With the use of digital tools and resources becoming a common practice in higher-level institutions, Kenna (2023) focused primarily on the use of podcasts as a form of assessment through final year Urban Geography modules in the Republic of Ireland. The purpose of this case study in addition to the influx of digital resources within education was the identified dominance of traditional, formal assessments as compared to digital forms. Kenna highlights the majority of research on podcasts within the field of geography has been primarily focused on the use of podcasts as a tool for instruction, not as a means to enhance deeper learning through student-creation. While the author acknowledges more research is needed to identify the potential benefits from podcasts into deep learning, the author makes an attempt at seeking podcasts as “an approach to deep learning can be fostered through a clearly defined task for students involving active learning through case study research, academic contextualisation, and communication through oral/aural methods, specifically podcasting.” (Kenna, 2023). Kenna finds this form of assessment to be successful for deep learning in that it allows for students to fully engage with choice, creativity, academic contextualization, clear guidelines, and opportunities to communicate their knowledge diversely. The author also alludes to the fact that the workload assigned to this task is prone to deep learning as it requires the student to fully immerse themselves in the process.

One of the major strengths of this case study is the context provided to the study. Kenna does an excellent job in highlighting the course in which this assessment was implemented in addition to the contextual principles of the Higher Education Institution. Students were tasked with creating an informal, research-based podcast including guidelines such as producing a script and outline for the format of the podcast, using academic literature to support the conversation, and coming up with a creative and engaging title. A self-assessment was provided in addition to the assessment of the podcast. This particular self-assessment encouraged metacognition of the assessment and students’ deeper understanding. The use of self-assessments is a particular strength of this study as it calls on students’ feedback of the assignment as well as throughout the duration of the assignment. For example, one of the students asked for an alternative assessment because of a speech impediment they had and Kenna adapts to the needs of the students, embarking more of the UDL principles this study was designed for. The study also is intentionally clear of the rubric used and how it aligns to Sawyer (2006)’s principles of deeper learning. The methodology was carefully considered and made the results and conclusions even more palatable.

One of the aspects of this case study I appreciate the most is the identified need for revision in workload and inclusivity. As someone with a special education background in addition to an adamant believer of UDL in the classroom, I found this study to not nearly be as inclusive as intended. This is acknowledged by Kenna including multiple revisions to how UDL will be considered in future implementations of this assessment. It’s an idea that has genuinely piqued my interest as it is a concept I firmly believe in. The idea of using technology to provide alternative assessments and allow avenues of inclusivity for submission, creation, and assessment is appealing to me and it is not an avenue I thought this topic would take me. It truthfully feels like an avenue I would like to pursue as a potential research topic. Podcasts are not a form of assessment I would have even considered prior but this case study highlights the potential for deep learning when students are engaged in a process similar to podcasting. I think when I consider my own practice in addition to the research I would like to pursue, I would like to consider the motivational and academic benefits of UDL assessments through the use of technology. Just a rough idea, but I think this is the first article in this line of annotated bibliographies where I am starting to identify a topic I would be open to researching long term.

Sources
Kenna, T. (2023). Podcasting urban geographies: examining the utility of student-generated research podcasts for deep learning and education for sustainable development. Journal of Geography in Higher Education, 47(4), 533–552. https://doi.org/10.1080/03098265.2022.2122030