The aim was to motivate students through a different and more enjoyable working method, thereby increasing the quality of the final mini‑projects. At the same time, the approach created coherence between the course content and the working method, as the course deals with alternative forms of sport, making it appropriate to use alternative working methods. Digital media was a natural choice because it has always played a major role in lifestyle sports. For example, parkour became widespread through digital media.

The use of digital learning technology in this course aligns well with several principles for digitally supported learning. From the outset, the intention was for technology to contribute to variation in teaching and thereby increase student motivation. Collaboration and co‑determination are promoted initially by having students work in groups on production and giving them considerable freedom in choosing the topic, media format and content. In addition, a status meeting is held where groups present to each other and provide feedback, becoming resources for one another.

(You can read about their content below, and otherwise, you can see more here: https://www.iaspbl.aau.dk/projects/principles-for-digitally-supported-pbl)

1. Variation: Students are motivated and learn in different ways, which is the reason why variation can benefit all students in the form of multiple approaches to learning, lecturing, and education. In this context, the digital can help expand the scope of possibilities for education and support variation as a principle at multiple practical levels.
2. Collaboration and Openness: Digital technologies enable new types of collaboration that extend beyond the individual course or project work, making it easier to open up to other stakeholders, a larger number of participants, create cross-collaboration, or envision entirely new forms of cooperation.
3. Co-determination and Authorization: Digital technologies can support authorization and help increase student co-determination beyond project work. They can enable larger and more active learning communities that involve both students and educators in the individual programs, but also across them.
4. Inclusion: Digital technologies can contribute to supporting the work of creating inclusion through a conscious focus on accessibility, diversity, and flexibility. The principle aims to make educational and teaching activities available to all students and also ensure that the individual student has a sense of being able to participate with their individual premises.

Teaching this year was delivered intensively in February and March. A typical week consisted of one or two interactive lectures and a practice session, either in the sports hall or through visits to practice sites, where students could try different forms of lifestyle sports and learn about various organisations.

In March, a lecture was followed by a four‑hour workshop on concept development, recording and editing podcasts/videocasts, serving as a transition to students starting work on their mini‑projects. Students selected a problem within the course topics and chose a form of lifestyle sport to follow (e.g., bouldering).In this context, they could also record conversations and background sound for their podcast/videocast. Most teaching ended in March. Finally, a status meeting was held in early May, where students presented their progress and gave feedback to each other. The submission deadline for the mini‑project was 15 May.

Some students enjoyed the activity and appreciated the alternative teaching format. They also gained new digital skills, which are in demand in today’s job market, where podcasts and videocasts are often used as communication formats. The course offers great variation by alternating between theory and practice, including teaching on podcasts/videocasts. For the lecturer, it is also enjoyable to introduce this variation into the work.

Trying something new also brings resistance. It required extra effort from students while they had to maintain focus on other courses and their project. It also required effort from the lecturer. For example, I hired a lecturer from communication to teach concept development for podcasts/videocasts because I did not feel qualified to do so myself but believed students needed that expertise. CDUL was a great help in organising the workshop. Otherwise, it would have been an additional challenge.

The ultimate goal was to increase engagement and ensure better projects from students. Whether this succeeded, I cannot say for certain, as I have only delivered the course in this way once. But the fact that teaching feels more enjoyable and varied, and that students gain new digital skills, makes the advantages outweigh the disadvantages in my view.

The workshop on podcasts/videocasts could perhaps be scheduled earlier, but students need an idea of possible topics first. Be specific about the requirements for the worksheet, as clear guidelines are essential when students try something new. Seek advice from CDUL and talk to others who use the same technology. Limit the allowed duration of submissions for your own time management. For example, podcasts/videocasts could have a maximum length of 15 minutes. Podcasts/videocasts may be more suitable for thematic courses than for purely methodological or theoretical ones.

Students were given the following instructions: 

You must submit a short worksheet along with your podcast/videocast, describing your process and considerations regarding production. The worksheet must include the following elements: 

1. Concept development: Describe your initial idea development. How did you develop the concept for your podcast/videocast, and what considerations guided your choice of theme, format, and target audience? 
2. Structure and sequence: Explain how you structured your podcast/videocast. Consider the sequence and how it contributes to a coherent narrative.
3. Guests and participants: If you invited guests or used external voices, describe why you chose these individuals and how they contribute to the overall purpose.
4. Technical considerations: Explain the technical decisions you made, such as choice of recording equipment, editing and production techniques. How do these choices affect the final product?
5. Editing and post-production: Describe your considerations regarding editing, sound quality and visual elements (if relevant). How did you ensure that the finished product aligns with your original concept?

The worksheet should be short and concise (1–2 pages) and provide insight into your work process and the considerations and choices behind your final podcast/videocast.