WS22 Teaching with podcasts/screencasts

Facilitors: Dr Faiq Waghid, Donna Lewis and Sonwabo Jongile, Centre for Innovative Educational Technology (CIET)

Dates and venue:

  • 7th of June 2018, 13.00-15.00, Centre for eLearning (CPT)
  • 14th of June 2018, 13.30-15.30, lab 303 IT Centre (BV)

Workshop description:

As CPUT aims to foster innovative educational practices, there has been much interest in the adoption of blended modes of delivery by academic staff. In support of these aims, the Centre for Innovative Educational Technologies (CIET) invites you to attend its second workshop on the use of podcasting/screencasting to support your existing pedagogy. The focus of this workshop is to provide a rationale and possible impetus for the use of podcasts/screencasts to support your teaching and students learning. We make reference to examples of how podcasting/screencasting has been used within the CPUT context to support different learning needs, using software and tools available to all CPUT staff. Additionally, practical guidance will be provided to support all staff members wishing to delve into the creation of podcast/screencasts. If you are interested please book your place using our online booking system the following link. We look forward to engaging with you in this workshop.

For more questions please contact Dr Faiq Waghid at



Lecture recording and podcasting – hands-on

Facilitator: Dylan Cromhout, Marketing

Date and venues:

  • 2nd of June 2016, 13.30-15.30, lab 302, IT center, Bellville campus
  • 9th of June 2016, 13.30-15.30, eLearning Center, Cape Town campus

Workshop description: 

As the availability of tablets both for lecturers and students increases and institutions of higher learning increasingly support a BYOD (bring your own device) strategy,  the use of tablets and other mobile devices for teaching and learning becomes an exciting opportunity for lecturers.

Recording one’s lectures has a range of benefits, namely, making lectures available for students who miss class, and for those who would like to recap on the work covered. Mobile tablet devices offer lecturers the capability of recording their actual PowerPoint slides, their voice, as well as the notes they would draw on a whiteboard. Additionally, new wireless dongles allow the lecturer to show the class exactly what’s on the tablet, all while walking around the class.

Such new technologies offer lecturers a new form of flexibility inside and outside of the classroom; and by combining tablets with Blackboard, they provide effective ways of empowering  students with the resources they need to become self-motivated learners. Recording one’s lectures can also be used for flipping the classroom and other innovative pedagogic practices.

In the session we will cover:

  • Recording lectures with a tablet and laptop using apps such as Explain Everything for your ipad, REC screen Recorder No-Root for Android tablets and Electa live for your laptop (if Electa Live doesnt record audio on laptop you need to install Codec)
  • Editing videos to suit different needs using video editing software such as MovieMaker
  • Converting video recordings to podcast format and editing podcasts using Audacity (you will also need Lame mp3 encoder to convert our Audacity files into mp3)

To book your place please use our online booking system!

June seminars: the flipped classroom and podcasting

Seminar: Flipping the classroom, rethinking lectures

Facilitator: Eunice Ivala, Fundani
Date and time: 5th of June 2014, 14.00-16.00
Location: Room 2.24, Mowbray campus

Seminar description:

The Flipped Classroom (Inverted Classroom Method) is a student centered teaching method in which lectures are replaced/partially replaced with digital learning material. It ‘flips’ traditional teaching methods, by delivering some of teaching/lecturing online outside class and moving ‘homework’ into the classroom. The activities in the classroom are designed to engage students on a high cognitive level and to facilitate deep learning. In this seminar, this teaching method will be explored and advantages and concerns highlighted. Some of the research done on the flipped classroom methodology at CPUT will also be discussed.

Workshop: Creating podcasts to support ESL students (handson)

Facilitator: Sehaam Khan, Health and Wellness
Date and time: 19th of June 2014, 14.00-16.00
Location: Old Science Lab, 109, Bellville Campus

Seminar description:

It is widely acknowledged that exposing students to content materials in a once-off lecture is not enough to conceptualize and deeply understand course contents and more so for students for whom English is not their first language. Podcasting is defined as the recording and editing of audio files and subsequent distribution to students. It facilitates the extending of learning beyond the lecture time as students can listen to the recorded lecture as many times as possible, at their own pace, at a convenient time and in multiple places. This 2 hour hands-on session will introduce participants to Audacity, a freely available open source software package, which allows simple recording and editing of podcasts. We will also look at various opportunities to publish podcasts, such as on CPUT’s learning management system, or webservices such as soundcloud.


To book your workshop please complete our online booking form. For any questions please contact

Podcasting at a large UoT – old hat or socially inclusive technology?

This was our contribution at this year’s Heltasa conference at UNISA in Pretoria:


Link to presentation on slideshare

In this presentation we argue that although podcasting might not be a new technology, and much has been written about it, for our context and at our institution this may be a technology, that we could define ‘low threshold application (LTA)’. This concept was developed by Steve Gilbert by the TLT group and refers to technologies that are NOT challenging, not intimidating, do not require additional work or new thinking. Our study, which explored students’ and staff perceptions on the use of podcasting across eight courses over 2 academic years, showed that the lecturers involved in this study affirmed the potential of podcasting as a LTA. Furthermore statistical analysis of the 434 surveys completed by the students involved in this study revealed that not only were there no statistically significant differences in use of podcasting in terms of gender, home language or age, but that on the contrary of those students who used podcasting, the most engaged were female, mature and African home language students. We therefore conclude in our study, that although podcasting may not be the most trendy and fashionable technology, in our context, it seemed to be a technology that has the potential to support our most vulnerable students and consequently could be defined as a socially inclusive technology.