Boa Prática Reconhecida | Educação | 2025
Teresa Heitor/Alexandra Alegre
Implementação da Prática
“The exercise, “”Creation of a Podcast from a Critical Review of a Scientific Paper”” (PAPER) aims to engage students in the practice of reading and interpreting scientific papers. The pedagogical strategy involves collective reading, followed by presenting and discussing the paper in a podcast format. PAPER is designed to help students develop the ability to communicate scientific findings effectively through modern media.
PAPER is the first assignment for the course “”SPACE, SOCIETY, AND CULTURE,”” offered in the fourth year of the MA in Architecture program. It is a group exercise spanning three weeks, with each group assigned a scientific article from the course bibliography.
PAPER is intended to deepen students’ understanding of the methodology applied in the practical exercises throughout the semester. Students read, analyze, discuss, and transform a scientific article related to the proposed methodology—Post-Occupancy Evaluation (POE)—into a 10-15 minute podcast that effectively communicates the key points of the article.
Groups record the podcast episode with group members acting as interviewer and interviewees. Students reflect on the study’s strengths, limitations, and potential implications, ensuring the dialogue highlights the significance of the research findings.
PAPER starts with a 90-min workshop, led by a professional journalist with experience in scientific podcasting. The goal was to equip students with the knowledge and skills necessary to transform a scientific article into a podcast format, focusing on effective scientific communication and critical analysis. By the end of the workshop, students learned techniques for engaging storytelling and clear communication of scientific concepts, as well as the technical aspects of podcasting, such as equipment setup and software usage.
Step 1: Reading and Analysis of the Article. Focus on the content, structure, and key points. Identify the main arguments, areas of interest, and how POE is applied within the article.
Step 2: Collaborative Discussion. Engage in group discussions about the article. Develop a comprehensive understanding of the methodology and its applications, benefits, and constraints.
Step 3: Planning the Podcast. Envision and plan the transformation of the article into a podcast format for a broader audience. Script and plan the podcast, focusing on clarity, coherence, and relevance.
Step 4: Record the podcast
Step 5: Class presentation”
Resultados alcançados
“Objectives Envisaged:
1. To enable students to effectively communicate scientific findings through a modern media format.
Result: Students demonstrated significant improvement in their ability to distill complex scientific concepts into clear, engaging, and accessible content suitable for a podcast audience.
2. To provide students with a thorough understanding of a exploratory methodology through analysis and discussion.
Result: Students showcased a comprehensive grasp of methodological principles and applications, as evidenced by their detailed discussions and accurate representations of the paper findings in their podcasts.
3. To encourage collaborative learning and critical analysis of scientific articles.
Result: Group activities led to dynamic discussions and shared insights, enhancing the overall quality of analysis and critical thinking. Students effectively critiqued the papers and identified key points collaboratively.
4. To equip students with the technical skills required to produce a podcast.
Result: Students successfully learned and applied podcast production skills, including scripting, recording, editing, and using podcasting software and equipment. Their final podcasts were polished and professional.
Changes Brought in During Practice Implementation:
Extended Workshop Duration and support materials:
The initial workshop was extended based on student feedback requesting more in-depth coverage of podcasting techniques. Supplementary materials, including video tutorials and detailed guides on podcasting software, were provided
This extension allowed students more hands-on practice and deeper understanding of the technical aspects, resulting in higher-quality podcasts.
Peer Review Sessions:
Peer review sessions were introduced, after the reading of the papers, where groups could present draft versions of their podcast script and receive feedback.
These sessions encouraged iterative improvement and collaborative critique, leading to more polished final products.
Flexible Topic Choices:
Flexibility was given to students to select from a range of scientific papers rather than being assigned a specific one.
This change increased student engagement and ownership of the project, as they could choose topics that genuinely interested them.
Overall, the project met and, in many cases, exceeded the objectives envisaged. The changes implemented during practice enhanced the learning experience, resulting in students meeting the expected outcomes and gaining a more profound and practical understanding of both the content and the medium.
FINAL PODCASTS: https://drive.google.com/drive/u/0/folders/14kO8JeI0ZtA0YVeEcoKM2SEcd6f_psLo”
Avaliação e Monitorização
“Evaluation and Monitoring Process and Improvement Proposals
Initial Workshop Feedback:
After the workshop “”How to Produce a Podcast”” students feedback highlighted the need for additional peer review sessions and more detailed technical guidance.
Peer Review Sessions:
Two sessions were held where groups presented drafts and received feedback. They provided diverse perspectives, helping groups identify areas for improvement and fostering a collaborative learning environment.
Final Presentation and Review:
Groups presented their final podcasts to the class and instructors. The presentations allowed for comprehensive evaluation of both content understanding and technical execution.
Each group was asked to submit a reflective assessment of other group podcast detailing their learning experience and challenges faced. A predefined assessment criteria list was provided to students. The assessment provided qualitative data on the overall effectiveness of the exercise.
Improvement Proposals Identified by students:
Extended Workshop Duration and Content:
More hands-on practice and detailed technical guidance could resulted in higher-quality podcasts.
Supplementary Materials:
Provide additional resources would enable students to independently solve problems and refine their podcasts.
Incremental Feedback Mechanism:
Regular feedback would helped students iteratively improve their work, ensuring higher quality final products as well as more peer-to-peer learning opportunities, such as group discussions and collaborative problem-solving sessions.
Flexible Topic Choices:
Increased engagement and motivation as students could choose topics of personal interest, leading to more thorough analyses.
Enhanced Technical Support:
Establish a technical support desk or scheduled drop-in sessions for help with podcasting equipment and software would reduce frustration and technical issues, enabling students to focus on content quality.
These improvements addressed specific challenges identified by students during the evaluation process. They are critical to enhance student learning experiences, and ensure the achievement of the project’s educational objectives.”
Caráter Inovador e Transferibilidade
“Innovative Character:
1. The exercise offers a interdisciplinary learning experience. This approach encourages students to apply scientific knowledge in a broader context, enhancing their ability to communicate complex ideas through modern media.
2. By transforming scientific articles into podcasts, the exercise introduces students to contemporary digital communication tools. This innovative use of media makes the learning process engaging and equips students with skills that are increasingly relevant in the digital age.
3. The incorporation of a practical workshop provides students with real-world skills and ensures that students gain practical experience in podcast production, from scripting to editing.
4. The group-based nature of the exercise fosters collaboration and peer-to-peer learning. This collaborative environment encourages students to share ideas, provide feedback, and learn from each other’s strengths, leading to a more enriched educational experience.
5. The requirement for reflective essays encourages students to critically analyze their learning process, identify challenges, and recognize personal growth. This reflective practice helps students internalize their experiences and develop a deeper understanding of the material.
Transferability:
1. The framework of this exercise can be easily adapted to other disciplines beyond architecture. Any course that involves critical analysis of scientific literature can implement a similar podcast creation project to enhance students’ communication skills and engagement with the material. The collaborative and reflective learning practices embedded in this exercise can be applied to other educational settings. Group projects, peer reviews, and reflective essays are effective methods for deepening understanding and enhancing critical thinking skills in any academic discipline.
2. The workshop on podcast production can be scaled and customized for different educational contexts. Institutions can collaborate with professionals from various fields (journalism, media production, etc.) to tailor the workshop content to their specific needs.
3. The skills gained from this exercise are transferable to numerous professional contexts.
4. The supplementary materials developed for this exercise, including video tutorials and detailed guides, can be shared with other educators and institutions. This sharing of resources promotes a broader adoption of innovative teaching methods and support”
