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頁數：111﹣156
從「閒聊」到「敘事」： Podcast實作課程中傳播專業知能之教學與實踐
From Chumcast to Podcast: Cultivating Communication Professional Competence through Podcast Production
研究論文
作者(中)
葉蓉慧
作者(英)
Jung-Hui Yeh
關鍵詞(中)
Podcast產製、敘事邏輯、傳播教育、傳播專業主義、傳播專業知能
關鍵詞(英)
podcast production, narrative logic, communication education, communication professionalism, communication competence
中文摘要
本研究回應數位平臺與生成式AI降低媒體製作門檻後，傳播教育如何超越工具操作，培養學生專業判斷與公共責任的問題。研究以敘事型Podcast實作作為教學策略，目的不在傳授單一媒介的製作技術，而是透過媒介限制、跨媒材轉譯與反覆修正，培養傳播科系學生分析田野素材、組織敘事、理解受眾、表達公共價值及運用媒材的專業判斷。研究採行動研究取向，分析23名學生的課程作業、學習歷程與反思文本、Podcast作品、課後訪談及教師觀察紀錄。研究發現，學生逐漸由直覺選材、片段拼貼與依賴視覺包裝，轉向辨識田野脈絡、建立敘事主軸與因果關聯，並整合人聲、旁白、環境音與剪輯，以回應受眾理解及公共表達需求。本文據此討論教師專業的重新定位、媒介限制對分析推論與敘事責任的重建，以及反覆實作、回饋與修正如何深化「腦—手—媒材」的專業連結，並提出AI時代傳播教育由工具訓練轉向專業判斷養成的教學方向。
英文摘要
Background
The diffusion of digital tools has created a paradox in communication education. Students often enter communication programs confident in operating cameras, editing software, and utilizing social media platforms, yet polished productions do not necessarily demonstrate an ability to diagnose issues, evaluate field materials, construct coherent narratives, or communicate beyond familiar peers. Podcasting in Taiwan became popular only after visual and social platforms had shaped young people’s assumptions about content creation. Students therefore approach podcasts as YouTube without images or casual conversations rather than as a medium grounded in listening, field recording, narration, and audio storytelling. This research reconsiders professional competence when production tools are increasingly accessible and technical execution is progressively automated.
Research Purpose and Questions
The study uses narrative podcast production not simply to teach a format, but as a pedagogical intervention based on media constraint, cross-media translation, and iterative revision. Removing visual support interrupts students’ reliance on images, subtitles, effects, and fragmented montage, compelling them to confront the relationships among field evidence, interview material, narration, sound, and audience comprehension. The paper aims to answer: (1) How did students’ practice of professional diagnosis and inference change during devisualized podcast production, and what catalyzed these changes? (2) How did devisualization reshape their understanding of communication professionalism, and how were these changes manifested in their final narrative structures?
Literature Review and Conceptual Framework
The literature review connects debates about digital generations, media traditions, and professional competence. Prensky’s thesis on digital natives is reconsidered through Helsper and Eynon’s argument that digital competence depends more on experience and education than age, as well as Kirschner and De Bruyckere’s critique of presumed digital multitasking. Jenkins’s participatory culture and Boyd’s networked youth explain production oriented toward self-expression and peers. Berry locates podcasting within and beyond radio, while McHugh distinguishes crafted narrative audio from the conversational “chumcast,” reconnecting podcasts to radio features, audio documentaries, narrations, and ambient sound. Taiwanese scholarship likewise identifies a gap between command of digital tools and narrative understanding.
The study framework integrates Abbott’s theory of professional systems with Spitzberg and Cupach’s model of communication competence. For Abbott, professional jurisdiction depends not merely on technical execution, but on diagnosis and inference by defining problems, organizing uncertainty, and deriving action. Spitzberg and Cupach locate competence in contextually appropriate and effective cognition, motivation, and behavior. Paivio’s dual coding theory suggests that restricting visual compensation may redirect attention toward verbal encoding and conceptual organization. Communication professional competence is thus defined as identifying the public and narrative significance of field materials, making reasoned, audience-aware choices, and translating them into effective media form.
Research Methods
This research was conducted in a two-hour-per-week Qualitative Research Analysis course for communication majors during the 2024-2025 academic year with 23 students completing the semester. Its central assignment, “Young Lives at Work,” transformed research on students’ part-time employment into eight group podcasts. Interventions included rewriting a visual documentary as text, conducting an eight-minute interview with no more than two closed questions, selecting excerpts from a thirty-minute transcript and writing a connecting narration, recording ambient sound, and repeatedly revising scripts and edits.
The dataset comprises 18 teaching notes, 146 immediate learning responses, 20 image-to-text assignments, 34 narration exercises, 8 final podcasts, and 3 post-course interview records. All participants gave informed consent, while thematic analysis combined open and axial coding. The research compares recurring difficulties in sustaining stories, asking follow-up questions, selecting material, and addressing listeners across sources and interprets the observations through Abbott’s diagnosis-inference-treatment sequence and Spitzberg and Cupach’s multidimensional conception of competence. Data-source triangulation enhances credibility.
Findings and Central Claim
The findings reveal four interconnected shifts. First, students moved from feeling that a person or occupation “had a story” toward contextual diagnosis, assessing whether an experience contained sufficient development, tension, and social significance. Second, cross-media translation redirected attention from visual display to descriptive and interpretive precision. Without visual support, students had to identify an issue, select crucial details, and make the field perceptible through language and quotations. Third, interview and narration exercises transformed accumulated questions and answers into causal and thematic connections. Limiting closed questions required focused listening, follow-up questions, and contextualization. Narration made selection visible as professional judgment: students learned to relinquish material that did not fit the storyline, connect excerpts, establish a perspective, and consider audience attention.
Fourth, the final podcasts moved from occupational introductions or recorded Q&A toward field-based audio narratives with opening scenes, interviewees’ experience, narration, ambient sound, and thematic closure. Sounds of skates, wind, and instructions conveyed a roller-skating instructor’s speed, safety demands, and work pressure. A bakery door chime positioned listeners as customers before the narration revealed service rhythms and emotional labor. Ambient sound became contextual evidence rather than decoration. Students also came to recognize the necessity of reading, interview planning, and revision. Initial productive difficulty gradually became narrative responsibility.
Discussion and Recommendations
Devisualization functioned as an analytical interruption rather than a rejection of visual media. Through practice, feedback, failure, and revision, students rebuilt the relationships between the “brain” of diagnosis and inference, the “hand” of writing and execution, and the “medium/ear” attentive to field details. As software instruction becomes widely available through platforms, commercial training, and artificial intelligence, higher education should cultivate judgment, reflection, ethical awareness, and public responsibility that tools alone cannot provide.
Podcasting is not the only medium capable of producing these changes, nor is sound inherently more narrative than text or image. The broader principle is to design purposeful constraints and cross-media translations that expose habitual shortcuts and require students to reconstruct meaning for an audience. Future studies should compare constrained production across media, institutions, and disciplines, introduce external observers or comparison courses, and combine qualitative analysis with pre-/post-assessment and longitudinal follow-up. In the age of generative AI, communication education must move beyond adapting to tools and prepare professionals who can determine what matters, whose experience should be heard, how evidence supports a public narrative, and why a particular medium should be used.
The diffusion of digital tools has created a paradox in communication education. Students often enter communication programs confident in operating cameras, editing software, and utilizing social media platforms, yet polished productions do not necessarily demonstrate an ability to diagnose issues, evaluate field materials, construct coherent narratives, or communicate beyond familiar peers. Podcasting in Taiwan became popular only after visual and social platforms had shaped young people’s assumptions about content creation. Students therefore approach podcasts as YouTube without images or casual conversations rather than as a medium grounded in listening, field recording, narration, and audio storytelling. This research reconsiders professional competence when production tools are increasingly accessible and technical execution is progressively automated.
Research Purpose and Questions
The study uses narrative podcast production not simply to teach a format, but as a pedagogical intervention based on media constraint, cross-media translation, and iterative revision. Removing visual support interrupts students’ reliance on images, subtitles, effects, and fragmented montage, compelling them to confront the relationships among field evidence, interview material, narration, sound, and audience comprehension. The paper aims to answer: (1) How did students’ practice of professional diagnosis and inference change during devisualized podcast production, and what catalyzed these changes? (2) How did devisualization reshape their understanding of communication professionalism, and how were these changes manifested in their final narrative structures?
Literature Review and Conceptual Framework
The literature review connects debates about digital generations, media traditions, and professional competence. Prensky’s thesis on digital natives is reconsidered through Helsper and Eynon’s argument that digital competence depends more on experience and education than age, as well as Kirschner and De Bruyckere’s critique of presumed digital multitasking. Jenkins’s participatory culture and Boyd’s networked youth explain production oriented toward self-expression and peers. Berry locates podcasting within and beyond radio, while McHugh distinguishes crafted narrative audio from the conversational “chumcast,” reconnecting podcasts to radio features, audio documentaries, narrations, and ambient sound. Taiwanese scholarship likewise identifies a gap between command of digital tools and narrative understanding.
The study framework integrates Abbott’s theory of professional systems with Spitzberg and Cupach’s model of communication competence. For Abbott, professional jurisdiction depends not merely on technical execution, but on diagnosis and inference by defining problems, organizing uncertainty, and deriving action. Spitzberg and Cupach locate competence in contextually appropriate and effective cognition, motivation, and behavior. Paivio’s dual coding theory suggests that restricting visual compensation may redirect attention toward verbal encoding and conceptual organization. Communication professional competence is thus defined as identifying the public and narrative significance of field materials, making reasoned, audience-aware choices, and translating them into effective media form.
Research Methods
This research was conducted in a two-hour-per-week Qualitative Research Analysis course for communication majors during the 2024-2025 academic year with 23 students completing the semester. Its central assignment, “Young Lives at Work,” transformed research on students’ part-time employment into eight group podcasts. Interventions included rewriting a visual documentary as text, conducting an eight-minute interview with no more than two closed questions, selecting excerpts from a thirty-minute transcript and writing a connecting narration, recording ambient sound, and repeatedly revising scripts and edits.
The dataset comprises 18 teaching notes, 146 immediate learning responses, 20 image-to-text assignments, 34 narration exercises, 8 final podcasts, and 3 post-course interview records. All participants gave informed consent, while thematic analysis combined open and axial coding. The research compares recurring difficulties in sustaining stories, asking follow-up questions, selecting material, and addressing listeners across sources and interprets the observations through Abbott’s diagnosis-inference-treatment sequence and Spitzberg and Cupach’s multidimensional conception of competence. Data-source triangulation enhances credibility.
Findings and Central Claim
The findings reveal four interconnected shifts. First, students moved from feeling that a person or occupation “had a story” toward contextual diagnosis, assessing whether an experience contained sufficient development, tension, and social significance. Second, cross-media translation redirected attention from visual display to descriptive and interpretive precision. Without visual support, students had to identify an issue, select crucial details, and make the field perceptible through language and quotations. Third, interview and narration exercises transformed accumulated questions and answers into causal and thematic connections. Limiting closed questions required focused listening, follow-up questions, and contextualization. Narration made selection visible as professional judgment: students learned to relinquish material that did not fit the storyline, connect excerpts, establish a perspective, and consider audience attention.
Fourth, the final podcasts moved from occupational introductions or recorded Q&A toward field-based audio narratives with opening scenes, interviewees’ experience, narration, ambient sound, and thematic closure. Sounds of skates, wind, and instructions conveyed a roller-skating instructor’s speed, safety demands, and work pressure. A bakery door chime positioned listeners as customers before the narration revealed service rhythms and emotional labor. Ambient sound became contextual evidence rather than decoration. Students also came to recognize the necessity of reading, interview planning, and revision. Initial productive difficulty gradually became narrative responsibility.
Discussion and Recommendations
Devisualization functioned as an analytical interruption rather than a rejection of visual media. Through practice, feedback, failure, and revision, students rebuilt the relationships between the “brain” of diagnosis and inference, the “hand” of writing and execution, and the “medium/ear” attentive to field details. As software instruction becomes widely available through platforms, commercial training, and artificial intelligence, higher education should cultivate judgment, reflection, ethical awareness, and public responsibility that tools alone cannot provide.
Podcasting is not the only medium capable of producing these changes, nor is sound inherently more narrative than text or image. The broader principle is to design purposeful constraints and cross-media translations that expose habitual shortcuts and require students to reconstruct meaning for an audience. Future studies should compare constrained production across media, institutions, and disciplines, introduce external observers or comparison courses, and combine qualitative analysis with pre-/post-assessment and longitudinal follow-up. In the age of generative AI, communication education must move beyond adapting to tools and prepare professionals who can determine what matters, whose experience should be heard, how evidence supports a public narrative, and why a particular medium should be used.
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2026/ 秋
No.169
