{"id":6630,"date":"2021-09-21T16:37:54","date_gmt":"2021-09-21T14:37:54","guid":{"rendered":"https:\/\/ifcam-formation.fr\/blog\/2021\/09\/21\/podcasting-in-training-a-fad-or-a-real-pedagogical-interest\/"},"modified":"2022-10-17T16:37:23","modified_gmt":"2022-10-17T14:37:23","slug":"podcasting-in-training-a-fad-or-a-real-pedagogical-interest","status":"publish","type":"post","link":"https:\/\/ifcam-formation.fr\/en\/blog\/2021\/09\/21\/podcasting-in-training-a-fad-or-a-real-pedagogical-interest\/","title":{"rendered":"Podcasting in training: a fad or a real pedagogical interest?"},"content":{"rendered":"\nIt is undeniable that the podcast is gaining in popularity. Everyday, 87% of French people listen to news in audio format(1). But can we learn from podcasts? Can we learn by walking down the street, without taking notes?<\/em>\n\nIn a world where productivity has become the watchword, podcasts are popular, particularly because they can be listened to in parallel with another activity that does not require much in the way of attention, i.e. a controlled, automated activity, such as walking or running. The development of new technologies has also made them accessible everywhere: online and offline listening, regular reminders via a subscription, etc.<\/em>\n\n

But what is a podcast?<\/strong><\/h2>\n\nA commonly shared definition is that of audio content broadcast or downloadable to all types of digital devices, with the subscription premise and repeated broadcasts.\n\nResearch has also focused on defining the podcast as applied to training. In his article, Peltier (2016) uses several classifications (Carvalho et al., 2009; Kay, 2012) to differentiate podcasts according to their purpose (to inform, analyse, develop, encourage meta-reflection…) and their effects (to increase interest, regularity, autonomy or reflexivity). Similarly, Kay (2012) has shown that podcasts make it possible to improve learning: to revise, prepare a sequence or enrich one’s notes, and this in a flipped classroom mode.\n\n

How do podcasts use training theories?<\/strong><\/h2>\n\nAs such, we have come to the understanding that podcasts are popular with a wide audience, covering a wide range of content, which leads us to start\u00a0podcasting\u00a0<\/em>as well.\u00a0But what if we now turn our attention to the pedagogical theories that support their use in training? Recent research in this area is sparse, but it is possible to apply several theories to the subject at hand.\n\nCarr\u00e9 and Rieunier (2017) have drawn up an overview of general pedagogical principles in training, which are themselves linked to the major theories of training. Some of these principles <\/strong>seem to be related to the use of podcasts in training<\/strong>, especially in continuing education:\n\n

– Le principe de multimodalit\u00e9<\/strong>, qui a d\u2019ailleurs \u00e9t\u00e9 trait\u00e9 dans un autre article de ce blog<\/span><\/a>, repose notamment sur les travaux de Lieury (1996) et montre qu\u2019il est plus efficace pour l\u2019apprentissage et la m\u00e9morisation de diversifier les modes d\u2019exposition d\u2019un concept. Ainsi, associer le podcast (audio) \u00e0 d\u2019autres modalit\u00e9s (e-learning, pr\u00e9sentiel, classe virtuelle\u2026) pourrait contribuer positivement \u00e0 l\u2019apprentissage.<\/p>\n\n– The principle of prior knowledge<\/strong>. This principle helps to guide the effective use of the podcast in a given device. Piaget’s constructivist theory (1964) postulates that our learning is built up cumulatively, over time and in relation to what we already know, at least to some extent. Thus, the podcast can be an effective option in a multimodal device, for example, upstream to introduce a topic, or downstream to reinforce it. We will come back to this notion in more detail.\n\n– The activity principle<\/strong>, which is central to training. As the name suggests, it implies active participation in the training. This activity is not necessarily physical (role-playing, flipped classroom…), it can be a matter of paying more attention to the words of a trainer for example. This principle is perhaps both an illustration of the great paradox of the podcast and an aspect we must be careful of. Paradoxically, the podcast’s great advantage is its “hands-free” aspect, which makes it possible to follow it, as we said, in parallel with other activities. However, in the context of a training podcast, it is difficult to consider that listening is “active” when you are playing football or cooking a Yorkshire pudding.\u00a0In short, beware of distractions!\n\n– Finally, the principle of pleasure was <\/strong>particularly mentioned during our internal exchanges on the interest of the podcast in training. For many, it is pleasant and useful to follow podcasts. In terms of training, this notion overlaps with theories put forward by Deci and Ryan (2002), for example, on intrinsic motivation, which is specific to the individual, and which is based on the simple premise that we are more willing to commit to a system, and we learn better, when we enjoy it. It is therefore important to play on this lever of satisfaction that the podcast can constitute, including when dealing with training subjects. This point is also highlighted in a number of publications dedicated to podcasts in training.\n\nThe podcast seems to have strong arguments to justify its use in training. But what about in practice?\n\n

\"Le<\/a><\/figure><\/div>\n\n

Focus on possible uses of podcasts<\/strong><\/h2>\n\nThe great strength of the podcast is undoubtedly its flexibility. It is fully in line with the ATAWADAC mode of training consumption – Any Time, Anywhere, Any Device, Any Content <\/em>(freedom of time, space, equipment and content). This intrinsic flexibility offers the opportunity to train in one’s own way, with greater control over the pace and environment of one’s training.\n\nBy not relying on visuals, which is heavily used in educational videos, for example, the podcast relies on freeing up the listener’s attention bandwith, who can then fully engage in the listening activity. Indeed, when a visual support is not necessary for the participant’s understanding and integration of the content, active listening combined with note-taking, the importance of which we know, can appear to be a winning duo (which is in line with the principle of multimodality mentioned above).\n\n

A l\u2019inverse, lorsque le choix est fait de diffuser des contenus multim\u00e9dias (vid\u00e9os, e-learning\u2026) lorsque ce n\u2019est pas n\u00e9cessaire, le risque r\u00e9side dans le fait de p\u00e9naliser une ou des activit\u00e9s (\u00e9coute\/visionnage\/prise de notes), car le participant risquerait alors la surcharge cognitive, dont nous parlions dans un autre article<\/a>.<\/span><\/p>\n\nIn terms of pedagogical engineering, the temporal question of integrating podcasts into a training system is central, as it opens up a wide range of uses and objectives. At the beginning of a training course, it can fulfil the function of teasing<\/em>, raising awareness, or initiating the need or desire to learn. It can also aim to enable each participant to acquire, consolidate or correct their prior knowledge (pre-training), so that all participants find themselves in the classroom with the same level of knowledge, for example.\n\n

Propos\u00e9 pendant la formation en \u00e9coute individuelle, il peut \u00e9galement jouer plusieurs r\u00f4les : celui de tuteur en reprenant et r\u00e9expliquant diff\u00e9remment des contenus complexes \u00e9voqu\u00e9s en amont, celui d\u2019illustrateur, avec des exemples, ou encore celui d\u2019enrichissement, en approfondissant certains contenus. Des controverses sous forme de podcasts ont \u00e9t\u00e9 propos\u00e9es et particuli\u00e8rement appr\u00e9ci\u00e9s dans le dispositif Camp\u2019use.<\/span><\/a><\/p>\n\nAt the end of the training or after the main system, it can be an opportunity to share testimonies, to formulate feedback, or to anchor the learning in time and in daily practice.\n\nAs always, it is the teaching method chosen that must meet the educational objective and not the other way round. But, as you will have understood, when used properly, we are convinced of the value of podcasts in training and we are working on it!\n\nCamille Besson, Educational Designer, <\/em>Pierre Travaglini, Educational Designer <\/em>& Axel Azoulay: Educational Engineer<\/em>\n\nBibliography<\/strong>\n\n(1) https:\/\/www.harrismedia.fr\/les-chiffres-podcast\/\n\nCarr\u00e9, P., & Rieunier, A. (2017). Chapitre 19. Psychop\u00e9dagogie des adultes. Dans P. Carr\u00e9 & P. Caspar (dir),\u00a0Trait\u00e9 des sciences et des techniques de la Formation<\/em>\u00a0: 4\u00e8me<\/sup>\u00a0\u00e9dition (pp. 383-400). Paris\u00a0: Dunod.\n\nCarvalho, A. A., Aguiar, C., & Maciel, R. (2009). A taxonomy of podcasts and its application to higher education. Dans H. Damis & L. Creanor (dir.),\u00a0ALT-C 2009\u00a0: In dreams begins responsibility \u2013 Choice, evidence and change\u00a0: Proceedings of the International Conference for the Association for Learning Technology<\/em>\u00a0(pp. 132-140).\n\nDeci, E. L., & Ryan, R. M. (2002).\u00a0Handbook of self-determination<\/em>. USA\u00a0: The University of Rochester Press.\n\nKay, R. H. (2012). Exploring the use of video podcasts in education\u00a0: A comprehensive review of the literature.\u00a0Computers in Human Behavior, 28<\/em>(3), 820-831.\n\nLieury, A., & Galvez, F. (1986). Le double codage des dessins en fonction du temps de pr\u00e9sentation et de l\u2019ambigu\u00eft\u00e9.\u00a0L\u2019Ann\u00e9e Psychologique, 86<\/em>(1), 45-61.\n\nPeltier, C. (2016). Usage des podcasts en milieu universitaire\u00a0: une revue de la litt\u00e9rature.\u00a0International Journal of Technologies in Higher Education<\/em>,\u00a013<\/em>(2), 17-35.\n\nPiaget, J. (1964). Part 1\u00a0: Cognitive development in Children\u00a0: Piaget development and learning.\u00a0Journal of Research in Science Teaching, 2<\/em>, 176-186.\n","protected":false},"excerpt":{"rendered":"

It is undeniable that the podcast is gaining in popularity. Everyday, 87% of French people listen to news in audio format(1). But can we learn from podcasts? Can we learn by walking down the street, without taking notes? In a world where productivity has become the watchword, podcasts are popular, particularly because they can be […]<\/p>\n","protected":false},"author":16,"featured_media":6402,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[305,306],"tags":[],"class_list":["post-6630","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teaching-methods","category-trends"],"acf":[],"yoast_head":"\nPodcasting in training: a fad or a real pedagogical interest?<\/title>\n<meta name=\"description\" content=\"Every day, 87% of French people listen to information in audio format. 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