University of Southern Maine

College of Education and Human Development

Professional Development Center

EPC 511 Learning to Use Podcasting and Vodcasting for Teaching and Learning


Teachers will explore the use of audio and video tools that support student learning, collaboration, and communication that extend beyond classroom walls. Audio and video content can be accessed online, created by individuals or groups and used for collaborative conversations. The first step of the course is acquiring and organizing existing content available from online. Next, is learning to use podcasting tools to create content. Participants can then expand from podcasting to screencasting and video to make use of the distributed, collaborative potential of these tools. The ability to easily publish content online will encourage teachers to rethink the way they communicate with students, and the way curriculum is delivered. Educators will become knowledgeable about 21st Century Literacy skills as they fit into the classroom.


By the end of this course teachers will be able to:
• Apply examples of communication with collaboration through podcasting.
• Download instructional technology podcasts and vodcasts to build a library of curriculum based podcasts.
• Design a curriculum-based final project using online audio and video tools and programs that demonstrates of 21st century literacy.
• Locate, evaluate, and collect quality web resources for themselves and their students.
• Locate and integrate web sites into their curriculum projects.
• Understand web 2.0 technology-based teaching methods.
• Understand copyright and Creative Commons licensing.
• Collaborate with other teachers on the use of technology in their classrooms.
• Understand the social connections on the web that students are making.


Students must attend class, participate in discussions, reflect on reading assignments, and demonstrate knowledge of technology tools. Assignments and a final project demonstrating an understanding of how technology can be used in a classroom lesson will be required.(10) Basis for Final Grade
Class participation - 10%
Resource Web Page - 15%
Practice hands on projects - 15%
Podcast Library - 15%
Reading Summaries - 20%
Final Project - 25%

Instructor's Policies and Procedures for Student Attendance and for Completion of Student Work

  • Students are expected to attend all classes.
  • Students are expected to participate in classroom discussions
  • Final versions of projects are due on the last day of class and are to be shared with the class.
  • If you are unable to attend class, please notify me via email.


  • Instructor website:
  • Students are responsible for their log in and password for the course.
  • It is the responsibility of each student to back up his or her work. Students may use a USB pen drive or bring CDR-Ws’
  • Students should have an e-mail account that can send and receive files.
  • Students should bring headphones or earbuds.
  • Students may want to bring a digital camera.

Academic Support:

If you need course adaptations or accommodations because of a disability, please contact the instructor as soon as possible. Also make an appointment with the office of academic support for students with disabilities. At any point in the semester, if you encounter difficulty with the course or feel you could be performing at a higher level, please consult with one of the instructors. Students experience difficulty for a variety of reasons. For problems with writing skills and time management, make an appointment to see a student tutor at:
The Learning Center (TLC),
252 Luther Bonney (780-4228).

Help is also available through the Counseling Center, 105 Payson Smith (780-4050), and the Office of Academic Support for Students with Disabilities, 237 Luther Bonney 780-4706).

Inservice Graduate Credit:
Inservice graduate credit courses (a) are developed collaboratively by the College of Education and Human Development (CEHD), Professional Development Center (PDC), and school systems, singly by school systems, or singly by CEHD/PDC; (b) address staff development needs of school systems, teachers and administrators; (c) comply with USM CEHD graduate course standards for intellectual inquiry and credentials of instructors; (d) comply with USM CEHD graduate course requirements for number of instructional contact hours, grading policies, and evaluation procedures; and (e) carry academic credit at the graduate level.

Inservice graduate credit courses are not automatically transferable as electives to graduate degree programs of the CEHD of the University of Southern Maine. Approval for course acceptance is a two-step process:
(1) review the syllabus and recommendation by the student's faculty advisor;
(2) approval of the course by the appropriate USM CEHD program.

Please note if a student wishes to include a PDC course in his/ her program of study, prior approval is necessary for students currently matriculated in USM CEHD graduate programs. For clarification on this matter, please contact the USM Professional Development Center.