This is an exploratory post on the possible uses of podcasting in legal education. As time permits, I have been listening to podcasts (even though I don't own an iPod or any other mp3 player). While I don't expect Christine to jump on the bandwagon anytime soon, I have the sense that podcasts could be useful in legal education. The comment lines are open, and I hope you will share your ideas.
Here are some preliminary thoughts. The primary values of podcasting over standard classroom experiences are threefold: (1) communication is asynchronous, so the speaker and the listener are not required to be engaged at the same time; (2) podcasts are remotely accessible, so the speaker and the listener can be in different places; and (3) podcasts store information for replay and recall. The big issue here is whether these advantages answer pedagogical concerns.
The most mundane use of podcasting in education would be to record class and make it available online. Or to give a lecture to a microphone and post it. While I don't mind the idea of recording a lecture, I am less keen on the idea of recording discussions. Would recording inhibit discussion? (Maybe) Or preserve embarrassing moments for me or a student? (Absolutely) Or discourage students from attending. (Almost certainly at the margins.) The advantages of this use of podcasts seem limited, given that we are not engaged in distance learning, so I am inclined to be negative on this idea.
A step beyond recording lectures or class discussions for later use is to record something supplemental, something that otherwise would not be available to students. Like commentary on current events relating to the class. Or an interview with a judge or litigant or another professor. Or a discussion of scholarly literature in a certain area. Again, I am not sure this addresses a current need and students may wonder why they are doing "extra" work (using the status quo as a baseline). The jury is out on this idea.
Here is an idea that might catch on: podcast exam evaluations. After each examination or other assignment, the professor could record a brief description of the exam, what the best answers said, and what the worst answers missed. I usually do a memo to my students, but they might like this more.
We could get more creative with this and construct projects that last for several weeks and involve the use of podcasts to provide ongoing information. For example, you might have a litigation project in which the podcasts are deposition excerpts or a transactional project in which podcasts are new developments in the deal. Hmm. Sounds like a lot of work for marginal gains.
Those are some preliminary thoughts, mostly pointing away from podcasting in legal education. I would be interested to hear what others are thinking about this.
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1. Posted by 2L student on April 11, 2005 @ 17:12 | Permalink
I would never go to class if there was any way to avoid it (e.g., listen at home).
2. Posted by Gordon Smith on April 11, 2005 @ 17:26 | Permalink
If no one showed up, the classroom dynamic would really change. ;-)
3. Posted by acw on April 14, 2005 @ 19:01 | Permalink
Do you think all law professors would be in favor of podcasting?
4. Posted by Gordon Smith on April 14, 2005 @ 22:22 | Permalink
Not a chance, acw. Not even most. Or many. But perhaps a few.
5. Posted by acw on April 15, 2005 @ 21:31 | Permalink
Do you think a few will only support it because "many" professors will think that they may have to censor themselves?
6. Posted by Gordon Smith on April 15, 2005 @ 21:49 | Permalink
acw,
Maybe, though that wasn't the first thing to spring to mind. Many people just don't like to change their routines. Inertia. Some might worry that podcasting could provide a disincentive for students to attend class. Or that they will sound silly on a recording or say something they will regret or that it will inhibit discussion.
7. Posted by acw on April 15, 2005 @ 21:56 | Permalink
Prof. Smith,
Great comments. This is a great topic.
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