Corporate learning expert and former chief strategy officer at Southern New Hampshire University Kelly Palmer shares the ideas from her new book, The Expertise Economy: How the Smartest Companies Use Learning to Engage, Compete, and Succeed in this episode.
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Sector voices discussed how skills could drive productivity at the Applied Learning Conference at the Singapore Institute of Technology.
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Sarah DeMark is vice-president of workforce intelligence and credential integrity at Western Governors University; an online, Utah-based institution.
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Professor Duncan Ivison is vice-chancellor of the University of Manchester, the birthplace of the computer.
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“To me the essential ingredient is that two persons or two teams from different countries collaborate, right?” Ricci said. “So who’s doing the podcast itself makes it really a cross-border operation.”
A podcast becomes cross-border, he said, when you bring different perspectives from different countries together in one story. There are two ways to make that story compelling to both the audiences and to Europe as a whole.
The first way, he said, is to have a strong story that articulates across borders and is relevant for two countries. It can be a very specific story that relates to feelings and notions interesting to anyone. The second way is to start from a general topic and then find a story within that topic.
“I’d really love that all podcasts speak to every audience we aim to target,” Ricci said. “I think it’s the biggest challenge to make sure that every podcast finds its audience in every national context.”
At WePod, the team divided the production process into stages.
First there was a pre-editorial stage where they brainstormed ideas. Then came a pre-production phase, where within the topic they reflected more concretely about the characters of each podcast.
“How do the different episodes talk to each other?” Ricci said.
That was followed by the production phase. That involved going on the ground, setting up interviews and working on scripts and language transcriptions.
Finally, in the post-production phase everything textual became a finished podcast, ready to be promoted and distributed.
Caminero said that every podcast WePod did was produced in at least two languages, the first in the native language of the podcast producer and in English for a cross-border audience. “Obviously, this creates specific challenges because not all versions can be identical,” Caminero said. “You need to make room for adaptations.”
Ricci said that it was important in a big production like WePod, with people from different nationalities, to give people room to express themselves. “I think it takes time just to sit around the table, understand each other,” Ricci said.
This becomes important when you have deadlines and deliverables. “You’re pretty much kind of freaking out to meet everything, every deliverable you have to meet, every deadline,” Ricci said. If you try to impose a top down approach, it won’t work.
“So, I think it just takes a lot of talking before action,” Ricci said.
1. What does it mean to be cross-border?
2. How can a story that is interesting in one country have resonance in another?
3. Can you think of a topic important to your region that would also be important to people elsewhere?
Verity Firth, chair of Engagement Australia and vice-president of societal impact at the University of NSW, joins with guest host Alphia Possamai-Inesedy, the pro-vice-chancellor of student success at Western Sydney University.
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How do perceptions of artificial intelligence, online education, tertiary harmonisation, regulation and the skills agenda differ between Australia and the United Kingdom?
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John Burdick, Marni Passer Vassallo and Holly Halmo lead the New York University student success team.
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Expert in student experience from the University of Queensland Kelly Matthews is guest host this week and interviews Monash University Associate Professor Tim Fawns and the University of Sydney’s Dr Stephen George-Williams.
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Danny Liu from the University of Sydney posited that artificial intelligence compelled us to re-evaluate not just the methodology, but the very purpose of our teaching practices.
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