reflected in the voice, and a smile or a gesture can be heard immediately. If possible, stand up (relaxed) while recording.

If you work with a script, it is wise to adapt it so it can be spoken. We write in clauses and sentences – but we speak in phrases. A phrase is the thought we express in one exhalation. A podcast script should therefore be written for phrases = a phrase script. If you get out of breath when following the script, the sentences are probably a bit too long.

Podcasts can sometimes lead to information overload if they are not well structured or if they contain too much content at once. Students may feel overwhelmed and struggle to identify what is most important, which can reduce learning effectiveness. To create a more dynamic and engaging learning experience, you can use soundscapes. This can include background music and sounds from authentic environments to create a stronger sense of presence and take listeners to places beyond the studio. You can do interviews on location, for example in a lab or another exciting environment. With the right apps (for example Voice Record Pro), which make use of the potential of the microphone in your own mobile phone, it works perfectly well to record with it.

Even though a great deal can be conveyed solely through audio storytelling, it can be advantageous to attach a handout with key concepts, formulas, or figures – things that work best visually. Also consider attaching a table of contents so listeners can more easily jump to the part of the podcast they want to hear.

• Andersen, R. H., & Dau, S. (2021). A Review of Podcasts as a Learning Medium in Higher Education. Academic Conferences International Limited.
• Elmgren, M., & Henriksson, A.-S. (2015). Universitetspedagogik. Norstedts. (In Swedish.)
• Engzell, J., Norrman, C., Norberg, A., & Lundvall, C. (2025). Soundwaves of knowledge: using podcasts to facilitate learning in higher education. Educational Media International.
• Moore, T. (2024). Pedagogy, Podcasts, and Politics: What Role Does Podcasting Have in Planning Education? Journal of Planning Education and Research, 44(3), 1134–1147.
• Wakefield, A., Pike, R., & Amici-Dargan, S. (2023). Learner-generated podcasts: an authentic and enjoyable assessment for students working in pairs. Assessment & Evaluation in Higher Education, 48:7, 1025–1037.

In the PIL Unit’s studio at Pedagogen, there is podcast-recording equipment available for all GU teachers to use for teaching purposes. You can add sound effects and also include participants via mobile phone or computer.

The equipment is easy to use. The idea is to create a production that is as finished as possible from the start, so that post-editing is not necessary – or at least no advanced editing.

The equipment has four microphones. It is possible to be more than four people by including participants remotely and/or by having two people share the same microphone.

One of the participants takes on the role of sound technician/producer and adjusts audio levels and presses the effect buttons.

If you want a jingle, you need to bring it to the studio and record it onto one of the buttons. Please note that you must have permission from the copyright holder to use the audio in this context.

Please watch these two videos for more information on how the recording equipment works:

• An overview of the RØDECaster Pro (demonstrates an earlier software version, but still gives a good sense of how the equipment works).
• Announcing RØDECaster Pro Firmware Version 2.0 (new features in version 2.0, September 2019)

On site you will receive a short introduction, and then you can start experimenting. The recording is saved on a microSD card or directly to your computer. The audio file can then be uploaded to Canvas or to GU Play, and perhaps published as a public podcast.

Booking

The equipment is available in the PIL studio, Pedagogen, Hus A by Grönsakstorget. Would you like to use the equipment? Contact us at pil-studiosupport@gu.se and include a few suggested times.

The equipment can only be booked for recordings made by GU teachers. Students who need to record podcasts can use Zoom.

More information

Read more about the equipment – for example how you can record multiple channels (multitrack) directly into an audio editing program for more advanced editing on your computer:

• RØDECaster Pro