Podcasting and audio-only alternatives to video 

Published on: 05/06/2026 · Last updated on: 05/06/2026

Introduction 

Audio can be a useful alternative to video when students need access to explanation, commentary, feedback, discussion or reflection, but a visual recording is unnecessary or pedagogically less appropriate. The following four approaches describe creating and sharing audio-only learning resources, as an alternative format for students who cannot easily access video, or as part of a wider blended learning design. 

When to consider audio as an alternative to video 

Audio may be more appropriate than video when: 

• the key learning value is in spoken explanation, commentary or reflection 
• students do not need to see slides, screen activity or the presenter 
• you want to create a short, informal resource quickly 
• the content is intended for listening while travelling, revising or working away from a screen 
• video would create unnecessary file size, production effort or cognitive load 
• recording video could affect participation, privacy or confidence 
• you want to provide an accessible alternative to a recorded lecture or screencast 

Audio-only resources can be particularly useful for introductions, weekly summaries, assessment briefings, feedback summaries, reflective prompts, interviews, conversations, revision guidance and threshold-concept explanations. 

Important: Always provide a transcript.  This is essential for people with hearing loss, but also helpful for anyone accessing an audio resource in a busy or loud environment. If you upload or record your audio in Panopto, automatic captions are created (and can be downloaded if required for use in other spaces).

Choosing an audio approach

Option	Use this when	Possible tools
Record standalone audio	You want a simple audio resource for students to listen to independently.	Panopto, Windows Sound Recorder, smartphone audio apps
Record short audio directly in Moodle	You want a brief audio note embedded at the point of learning.	Moodle audio recording in the text editor (e.g. in a forum post)
Record conversational audio	You want to capture an interview, discussion, Q&A or podcast-style conversation.	Zoom, Teams, Panopto, smartphone audio apps
Create interactive audio resources	You want students to listen and then respond, reflect, answer questions or move through structured content.	H5P, Xerte

Option 1: Record standalone audio

Why use this

Use this option when you want to create a simple audio resource that students can listen to independently. This is the closest audio-only equivalent to a short recorded explanation or mini-lecture.

It works well when the learning value is in the spoken explanation rather than anything visual.

Good uses

Standalone audio is useful for:

• weekly introductions or summaries
• assessment briefings
• short explanations of key concepts
• revision guidance
• feedback summaries
• podcast-style reflections
• fieldwork or placement reflections
• audio alternatives to video-based resources

Practical guidance

1. Decide whether the audio is informal, reusable or part of core teaching content.
2. Choose the simplest suitable recording tool.
3. Record in a quiet location where possible.
4. Use a headset or external microphone if available.
5. Keep the recording focused and purposeful.
6. Save the file with a clear title.
7. Upload teaching audio to Panopto.
8. Link or embed the recording in Moodle with a short explanation of what students should listen for.

Option 2: Record short audio directly in Moodle

Why use this

Use this option when you want to add a short audio note directly into Moodle content. This is useful when the audio belongs at a specific point in the learning journey and does not need to be managed as a separate recording.

It can make Moodle spaces feel more personal and can reduce the need to create, upload and link a separate media file.

Good uses

Moodle audio works well for:

• a short welcome message
• weekly prompts
• brief instructions for an activity
• spoken forum responses
• quick formative feedback
• short reflective questions
• reminders or signposting within a Moodle section

Practical guidance

1. Go to the Moodle text editor where the audio should appear. (E.g. in a Forum post, or in a Text and Media area, or at the top of a Page).
2. Use the audio recording option from the text-editor toolbar.
3. Record a short clip.
4. Listen back before saving.
5. Add a short written summary so students know what the clip contains.

Important: Moodle audio can be used for short clips only (i.e. maximum 5 minutes). For longer or reusable teaching audio, use Panopto so the resource is stored and managed with other teaching recordings.

Option 3: Record conversational audio

Why use this

Use this option when the value of the resource comes from dialogue rather than a single presenter. Conversational audio can work well as a podcast-style teaching resource because it feels informal, engaging and authentic.

It is particularly useful where students benefit from hearing different perspectives, expert discussion or reflective conversation.

Good uses

Conversational audio is useful for:

• interviews with guest speakers
• staff-student conversations
• panel discussions
• Q&A recordings
• assessment briefings with more than one speaker
• reflective conversations
• practitioner or employer interviews
• podcast-style episodes for a unit

Possible tools

Options	Uses
Zoom or Teams	Use Zoom or Teams when contributors are in different locations or when the conversation already takes place as an online meeting. Cameras can be turned off if video is not needed, but the platform may still create a meeting recording rather than a pure audio file. Check the output before sharing.
Panopto	Use Panopto if you are recording a conversation locally (e.g. in an office or GTA room) and want the final resource to sit directly in the University’s media platform.
Smartphone audio apps	Use smartphone audio apps for informal interviews or in-person conversations, e.g. away from a desk.

Practical guidance

1. Plan the purpose and structure of the conversation.
2. Tell contributors what is being recorded, how it will be used and who will be able to access it.
3. Ask speakers to use headsets or good microphones where possible.
4. Record in a quiet environment.
5. Turn cameras off if video is not needed.
6. Check the recording before sharing.
7. Edit or trim if needed.
8. Upload the final resource to Panopto where appropriate.
9. Link or embed it in Moodle with a short explanation of its purpose.

Important: For recorded conversations, consider consent, privacy and reuse. A conversation recorded for one cohort or purpose may not be appropriate for wider or future use without checking with contributors.

Option 4: Create interactive audio resources

Why use this

Use this option when students should do something with the audio rather than only listen to it. Interactive audio can help students check understanding, respond to a scenario, reflect on a prompt, answer questions or work through a structured learning object.

Good uses

Interactive audio is useful for:

• listening activities followed by questions
• audio case studies
• scenario-based decision making
• language learning
• pronunciation or listening comprehension
• reflective prompts
• formative quizzes
• self-paced learning packages

Possible tools

H5P

Use H5P when you want audio to sit inside a Moodle-based interactive activity.

This works well for:

• audio followed by multiple choice questions
• audio prompts with reflection questions
• formative listening activities
• short checks for understanding

Xerte

Use Xerte when audio forms part of a structured, reusable learning object.

This works well for:

• guided learning packages
• narrated case studies
• step-by-step explanations
• multimedia resources combining audio, text, images and activities
• self-paced learning sequences

Practical guidance

1. Decide what students should do after listening.
2. Keep each audio segment short and purposeful.
3. Use questions, prompts or activities to focus listening.
4. Provide instructions before the audio, not only afterwards.
5. Add text summaries or transcripts where needed.
6. Test the activity from a student view before release.

Important: Use H5P when the audio is part of a focused interaction in Moodle. Use Xerte when the audio sits within a longer, structured learning pathway.