Students are often inseparable from Internet and streaming services through various technologies. This reality invites instructors to think about nuanced ways of employing technologies to engage students through both consumption and production of media in classrooms. Our assignment uses the modality of podcasts to encourage critical thinking and theoretical application. Student groups are tasked with producing informative podcast episodes on communication theories learned in class. Importantly, this assignment is a great way for students to adopt a strategy for lifelong learning with an introduction to podcasts, and the practice of making theory more widely accessible. Furthermore, the narrative focus of podcast episodes enhances assimilation of course content in ways students had not previously exhibited in assessments. The podcast assignment functions as a formative assessment for students who are both creating the content and listening to the production. Courses: Communication Theory and other courses that engage communication theories. Objectives: By the end of creating the podcast, students will be able to: (1) define a communication theory/concept according to course readings and content; (2) analyze a communication theory by applying learned concepts; (3) co-produce knowledge with others; and (4) identify and apply necessary skills for a compelling presentation.

中文翻译：

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COMMcast：制作传播理论播客

通过各种技术，学生通常与互联网和流媒体服务密不可分。这种现实邀请教员考虑采用细致入微的方式来利用技术来通过教室中媒体的消费和生产来吸引学生。我们的任务使用播客的形式来鼓励批判性思维和理论应用。学生团体的任务是制作关于课堂上所学的传播理论的有益的播客节目。重要的是，这项作业是学生采用终身学习策略的好方法，其中介绍了播客，并提供了使理论更易于获得的实践。此外，播客情节的叙事重点以学生以前从未在评估中展示过的方式增强了课程内容的同化。播客作业是对既创作内容又聆听作品的学生的形成性评估。课程：传播理论和其他涉及传播理论的课程。目标：在制作播客之后，学生将能够：（1）根据课程阅读和内容定义传播理论/概念；（2）通过运用学到的概念来分析传播理论；（三）与他人共同产生知识；（4）识别并运用必要的技巧进行引人入胜的演示。（1）根据课程阅读和内容定义传播理论/概念；（2）通过运用学到的概念来分析传播理论；（三）与他人共同产生知识；（4）识别并运用必要的技巧进行引人入胜的演示。（1）根据课程阅读和内容定义传播理论/概念；（2）通过运用学到的概念来分析传播理论；（三）与他人共同产生知识；（4）识别并运用必要的技巧进行引人入胜的演示。