The Division of Information Technology at the University of Wisconsin–Madison offers the following guidelines for creating podcasts14: Avoid overly complex material that includes lots of facts and figures. Complex subject matter is often more effectively conveyed through handouts and readings than through a podcast. This is because most students will listen to podcasts as they perform other tasks (i.e., riding a bus, driving, exercising, walking to class, etc.). In most cases they won't be taking notes as they listen. Always keep in mind the learner's context when selecting content for a podcast. Recordings of classroom lectures may not be the best use of podcasting. Podcasts of entire lectures often come across as overly formal and boring. Important visuals are excluded. Only use lectures as podcasts when you have a strong pedagogical rationale for doing so. Narrow the focus of a podcast. Limit the scope of the content to only a few main themes. Don't try to communicate too much material in a single podcast. Instead, identify important concepts or issues students tend to struggle with and develop a podcast that addresses each one.
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