Giáo án Những kỹ thuật gia tăng giá trị thương hiệu

Giáo án Những kỹ thuật gia tăng giá trị thương hiệu Chapter 14 The chapter discusses how the podcast can help to make academicresearch work more visible. Nowadays, professors can carry out a research and disseminate it amongthe academic community through creation of a podcast dedicated to the content of the research activityand they can share it through social networks. Creating a podcast is quite easy by following some smallrecommendations and using few technical resources, just an App for your smartphone and a USB microphone to get started. The chapter includes some examples how researchers can do their own podcastor can contribute to specific podcast about academic research.

248 Chapter 14 Podcasting as a Tool to Make Online Academic Dissemination More Visible Raúl Terol Bolinches https://orcid.org/0000-0002-0915-7288 Universitat Politècnica de València, Spain Nadia Alonso-López https://orcid.org/0000-0002-5220-2232 Universitat Politècnica de València, Spain ABSTRACT Let the world listen to your best The chapter discusses how the podcast can help to make academic research work more visible Nowadays, professors can carry out a research and disseminate it among the academic community through creation of a podcast dedicated to the content of the research activity and they can share it through social networks Creating a podcast is quite easy by following some small recommendations and using few technical resources, just an App for your smartphone and a USB microphone to get started The chapter includes some examples how researchers can their own podcast or can contribute to specific podcast about academic research The chapter includes some examples of podcasts on academic dissemination and how they use social networks to share this content Reports, interviews, and other radio genres help to spread the research that has been carried out In this chapter, the author offers an overview of podcasts which can help you approach your audience and become more visible on the internet using the appropriate strategies INTRODUCTION Podcast was considered word of the year in 2005 by Oxford University Press, just one year after it appeared Its name seems to be related to the mobile device created by Apple, the iPod, and the English term broadcasting Over the years, its improvement linked to the hyper-connectivity presented by the DOI: 10.4018/978-1-7998-4930-8.ch014 Copyright © 2021, IGI Global Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited  Podcasting as a Tool to Make Online Academic Dissemination More Visible new generations of students, has led us to talk about a remarkable growth in online audio consumption Spain, according to the study of the IAB agency, is in first place in terms of listening to sound content on the Internet This has made us rethink the possibility of understanding the podcast as a pedagogical tool that serves the teacher as a way to connect with his or her audience, that is, his or her students, as well as to give visibility to those works and researches carried out In recent years, there has been an increase in the number of web tools to promote learning from it, especially videos in which the teacher lists a series of content that he or she addresses in the subject In some cases, the image does not provide too much additional information, nor does it expand too much what is being heard with the teacher’s voice Therefore, in the following paper we raise a series of technical and theoretical questions to address the presence of the podcast in the teaching-learning process In addition to provide a background to understand what podcasting is and how to implement it in the classroom, we considered it appropriate to know what impression students may have of this innovation In this chapter we talk about the birth of podcasting and its evolution, its practical application as an educational resource and how it can give greater visibility to academics The use of the podcast in the subjects in which the student is enrolled can reinforce the study of the eminently theoretical content, which can be dealt with in the case of the flipped classroom methodology, or reverse teaching, before the presential session that the professor will offer at the university The student can also use the sound resource as many times as he or she wishes and is able to listen to the content while running or carrying out daily activities Aims and Methodology The main objective of this research is to show how a tool like the podcast can give visibility to academic, research and teaching content through the study of two cases; the first related to research in communication and the second, to teach resources for a subject in the degree in Building Engineering at the University of the Balearic Islands As well as the way in which these contents result in the visibility of the academic who creates and directs these contents As secondary objectives we propose: • • • • To learn about the tool of the podcast and its application in teaching, in the dissemination of research content and in the visibility of academics To study the channels and periodicity of distribution of the contents through the podcast To analyze the structure of the podcasts studied and the role of the researcher in them To establish the relevance of these contents to give visibility to the academics To this we use a qualitative methodology based on the study of two cases of podcasts prepared by academics This analysis is established through a methodological proposal that consists of relating the following parameters to the sound documents under study: • • • • • Profile of the academic author of the podcast Contents and subject matter of the podcast Duration Platforms on which the podcasts are published Frequency of publication 249  Podcasting as a Tool to Make Online Academic Dissemination More Visible • • • • • Age Structure Sound resources used Web page and social networks Languages THE ORIGINS OF THE PODCAST Today’s society is defined by communication, in which social networks and permanent connectivity play a dominant role The end user takes on the role of the protagonist, we are no longer talking about him being a mere consumer of news, but rather that he can create and modify content The Net is a media nursery, some go unnoticed and others manage to catch the attention of the audience and play a great influence on conventional media Technologies have made it a reality, that the receiver is converted from a demander of information to a producer of it Among the many media that have emerged thanks to technology, we find podcasts Podcasting is a further step in the individualization and creation of content, in which users are concerned to be an active part of the communication process (Gallego Pérez, 2010: 107) We refer to a podcast when we speak of a digital audio file that can be created by anyone for dissemination over the Internet, so that it is accessible to the entire community But, in addition to this, this format allows the syndication of audio files, through the Really Simple Syndication (RSS) system, which makes it possible to subscribe to a certain podcast and download it automatically without having to visit the website of the broadcaster (Blanco, 2012) For his part, Professor Juan Ignacio Gallego, states that podcasting is the conjunction of two existing technologies, such as MP3 and RSS, through the latter of which it is possible to subscribe to the source that will automatically distribute MP3 files for reproduction and downloading Although Gallego talks specifically about MP3, any type of audio file could be used for podcasting (Gallego Pérez, 2010: 33-34) Podcast or Podcasting a Matter of Nuance Among the terms podcast and podcasting we find some small conceptual differences Podcasting is “the distribution of sound content over the Internet by means of an automatic process called web syndication” (Sellas, 2009: 177-178), while Cebrián-Herreros defines the phenomenon of podcasting as “a technological process that facilitates the automatic downloading of programs or fragmented radio content” (Cebrián Herreros, 2008: 201), while podcast refers to the audio file that is distributed by means of podcasting Richard Berry points out that podcasting is not only “a converged medium (bringing together audio, the web and portable media devices) but also a disruptive technology and one that has already forced some in the radio business to reconsider some established practices and preconceptions about audiences consumption, production and distribution” (Berry, 2006: 144) The Podcast as a Word The first to use the term podcast, strictly speaking, was Ben Hammersley, who in an article entitled “Audible Revolution”, which appeared in the technology section of newspaper The Guardian on February 250  Podcasting as a Tool to Make Online Academic Dissemination More Visible 12, 2004, analyzed some cases of distribution of audio files with a certain periodicity on a given topic through blogs (Cebrián Herreros, 2008: 199) The first of the examples that Hammersley proposes in his article, which refers to the journalist Christopher Lydon, who through his blog distributes interviews on blogs and politics on a deferred basis In his text, he includes the case of Audible, a company that leaves the sale of audiobooks to devote itself to the distribution of downloadable radio programs on demand Through its website, this United States based company, sells recordings of famous radio shows from its country, as well as listening versions of The New York Times and The Wall Street Journal Other examples cited by Hammersley in his article, refer to popular American bloggers who distribute their programs through the Internet He ends his report with the notion that projects, like the ones described in it, were giving birth to a phenomenon that had not yet received a concrete name That is why the British journalist points out the terms audioblogging and podcasting as possible The keys to this were, according to Hammersley, that the audience could respond personally to the broadcaster of the audio content and the ability to listen to the downloadable programs where, when and how they want, since they can take them with them on their portable digital player (Hammersley, 2004) However, the article does not make any reference to one of the transcendental aspects in the genesis of podcasting, such as the content syndication system This, together with the pre-recorded audio, will make it possible for the receiver to download those contents to which they have previously subscribed without the need to visit the website to discover the new updates Richard Berry therefore stated that “Neither of these forerunners of the Podcast revolution had any notion of what was to follow, nor did they use the term Nevertheless, they opened the door to new opportunities” (Berry, 2006: 144) That is why we emphasize that podcasts are considered as communicative pieces in which audio, web infrastructure and portable audio players converge (Berry, 2006) The Emergence of the Podcast In October 2000, the MTV journalist and blogger Adam Curry talked to Dave Winer, a computer scientist and developer of Really Simple Syndication (RSS) software, to propose that his content syndication system should not be limited exclusively to text, but that he could index any type of multimedia file from the RSS file (Piñeiro et al 2019: 112) For this purpose, Winer had the option that allowed him to add audio files to an RSS file through the tag in the programming language (Blanco et al., 2013: 56), which offered him the possibility of attaching a song from Grateful Dead in one of the entries of his blog “Scripting news”, which he published on January 11, 2001 (Gallego Pérez, 2010: 75) To so, he used a program he had created himself and named it Radio Userland, considered one of the first tools in the creation and syndication of content for blogs (Sellas, 2009: 157) At the end of that same year, the conventional media began to echo this movement and the number of podcasters grew exponentially The first podcast directory is created under the name Podcast Alley (Gallego Pérez, 2010: 75) The two years following this first foray meant that audiobloggers started using the tag Among them, there is a current interest in the improvement of a technology that allows the user to have the download in an automated way as well as to transfer directly the audio file to the Mp3 player In October 2003, the blogger Harold Glichrist led a session on audioblogging at the Bloggercon, the first conference for bloggers held at Harvard, where he presented the advances through various applications for downloading the associated audios thanks to the tag (Gallego Pérez 2010: 75) 251  Podcasting as a Tool to Make Online Academic Dissemination More Visible The technique of podcasting had become a reality and with time and the improvement of the tool, it was going to become a phenomenon that would gain many followers Several specialists worked in this field to develop podcasting (Sellas 2009: 157) The journalist Christopher Lydon, who was quoted by Hammersley in his article where the term podcast was first used, carried out a feed with the help of Winer, that was updated with Lydon’s interviews A feed, according to Sellas, is “the address of a document on the web, created with XML language ( ) Podcasts are feeds with sound content: the RSS document includes a certain tag () that refers to an audio file” (Sellas, 2009: 181) In September 2004, the first podcasting aggregator was released, called iPodder, which was distributed under a free software license, so that others could start developing it The second blogger conference, held a year later and after Hammersley’s article in which he made several proposals to name this phenomenon that was bursting onto the communication scene, it was decided that the word “Podcasting” would be the one that would give name to this audible revolution that was right in its dawn This led to various discussions about the origins of the word, which, as Gallego Pérez (2010: 77) states in his work, has the following meanings: • • • • On the one hand the sum of iPod with Broadcasting This would point directly to Apple, although Cupertino’s company is not linked to the development of this technology, but to its expansion, since the fact that podcasts could be downloaded from iTunes was one of the turning points in the evolution of podcasting Pod, as a capsule, added with Broadcasting, which would refer to the audio capsules that are distributed on the Web thanks to the podcast Personal or Public On Demand together with Broadcasting, which would refer to one of the characteristics of the podcast being an audio on demand Personal Option Digital added with Casting This was the interpretation of the term made by Doc Searls, editor of the Linux Journal, who tried to redefine it with this new acronym He paid special attention to the possibilities of personal choice that the podcast offers over traditional broadcasting Cebrián Herreros refers to podcasting in the first of the possible meanings shown by Gallego Pérez, understanding it as the union of “the distribution capacity, referring to broadcasting, with the recording and reproduction systems specified around the iPod or any other support” (Cebrián Herreros, 2008: 200) The Arrival of the Podcast in Spain In Spain, the podcast arrived from the Valencian journalist José Antonio Gelado, who launched his first podcast on 18 October 2004 Under the title Comunicando podcast, its author dealt with subjects related to the present and future of technology (Gallego Pérez, 2010: 146) Until then, this is a completely unknown phenomenon in Spain and it is starting with shyness in the United States, a year after Bloggercon and a few months after Hammersley’s proposal Gelado carried out a pilot podcast of about 54 seconds in length, through which he sought to verify that the syndication of content with the audio worked correctly The name Comunicando Podcast is linked to its content, related to communication, Internet and new technologies, but also, anecdotally and according to the author, in those times when there was no broadband available, the phone was always communicating when surfing the Internet The podcast appears after his appearance on the radio, where he made the program called Don Ratón, between 1996 252  Podcasting as a Tool to Make Online Academic Dissemination More Visible and 2003, for the local broadcast of Cadena Ser in Madrid It is for this reason, that the presentation of the podcast is made as the first chapter of the eighth season, with a different name and different support Gelado’s initial intention was to continue making its radio program and put it on the Internet, but then he decided to go further and when he discovered the emerging movement of podcasts at that time, he had a clear idea of what the format of his new product was going to be This is how he became the forerunner of podcasting in Spain and, at the same time, a reference in the field of Spanish-speaking podcasting (Sellas, 2009: 166) José Antonio Gelado emphasizes, that podcasting has generated a substantial change in the way we understand how audiovisual content is distributed and how citizens access the media Podcasting has also forced the conventional media to consider their attitude towards the Internet and the possibilities it brings with it, and to understand it as a new channel in areas where it had never been done before, such as radio and the press, as a creator of content expressly designed to be distributed and consumed over the Internet (Gelado, 2006: 182) To this, Professor Cebrián Herreros (2008: 201) adds that podcasting “represents a new culture of individual uses of sound” From this moment on, it is no longer necessary to listen to the radio live, but we must subscribe to those audios that are of interest to us and go to them at the time that best suits us That is why Cebrián Herreros decided to define it as “a radio for personal use”, because of the wide range of personalization that can be done, and at the same time different among the millions of users THE APPLICATION OF THE PODCATS TO TEACHING Generation Z, all those born after the year 2000, is defined as a generation that is digitally literate and has a great facility for mastering technology, but is also highly dependent on it They are citizens of that digital world that Nicholas Negroponte predicted in 1995 Our current students belong to this generation, so the podcasts will greatly facilitate the teaching-learning process, although their mastery of technology will not imply that they are familiar with and assimilate in an optimal way the contents of our curriculum in this sound format (Piñeiro, 2012: 4) Flipped Classroom, or Reverse Teaching The so-called flipped classroom is a pedagogical method that aims to modify the roles of the teacher and the student, both inside and outside the classroom It replaces classroom lectures with practice, teamwork or other educational dynamics and moves the content out of the classroom so that the student can follow it at his or her own pace In this way, the contents are learned by the student through the use of multimedia materials such as videos or audio files, which are adapted to the contents of the agenda to be developed, being able to solve doubts or use these contents in the hours of face-to-face classes, thus increasing the participation of the student in class The aim is that simple learning activities are carried out by students outside the classroom (such as observing, memorizing, summarizing, etc.), and in the classroom they are dedicated to more complex activities (such as reasoning, examining, prioritizing, arguing, proposing, etc.), which require the help and experience of the teacher, being able to move from passive learning of traditional methodology to more active learning 253  Podcasting as a Tool to Make Online Academic Dissemination More Visible On the one hand, in the classroom, the teacher acts as a guide or facilitator of the learning process and pays attention to diversity, in addition to providing feedback to teams or groups of students, or even individually Finally, he or she establishes spaces for co-evaluation and self-evaluation Meanwhile, in the classroom, the student carries out activities (debates, oral presentations, reports, learning diaries, workbooks, etc.), from which he or she receives feedback from the teacher and classmates On the other hand, outside the classroom, the teacher must design and plan the learning process by integrating different strategies or teaching models (project-based learning, challenge-based learning, cooperative and collaborative learning, etc.) All this will require the design of activities to be carried out outside the classroom (see videos, audios, documents, links, questionnaires, etc.) and the selection of technologies to obtain this active learning, including assessment activities that facilitate student learning Meanwhile, outside the classroom, the student must access the activities or resources provided by the teacher, and carry out the proposed activities In this way, they will acquire the knowledge that they will have to apply in the activities to be carried out in the classroom It can be seen that this methodology requires a greater amount of prior work by teachers to define both the activities to be carried out outside and in the classroom by the student, as well as to facilitate and/or elaborate the multimedia materials, for consultation by the students, who will have to carry out work prior to attending classes to make better use of the hours in the classroom This methodology aims to support the achievement of the transversal competences of the Polytechnical University of Valencia (UPV) established in the subject of Theory and Ecology of Audiovisual Media: • • Innovation, creativity and entrepreneurship: innovate to respond satisfactorily and in an original way to personal, organizational and social needs and demands with an entrepreneurial attitude Ethical, environmental and professional responsibility: current with ethical, environmental and professional responsibility towards oneself and others As the conceptual contents can be followed by the student through the use of the available resources, the face-to-face classes are dedicated to debate, reasoning and examining the contents that the student has to assimilate in order to pass the subject and the carrying out of activities such as debates, oral presentations, analysis of audiovisual texts or other proposals in this line in which various audiovisual resources will be used Technological Resources for Teaching In order to implement the methodology of reverse teaching, one has to keep in mind, that information and communication technologies (ICT) are directly related, which consists of the various media or technological resources to which students will have access to follow the content they have to review prior to the classroom In the specific case of the subject of Theory and Ecology of Audiovisual Media, the aim is to have several podcasts, digital audio files, which the student can download from the Internet, listening to them whenever and wherever he/she wishes, both on his/her own computer and on another portable devices As a result, having the audio files available at all times, allows the student to access the information anywhere and at any time, thus modifying the context of teaching and education, thus turning any fixed device (computer, etc.) or mobile (telephone, etc.) into a learning tool, since the only requirement 254  Podcasting as a Tool to Make Online Academic Dissemination More Visible will be to have access to the Internet or have an external storage element, where the audio file has been previously downloaded Although the podcasts can be of various formats, the chosen format is mp3, as it is the most widespread and can be played from any portable device In addition, a software is required that allows the creation, and later export to an mp3 file Out of all the alternatives, the chosen one is Audacity (https:// audacity.es), a free software for different platforms: Windows, MAC or Linux; it allows recording using a microphone connected to the line input of the sound card available in any computer, digitalization and later processing, to finally export it to another audio format, in this case mp3 Audacity is an easy-to-use application with a very intuitive interface, which includes the essential tools for editing quality audio files Some of the aspects to follow when preparing a podcast with the theoretical contents are those indicated below, under the premise that the student stays focused and does not lose the nature of the message: • • • • • • Elaborate/dispose of a script: systematize the contents, emphasizing the main ideas to be emphasized Choosing a microphone: a clear audio must be available so that it can be heard correctly and allows the student’s attention to be captured To this, the capturing element, in this case the microphone, is of vital importance Distribution in units or audio themes: dividing the content will make it easier to control the information available, and also allows the student to plan their own learning Podcast processing or add-ons: music or sounds can be added, to keep the learner’s attention, being careful not to overload the content which could distract or confuse the learners Use a voice according to the content: use an enthusiastic and motivating voice so that it can transmit emotions, so that the student can follow the message, emphasizing the ideas that you want to highlight, avoiding monotonous or very linear voices that can become boring The duration is recommended to be to 10 minutes, avoiding very long audios, since they can cause the loss of interest on the part of the students The students must have access to the audio files, therefore a digital platform will be required to upload content, so that it can be downloaded or consulted via streaming In the case of the Polytechnical University of Valencia (UPV), there is a PoliformaT tele-training platform, which helps teachers to tutor a subject Specifically, there is a resources tool, which consists of a storehouse for storing information so that students can consult it at any time: notes, articles, readings, multimedia videos, etc., and content, which consists of a section for preparing material that can be used as if it were a website ACADEMICS AND PODCASTING: CASE STUDIES In the following section we analyze the podcasts that are the object of this research, both produced by renowned academics 255  Podcasting as a Tool to Make Online Academic Dissemination More Visible Comtransmedia: Communicating Research in Communication Comtransmedia is a project of Professor PhD Esteban Galán It is a dissemination platform created in 2017 which includes the different projects and activities related to research and teaching in which the professor is involved He is currently part of the department of Audiovisual Communication, Documentation and History of Art at the Polytechnical University of Valencia As he himself defines on the website, his line of research “focuses on the study of digital tools in audiovisual production and transmedia narratives” (Comtransmedia, 2019) These themes are the focus of a large part of the contents of the podcast that he publishes periodically under the title Un café micro for contents in Spanish and Just a tea with for contents in English, which can be accessed from the same website Comtransmedia com and the platform to which we will refer later This podcast is the first case study Figure Comtransmedia, PhD Esteban Galán Source: Ivoox.com, 2020 We begin by referring to the first proposed analysis parameter, the contents In this case, we are talking about interviews with renowned academics, researchers and professionals conducted by Professor Galán on topics related to communication in different fields; such as transmedia narratives, cyberjournalism, corporate communication, radio, television, digital marketing, augmented reality, university social responsibility, virtual reality, among other topics, treated in a casual style and with an informative purpose Generally, the interview begins by talking about the guest’s career and continues with research projects, reflections and life experience Depending on the person interviewed and the length of the responses, each podcast lasts between 25 and 35 minutes It consists of between 10 and 15 questions in which, in addition to the topics covered, there are also personal contributions of great interest in the field of communication Depending on the profile of the guest, his or her interview may be the subject of more than one podcast It is the case with Professor Alejandro Piscitelli, to whom three podcasts are 256  Podcasting as a Tool to Make Online Academic Dissemination More Visible dedicated In this sense, one of the most important aspects is the publication of the different voice cuts of the people interviewed as independent material of the podcast itself In other words, some of the most relevant answers among the questions dealt with are published as an independent podcast, with a duration of between and minutes, and a structure that differs from that of the complete podcast, as we will see later on Another remarkable issue is to mention the place where Professor Galán is, when the interview has taken place We find several cases in this sense, specifically research conferences, meetings on education and communication or other relevant appointments in the field of communication in terms of research and dissemination We continue with the platform on which the podcasts are published, which, in this case, is Ivoox This platform makes it possible to download, play and share audios on various topics free of charge In reference to Un café micro 125 podcasts have been published since 2017, with a variable frequency of publication We find months in which podcasts are published, others with a higher number and other months without publications We refer below to the structure of the podcast analyzed, which has evolved from its beginning to the present, mainly in terms of the header At first, it began with a sentence by the presenter referring to the radio content to be heard Then, a podcast presentation tune and the header with the title of the program and the name of the presenter, professor Esteban Galán Then, the guest is introduced, the interview is developed and finally, we find a tune and the closing in which the name of the podcast is repeated and the social networks associated with it are named The initial structure has changed and in the most recent podcasts we can listen to a small cut in an informal tone of the interview as an introduction before the tune and header The short pieces or extracts of the interviews differ from this structure; they lack an introduction and headline and you only hear the concrete cut of the interviewee, without the question of the interviewer The subject matter can be found in the description of the sound file In addition to the tuning and the header, other sound resources are used to prepare the podcast This is the case of a bumper that is heard once, twice or even three times in each podcast in which the title and the social networks associated with it are recalled In some interviews, voice breaks are used with information about the interviewee’s professional life Take the case of fragments of the contents presented by Xose Castro as a translator and presenter in many radio programs Finally, we refer to the website and social networks associated with the podcast studied As for the website comtransmedia.com, the contents found there are not only podcasts, but also refer to activities related to the research of the professor responsible for the podcast There is a direct access to the sound files from the same website, through a tab called Podcast From here you can link to both the Ivoox platform and the YouTube channel where they are also published In this tab, the content in English has its own link; in fact, in this language you can find different interviews with academics and researchers from other countries, such as Professor Rhada O’Meara and Professor Lindsay Carey, among others In fact, this is another characteristic of the podcast created by Professor Galán; the availability of the content in English Likewise, from other categories of the website, there are links to the interviews distributed by topics such as social media, television, video games, diversity, philosophy, narrative, audiovisual culture, etc These links lead directly to the Comtransmedia YouTube channel As mentioned, together with the Ivoox platform, this is another way of disseminating sound content, in this case with a cover that includes the title of the interview and the name of the interviewee, together with an illustrated image of the interviewee or a photograph with Professor Galán In the case of the podcast, the photograph that accompanies the cover is that of Professor Galán, together with the name of the podcast and a description of its content On the other hand, in the Comtransmedia profiles in social networks like Facebook, 257  Podcasting as a Tool to Make Online Academic Dissemination More Visible Twitter and Instagram, the podcasts are published with links to Ivoox and YouTube However, podcasts are not the only content on these social networks Other publications related to the teaching and research activity of the professor who created Comtransmedia are also published A Dibujar se Aprende: Podcasting as a Teaching Tool A dibujar se aprende is the podcast made of Professor PhD Antonio Fernández-Coca, lecturer in Building Engineering and Vice-Rector of Digital Campus and Transmedia at the University of the Balearic Islands As he explains on his website: “The field of research is teaching innovation designed as a tool to better connect with students from their own language To achieve this, he created the teaching strategy Teaching 4.0, a method based on the use of relationship marketing, 360º feedback and the study of multimedia supports as a communication sales tools, applied to the development of teaching and/or business projects” (fernandezcoca.com, 2019) In this way, the researcher has, in addition to a web page, a YouTube channel, a Vimeo channel and his own profiles in the social networks Facebook, Twitter and Instagram To all this, we must add the object of study of this article, the publication of a podcast entitled A dibujar se aprende with teaching content for the subject Graphic Expression which, as mentioned above, is taught in the Degree Building Engineering We start the study with the content and subject matter of the podcast In this case, there are eleven podcasts, which are an audio guide with content of the mentioned subject elaborated by the same professor Fernández-Coca and related to drawing in Architecture The objective is to solve possible doubts of the students and to provide them with sound material that they can be used as a support for the study of the subject In this line, each podcast is dedicated to a topic; from what is necessary to learn how to draw, the placement of the hand, the pencil and the types of mines, to improve the line, the types of lines or the process to make a drawing, among others, including an introductory podcast explaining exactly what a podcast is, what content it will consist of and what it will contribute to the students’ education To so, the researcher uses a divulging tone and a language that can be described as visual; it must not be forgotten that this is a subject related to drawing, so describing the content through an audio implies a certain complexity For this reason, Professor Fernández-Coca is linguistically meticulous and descriptive to ensure that the student can visualise through the sound, what is being transmitted on the podcast 258  Podcasting as a Tool to Make Online Academic Dissemination More Visible Figure A dibujar se aprende, PhD Antonio Fernández-Coca Source: Spotify, 2020 The duration of the project varies Depending on the subject, it ranges from one minute to ten minutes It should be noted that the last of the podcasts is 53 minutes long as it is a compilation of the previous ones All of them are published on Spotify, a digital audio platform that is currently among the most widely used and has both a free and a paid version The podcast A dibujar se aprende can be listened to for free In addition, this audio content can be accessed through the teacher’s YouTube channel In Spotify, the frequency of publication is also variable, although it is noteworthy that several contents were published daily between the 2nd and 4th of February 2019, until completing the 11th that make up A dibujar se aprende In fact, there have been no publications since that date, which could be due to the fact that the material is specific to one part of the subject Graphic Expression The structure of the podcast is very similar in all the episodes, except for the first one which is an introduction to the subject and the last one as a compilation of the previous ones In files to 10, the presentation of the subject to be covered, begins with a tune that varies in each podcast Then, a heading indicates the name and subject of the podcast, the subject with which it is associated and a brief presentation by the teacher This is followed by the title and the development of the topic with a background music that is common to all podcasts At the end there is a preview of the content of the next podcast and a closing which indicates the web page associated with the subject on which the sound content is based, namely expresiongrafica.es to which we will refer later As can be assumed, the sound resources used are the tune of the beginning and the background music, being the central element of the podcast the voice-over of Professor Fernández-Coca 259  Podcasting as a Tool to Make Online Academic Dissemination More Visible As mentioned, the podcast is associated with the website expresiongrafica.es which in turn is the website of the subject with the same name The podcasts can be played from a link on the website to the Soundcloud online audio distribution platform In Spotify as well as in YouTube and Soundcloud, the audios are accompanied by different cover designs, but their constants are the image of Professor Fernández-Coca and the title of the podcast Finally, it is worth mentioning the social networks of the subjects, which have profiles on Facebook, Twitter, Instagram and Pinterest, in addition to those mentioned on YouTube and Soundcloud They publish material of the subject, among them, the podcast A dibujar se aprende CONCLUSION Technology makes communication easier, promotes teacher-student interaction and is an excellent partner in the distribution of content and information That is why nowadays it is much easier for all the research promoted by the academy to have a greater impact on our society and on young researchers around the world than the work carried out at the universities There are many tools to make this work visible, but we believe that audio presents a great opportunity The relevance of audio in making the research and the work carried out from the academy visible is one of the general ideas we highlight in this chapter After a thorough review of the term podcast to a description of its uses and ways to implement it in the classroom as a teaching resource It is for this reason that we have carried out the analysis of two teachers who use this tool to have a presence on the net and offer greater visibility to their work Digital audio platforms, such as Spotify, or aggregators such as Apple Podcast (previously iTunes) or the case of iVoox in Spain, offer us great possibilities to promote and broadcast our content in a simple and extremely economical way From these, it is possible to create a community of users interested in those subjects on which research is carried out or on which the subjects taught by the teacher revolve You can interact through the published messages, as it is done on iVoox, or the academic can use the social networks Facebook, Twitter and Instagram to achieve a wider distribution of their content, which will benefit from a greater visibility of their academic work We have noticed how the podcast is used as a personal brand by academics Specifically, by analyzing two cases, that of Professors Esteban Galán and Antonio Fernández-Coca The image of the academics appears on the covers and, in the case of Galán, Comtransmedia is also his own profile on social networks, specifically the Instagram network As far as Fernández-Coca is concerned, he is present on all platforms Not only does he focus on audio to motivate students and improve the teaching-learning process, but he also creates videos for his subjects, computer graphics and podcasts The podcasts are distributed through Spotify, the most widely used audio platform REFERENCES Berry, R (2006) Will the iPod kill the radio star? 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In J M Cerezo (Ed.), La blogosfera hispana: pioneros de la cultura digital Madrid: Fundación France Telecom Espa Piđeiro-Otero, T (2012) Los podcast en la educación superior Hacia un paradigma de formación intersticial Revista Iberoamericana De Educación, 58(1), 1-12 Available at Piñeiro-Otero, T., Terol Bolinches, R., & Vila Matas, P (2019) Nuevos sistemas y soportes de distribución radiofónica In La transformación digital de la radio Diez claves para su comprensión académica y profesional Valencia: Tirant lo Blanch Sellas, T (2009) La voz de la Web 2.0 Análisis del contexto, retos y oportunidades del podcasting en el marco de la comunicación sonora (Inédita) Tesis doctoral defendida en la Universidad Internacional de Catalunya, Palafrugell Available at http://www.tdx.cat/handle/10803/9351 KEY TERMS AND DEFINITIONS Flipped Classroom: Is a pedagogical method that modifies the roles of the teacher and student inside and outside the classroom: the master class is moved home, where the student learns the knowledge with videos and other multimedia materials, and the class time is used for practices, team work and other more collaborative dynamics Interactivity: The level of relationship established between user/s and other user/s (social relationships), and/or between a user and a machine (computer, video game, traditional media like radio, television, press ), with the claim that the protagonist is active and feels part of the communication process, and is able to decide on the future of a number of future events, although this implementation capacity is limited by the options provided by the machine Podcasting: Is the term resulting from the union of the English term pod, capsule (which also gives its name to the popular iPod, a portable audio player), and Casting, short for the word broadcasting, mass distribution of content The origin is also associated with the acronym POD: Portable On Demand Streaming: Is a technology for transmitting and receiving audio and video on the internet alleging that the sound or visual document plays as it downloads to your computer 261