This document discusses using podcasts to provide assessment feedback to students. It provides definitions of podcasting and examines how podcasts can increase student engagement with feedback and enhance learning. The authors created podcasts with assessment feedback for two modules and studied student responses. Students found the podcasts provided more detailed, personalized feedback than traditional written comments. However, producing and editing podcasts requires more time from instructors. More research is needed to understand the long-term impacts of using audio feedback.

1. Using podcasting to deliver assessment feedback to students Derek France and Chris Ribchester [email_address] [email_address]

6. Model 1: Support Lectures Model 2: Support Fieldwork Model 5: Assessment Tool Screencasting, podcating lectures Lecture summaries Pre-lecture listening materials (complex concepts) “ iWalk”: Location-based information Instruction on technique & equipment use Video footage prepare for field trip Model 4: Support Practical-based Learning Model 3: Support 3-Dimensional Learning Model 6: Provide Feedback Lecture recordings Digital Story-telling Anatomical Specimens (Structures, tissues, dissections) Software teaching & learning (replace text-based instructions) Student-created podcast based on field trips Student-created podcast to address climate change Model 7: Supplement Lectures Bring topical issues Guidance & tips Assessment tasks Supplement Online teaching Skills Development Models of Podcasting (Impala project, 2007)

7. Purpose Extension To Lectures Support Fieldwork Support Practical Work Supplement Online Teaching Assessment Develop Students’ Study Skills Bring Topical Issues Convergence Developer Length Structure Reusability Medium Style Capacity Frequency Stand Alone Lectures Tutors Students Senior Students Others (Experts) Audio Video Integrated with VLE Temperate (Immediacy, Alive) Reusable Single Session Multiple Sessions Short (10 minutes or less) Longer (10+) Formal (Lecture) Informal (Conversation, Discussion) Large Student Cohorts Small Groups of Students Weekly Fortnightly Monthly Regularly …… A Framework for Developing Podcast Content (Impala project, 2007)

9. The case study modules Climate change & natural hazard management, Level 6, 15 credits (n=26)    and mark Web site    Mid-module test Introductory field skills in geography, Level 4, 15 credits (n=24)    and mark Report    Group oral presentation    E-postcard Audio feedback - specific Audio feedback - general Written feedback Assignments

10. Exploring the impact of audio feedback 5 students, 2 hours 7 (29%) Focus group (independent facilitator) Post-feedback questionnaire Climate change & natural hazard management, Level 6 (n=26) 21 (88%) Pre-feedback questionnaire Introductory field skills in geography, Level 4 (n=24) 4 students, 2 hours 18 (69%) 26 (100%) Focus group (independent facilitator) Post-feedback questionnaire Pre-feedback questionnaire