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Now that we have an idea of what type of podcast we want to make, we need to use a wireframe to plan out each step.

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In this micro plan, we'll get a sneak peak at one the learning aids that might be used in the re-imagined TWC Diploma: a podcast!

The first step is to scope out where in the relevant topic this podcast will be used.

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After scoping and planning, the next step is to build a working draft or prototype that can be tested. Let's see what a working prototype of this podcast looks like!

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This is the script of what we're planning to say in the podcast!

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This is the prototype of one of the podcasts that can be used in this module. It was created using a Blue Yeti mic and Alitu, a podcasting software.

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DLI Podcast: Planning for the End of the World

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DLI Podcast: Planning for the End of the World

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In the scoping phase of building this prototype, it was noted that some students may require a transcript of the podcast, for various accessibility and preference reasons. This is the transcript of the prototype, formatted in an accessible document.

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DLI Podcast Planning for the End of the World_Transcript

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The process of scoping, planning and prototyping a podcast was useful for me. Although my project is based on a fictional project with The Wine Classroom, I'm currently introducing the use of podcasts at work, also on topics related to wine. Captured here are my key learnings and reflections on what I need to do differently, based on the experience of planning and prototyping a podcast for this project.

Lesson One
Producing a podcast for a globally diverse audience is hard! Based on The Wine Classroom’s learners, one of the considerations for this prototype was to make the language as accessible as possible to learners who come from various parts of the world or who don’t speak English as a native language. When I scripted the podcast, I made an effort to avoid colloquial or technical language for this reason. However, on listening to the prototype I recorded, I immediately noticed that I did use some turns of phrase that may be too colloquial (such as ‘climate change is my thing or You got me), and that in the story I began with, the term or concept of ‘detention’ may not be familiar to all learners, for example. This highlighted to me the importance of having the script reviewed not only by an SME but also by an editor, translator or cultural expert before recording – this would in fact apply to multimedia and learning aids beyond podcasts as well. Fortunately, when I implement podcasts at work, I do have access to a translations team who review my work before sign-off for this very reason!

Lesson Two
When planning the podcast, I found the wireframe template useful in segmenting the key ideas that learners needed to take away from the podcast. Mayer’s sixth principle of multimedia learning is that humans learn better when information is presented in segments, as opposed to a continuous stream of information (DeBell, 2022). A podcast, especially a monologue/storytelling podcast, runs the risk of being one long stream of audio information. Having planned in the wireframe where each new thematic segment began and ended helped me immensely when editing the podcast, where I was able to use interlude music to segment key ideas and sections. This is definitely a learning I will take with me into the real podcast projects I work on!

Lesson Three
Because the podcast I developed for this project was a prototype, I did a small amount of research myself, but didn’t have access to an SME. As a result, I do think that the examples section of the podcast is vague and doesn’t make reference to precise enough data or specific enough examples. The result is also then that each segment is quite short. While one doesn’t want a podcast to be a long, continuous stream of information, the information presented in each segment needs to be enough to present a fully formed idea, and to justify the learner’s time spent listening. Although I knew this would be the case when creating the prototype, it does highlight the importance of an SME’s involvement right from the scoping phase, into the scripting phase.

Lesson Four
My final reflection is that I was surprised by the differences between the planned script and the final transcript of the recording – I didn’t end up recording exactly what I had scripted out. While this might be more expected for a dialogue/interview style podcast, which is naturally more organic, I was surprised that it happened with the monologue. I think this happened both because I didn’t read the script aloud before recording (crucial mistake!), and because I didn’t have anyone else in the room when recording. Reading the script aloud is a very important part of the editing process, as it allows you to hear how words and phrases will sound. Having an editor or project manager present at recording can also help, as there is someone to point out if the script is being changed while being read, or if a word or phrase sounds peculiar.

Overall, creating this prototype has been a useful troubleshooting exercise for introducing podcasts into my actual work.

References
DeBell, A. 2022. How to Use Mayer’s 12 Principles of Multimedia Learning [Examples Included]. Available at: https://waterbearlearning.com/mayers-principles-multimedia-learning/ [Accessed 17 February 2023].