Do you remember what an ordinary day in your life looked like last autumn? Back when Corona was just a below average beer and social distancing described what happened to your attention when an academic at a party started talking about their favourite theorist?
Depending on where you lived, it was probably relatively smooth. Of course, there were many things which probably did not work as well as you would’ve liked them to. Personally, I struggled between many uncertainties: my university leaving the country I live in, the program I direct being de facto suspended for a second time for political reasons, ongoing Brexit unknowns, and the cruel promise that Liverpool might finally win the league this year. All this in Hungary, a state in which services are crumbling and bureaucracy was invented to make people cry. And yet, certainly compared to those of you who have lived or are living through state collapse, things sort of worked.
Podcasts can improve access to research and offer an innovative way to assess student learning, who so said I in an article I wrote for Times Higher Education
Podcasting in academia has the potential to be radically open.
Open because it enables those unable to attend classes the chance to sample higher education remotely, because ideas explored in conversation are often expressed in more accessible language than in articles or books and because it allows students to expand their learning, giving a public voice to the type of questions that those immersed in academia might fail to ask.
And yet podcasting in academia is, for the most part, terrible…. read more here