Since Apple introduced the ‘podcast U’ feature for ipod , I’ve become a voracious consumer of the University podcast. My choice will sometimes be random and sometimes be prompted by a spec ific curiosity or interest. Depending on the first couple of minutes of my listening experience, I may abandon it immediately. But if I like it, I may continue through an entire course…, as I’ve recently done with Modern European History from Berkeley University, Ca lifornia. I stumbled acro ss this one, enjoyed it, and discovered that I even preferred it to Strictly C ome Dancing whilst on the treadmill at the gym. I’ve never met the course leader or any fellow students and although I’ve never bothered with any of the course reading, and probabl y wouldn’t pa ss an exam, I’ve learned a hell of a lot as an informal ‘collateral learner’.

Sociologically, the podcast is an unlikely yet significant development in the support o f the activity of learning, both formally and informally, and one that is sometimes overlooked in the scramble of excitement about whatever happens to be the very latest technology. As such, a pedagogical perspective on this development ( a ‘podagogy’?) specifically within the context of H igher Education is timely. Podcasting for Learning in Universities (G. Salmon & P. Edirisingha, forthcoming: Open University Press) deals with both theory and practice in its presentation of a range of research undertaken in the UK, Australia and South Africa, together with best practice models for HE practitioners.

The examples contained in this collection of research summaries reflect a wide range of use in a variety of contexts. Nevertheless, certain common themes emerge. Although expressed in different ways, those identified in the section summarising an Australian study on ‘Podcasts and distance learning’ are typical. Podcasting has particular significance in: increasing learner motivation and engagement; facilitating and enhancing learning outcomes; mobility and lifestyle learning; and fostering a sense of community. Collectively, these accounts provide a compelling case for serious engagement within Higher Education with technology and podcasting in particular. With this in mind, the editors’ own work as part of the Information Mobile Podcasting and Learning Adaptation (IMPALA) research team is especially valuable. The 10-step pedagogic model for developing podcasting within Higher Education provides an essential step-by-step guide for anyone venturing into this area for the first time.

Another useful link is the Podcasting for Learning in Universities book site. “The book is an introduction, a guide and a key resource that will help you to explore podcasting as an exciting area of pedagogical development.”