Audio enhanced learning environment


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A case study that describes how audio and the MP3 recorder was used in

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  • Several authors, including Parsons et al. (2009) and Copley (2007), have noted that the value of recorded lectures is limited as a teaching method, though in some cases there may be benefits for the learner as a revision aid. This acknowledgement signals where the real potential lies: away from the push of the teacher towards the learner’s control of the medium.
  • Deadtime learning:Mobile technology can be facilitate learning at times and in places that would otherwise be wasted:the commuting studentthose who are otherwise displaced, through the introduction. It recognises the complex student demographics of the twenty first century and the complex lives that many students lead as they work to pay their way through undergraduate study or as they study whilst making their ways through the post-graduate world of work.
  • How audio can be used meaningfully and effectively to not only bring active forms of learning to situations that are otherwise unproductive, but to support learning beyond what are understood to be education’s formal and traditional academic environments and methods in an engaging learner-centred curriculum?
  • Audio enhanced learning environment

    1. 1. The Audio-EnhancedLearning Environmenta module case study<br />Andrew Middleton<br />Sheffield Hallam University<br />8th July 2010<br /><br />
    2. 2. About me…Andrew Middleton<br />educational developer in the LTI at SHU<br />Media-Enhanced Learning Special Interest Group (MELSIG)<br />teaching role: an undergraduate final year Computer Science module called Innovative Multimedia<br />
    3. 3. Receivers? Or Gatherers?<br />
    4. 4. Recording lectures?<br />Are you receiving me?<br />(cc) Pink Sherbet Photography 2006<br />
    5. 5. Receivers? Or Gatherers?<br />Audio?<br /><ul><li>An extended learning environment?
    6. 6. Alter perceptions of the formal and traditional academic methods?
    7. 7. Meaningfully active?
    8. 8. Revealing learning that might otherwise be unnoticed?
    9. 9. Underpin an engaging learner-centred curriculum?</li></li></ul><li>Podcasting Channel?<br />a technical term <br />broadcasting<br />episodic<br />quality (technical)<br />consistent<br />regular<br />Communications Channel?<br />a communal term<br />targeted, user-defined<br />short format recordings<br />quality (meaning, timeliness)<br />various<br />irregular<br />
    10. 10. Is this about 'podcasting'?<br />It's about different ways of capturing ideas and conversations to make the learning experience richer<br />It's about a designed approach and responding to opportunity<br />
    11. 11. How a module podcast channel allowed the class to:<br />Connect to real world experience and expertise<br />Reflect on their own performance and the ideas of their peers<br />Review assignment briefings<br />Receive feedback<br />Highlight key concepts<br />Show student work<br />
    12. 12. audio summaries<br />audio revision notes<br />student podcasting<br />audio feedback<br />digital storytelling<br />class activities and discussions<br />external voices: invited and found<br />
    13. 13. Diverse, rich digital voices<br />Tutors, peers, experts and publics<br />Capturing rich and transient ideas and conversations<br />Connecting physical spaces to virtual spaces<br />Asynchronous: 'time-shifting' meaning<br />Recognising formative voices: bridging <br />
    14. 14. Principle: Value opportunity as much as design<br /> An interview with a friend about their experience of being broadcast on the Web without permission<br />Recording of the class discussion that followed<br />
    15. 15. Principle: Promote open-ended thinking<br /> Involve students: encourage 'commitment making' and self-efficacy based on independent study<br />Recordings of class discussion following independent research and the critique of a video in class<br />
    16. 16. Principle: extend the learning environment<br />Audio assignment brief – more meaningful<br />Generic audio feedback recorded by tutor team and posted immediately to podcast following last presentation<br />Extract from the Guardian’s podcast that week that was relevant to their current topic<br />
    17. 17. Principle: use 'expert' voices as interventions<br />Careers staff memberinformed the student assignment of professionalisation and online identity. Recorded at short notice.<br />Extract from US podcast that dealt with current topic (luck!)<br />
    18. 18. Principle: develop confidence<br />Audio Revision Notes:<br />5 key concept points > Guidance on how to respond > 5 points repeatedCreate a balance between conceptual knowledge and experiential approach<br />
    19. 19. Principle: value currency and authenticity<br />Extract from feature on BBC Radio 4 Today programme from that week<br />Link to a recording made at a conference session I attended that covered the student topic<br />
    20. 20. Principle: personally engaging and responsive<br /><ul><li>a place for rich and timely feed back designed to feed forward
    21. 21. blending, continuing and connecting to f2f</li></li></ul><li>Principle: the channel can be irregular and infrequent whilst being constant<br />The module concluded with 'a gallery' of student group digital story presentations<br />
    22. 22. Audio-enhanced learningSummary<br />Extends the learning environment across space, time and community<br />Access to tutor, student, expert and public voices<br />Connects to professional voices, real world events<br />It complements and echoes classroom activity<br />Highlights and emphasises key points<br />It can be planned and highly structured, regular and consistent, or<br />Opportunistic and flexible <br />It is easy to do! Press the red button!<br />