Speakers
Description
This presentation examines how scholarly podcasting can support interdisciplinary learning in Japanese universities. Drawing on interviews with local podcasters, the study reports on the development of a framework of practices and applies these insights in an institutional pilot. This pilot involved the production of a series of podcast episodes with non-language teaching colleagues to bring about language-scaffolded science-related conversations. Findings highlight practical strategies for structuring episodes, suggesting how podcasting may foster productive cross-faculty engagement.
Abstract section 3: Content/method
The first phase of the study drew on data from six in-depth, semi-structured interviews for reflective thematic analysis of emerging codes. Synthesizing findings from multiple cases into a framework, with the presenters exercising an insider perspective as podcasters themselves, a pilot podcasting experiment following action research principles was initiated. After a series of episodes were created between presenters as hosts and non-language teaching colleagues as guests, the outcomes with regard to engaged scholarship were assessed.
Abstract section 1: Relevance
This presentation reports findings from interviews with Japan-based podcasters and examines how these insights informed an institutional pilot study. Scholarly podcasting, the production of podcasts by educators for creative, progressive, and accessible knowledge generation, is gaining global traction, yet studies documenting and comparing multiple cases remain limited. In English language teaching (ELT), podcasting increasingly supports collaborative practitioner learning and reflection. However, as universities in Japan expand English-medium instruction (EMI), podcasting has not yet been widely explored as a platform for interdisciplinary communication and collaboration among science and language education professionals. This study highlights possibilities for cross-faculty dialogue and engagement institutionally.
Abstract section 4: Outcomes/results
The outcomes of this research, upon which this presentation reports, are twofold. First, a best-practice framework of podcasting initiatives currently being undertaken in Japan was developed. Aspects of this framework include innovative ways of extending interdisciplinary scholarly communication, such as efforts to humanize the research of others. Second, the presenters gained practical insights from experimenting with a pilot podcasting project that was intentionally built on these earlier findings. Through critical evaluation of the episodes produced, the presenters identified effective formats for facilitating language-scaffolded conversations about science-based themes and for structuring episodes to support clearer dialogue and more productive interdisciplinary engagement.
Abstract section 2: Contribution/research questions
Structured into two phases, this presentation is guided by the following research questions:
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How are scholarly podcasts, with English as the medium of engagement, being produced and used in Japan?
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How was an institutional pilot podcasting project, guided by case study insights, deployed and evaluated?
After outlining a framework of practice derived from analyses of multiple case studies, the presenters will describe their experimental implementation and evaluate the outcomes.
| Title | Podcasting for Interdisciplinary Learning: A Pilot Study |
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| Teaching Context | College and university education |