ADCET UDL Symposium: Podagogy - Podcast Production Principles that Maximise Accessibility in Higher Education

In-person presentation

As audio-based learning becomes increasingly embedded in higher education, a critical question emerges: not whether students will listen to podcasts, but how they must be designed to genuinely serve diverse learners. This presentation shared findings from a mixed-methods study conducted at the University of Tasmania, in which pre-service teachers experienced three distinct podcast formats (quick burst, narrative, and chat show) embedded within a structured unit of study. 

Grounded in UDL 3.0 principles, particularly the provision of multiple means of representation and supporting flexible engagement, the research investigated which design features most significantly enhanced accessibility for a varied student cohort. Student perception data revealed meaningful differences across formats in areas including comprehension of complex concepts, retention of key information, and the capacity to fit learning into busy schedules. Findings also highlight the logistical dimensions of accessible podcast design that are frequently overlooked: transcript provision, offline downloading, hosting platform choice, and how institutional LMS access compares to mainstream podcast applications. All of which have direct implications for learner autonomy and equitable participation.

Production variables including episode duration, pacing, and presenter communication style emerged as significant determinants of whether audio content removes or reinforces barriers to learning.

Participants left with an evidence-informed, practical framework of podcast design principles spanning content structure, production quality, and accessibility logistics. This information will be applicable to their own HE or VET teaching contexts.

(June 2026)