This paper reports on a case study into the contribution of podcasting to the curriculum transformation of two distance-taught Masters programmes. Both programmes attract work-based Occupational Psychology practitioners, most of whom are in full-time employment. Challenges faced by the course team included adding flexibility to the curricula, increasing learner engagement (both with learning materials and feedback) and reducing learner isolation. As part of a coordinated enhancement effort, which included changes to curriculum design and delivery, 59 podcasts were introduced into the curriculum over a 12-month period. Qualitative and quantitative data were gathered from students and staff throughout the study. Action research ensured a regular flow of relevant evidence informing each stage of the renewal process. Evidence suggested that the students’ learning experiences improved as a result of four key benefits associated with the integration of podcasting in learning design: (1) personalisation, (2) an additional and different format for providing clear and engaging guidance, support and feedback, (3) increased flexibility and mobility within the curricula, and (4) ‘design once, deliver many times’ with minimum adaptation.Peer reviewedPost prin
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