Creating a podcast. The activity was relatively straightforward as I have done podcasting (and vodcasting) before. I already have audacity and have a reasonable amount of experience using it, including some of the advanced features. The best way to do a podcast is to have a script and I break it up into clear sections so that the podcast isn't rushed. I also do about three or four practices sorting out the difficult phrases - it's surprising the words that suddenly become tongue twisters - for example H808.
Having got a version I was happy with I adjusted the amplitude and the pitch, just so it didn't sound quite like me. Setting up Podbean took longer. I did this before doing the podcast so I could explore it a bit. Setting up an account was straightforward. I then played with the theme and worked out how to do things and where to upload files. I discovered that it was similar to Wordpress and that made it easier. Uploading the mp3 was therefore pretty straightforward and then I published it to the site with a little bit of an introduction and took a copy of the url to post onto the course wiki.
There was a big thing about podcasts about 3-4 years ago and as a college we were involved in the JISC MoleNet project (Mobile Learning Network). We were partnered with several colleges across the south west. The project involved funding for podcasting equipment and training for staff and the setting up of a podcast hosting site, which was our role. Several podcasts (and vodcasts) were created and uploaded to the site covering a range of subject areas. I can't say they were of any great quality or particularly engaging which raised a fundamental question about creative skills in this area. It is not just about having the equipment to create them and the will, but they have to be good learning objects in the end.
The best podcasts in terms of learning were the ones created by the students themselves where they discussed things they had been learning in class. It made their learning more interesting and having to explain something meant they had to understand it very well. They also put it into words that their peers understood. For me this is the best use of them. As teaching tools they work if they are short and sharp, but they are essentially passive and so best used sparingly.