As we are moving closer and closer to full blown podcasting service here at PSU, I have been working up some scenarios to help us talk to faculty and students about podcasting.  What I am interested in doing is getting people turned on to podcasting by creating contextual references to podcasting opportunities.  While I think it will be helpful, what I am hoping for are some novel uses of podcasting to turn people on.  So far all I really have are fairly common examples to share:

• Podium Podcasting: Providing the right tools for faculty right from the podium in a technology-supported classroom.  In our environment this means having the right tools in place in all podiums — software, wireless microphones, support, and easy content storage/distribution.  Actually this sounds difficult, but given the way Penn State manages classrooms it can be straightforward.
• Faculty Podcasting: I’d really like to provide faculty with the ability to check out a physical kit to support their out of classroom podcasting efforts.  What I’d like even more is to provide them with a bundle from our Computer Store to purchase the right stuff to do it on their own.  We have a Faculty Multimedia Center here in ETS that can provide the hands-on training, so this is a good option as well.  Honestly, I like this model of podcasting much more than podium podcasting.
• Activity Podcasting: This is what I am calling the opportunities where students get in the mix.  We have a group here in ETS that runs Studio 204, a student studio where they can go and get help with audio and video development.  More interestingly is the option of faculty coming in and working with the instructional design staff on pedagogical innovations in this space.

All of these are built more around a consulting model — one where faculty want to learn and do things themselves … that is also a much more scalable approach to this challenge.  Are there other scenarios that might interest faculty?  Some that impacts their research?  Outreach activities?  There has to be more.