This document discusses how using audio feedback can improve communication with distance learners compared to only using written feedback. It provides evidence from studies that students prefer audio feedback because it allows them to better understand nuances and is more personal. The author details different tools that can be used to record and share audio feedback, such as Turnitin, voice recording apps, Audacity, and Audioboo. Risks like privacy and accessibility must be considered. Overall, audio feedback can enhance feedback and engagement if the teacher has the right tools and understands how to address limitations.

1. Wired for Sound:
how using audio has changed my feedback forever
Claire Beecroft, University Teacher
ScHARR, University of Sheffield
c.beecroft@shef.ac.uk
@beakybeecroft
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2. http://tinyurl.com/sedafeedback
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3. Learning outcomes:
● Mark assessed work more thoroughly, more quickly and more enjoyably
● Identify key tools, including apps, that can enable greater use of voice input for
feedback across a range of platforms and settings
● Make reasoned choices about how and when to use audio feedback and voice input in
their marking
● Understand the limitations and benefits of using audio for feedback, including risks
relating to data security
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4. Why use audio?
● I work with distance learners a lot
● I want to communicate with them better, and more
often
● I want them to use/apply their feedback
● I want them to understand their feedback
● I want them to actually look at their feedback
● It suits the kind of gal I am
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5. Written feedback
“You need to look more closely at your critical
analysis. At Master’s level you need to be
critical of what you read, not simply use your
reading to corroborate your own arguments”
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6. But what does the student hear?
https://audioboom.com/boos/2640573-feedback-tone-example
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7. The evidence!
● A study by Ice et al found that students cite the “ability to understand nuance as reason for
preferring audio to text feedback” (Ice et al, 2007)
● Merry et al found that “The students responded very positively to the audio file feedback
judging it to be good quality because it was easier to understand, had more depth and was
more personal. Most students annotated their work as they listened and stated that they
would use the audio feedback to improve their work for other tutors.” (Merry et al, 2008)
● Study by Anne Nortcliffe at Sheffield Hallam University found that students now listen to
audio feedback ‘on the go’ via their smartphones, and were more likely to engage repeatedly
with feedback because of the ease of access this provides. (Nortcliffe et al 2010, 2011).
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8. Feedback on my feedback...
“The voice comment was amazing and encouraging.
Thank you so much.”
“This is really amazing help you are giving me!”
“Thanks for the audio feedback! Not had any before,
makes a nice change”
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9. It doesn’t suit
everyone...
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10. How I ‘do’ audio
● Turnitin
● Voice Memo
● Voice record HD
● Audacity
● Audioboo(m)!
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11. Turnitin
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12. Voice Memo/ Voice Recorder HD
● Free/cheap/native apps for simple audio recording
● Allow ‘trimming’ but not complex editing
● Export directly to email as mp3- universally
acceptable format for audio, or share via GDrive,
Dropbox, etc.
● Can email students their feedback within seconds
of recording it
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13. Find it at:
https://play.google.
com/store/apps/details?id=eapps.
pro.voicerecorder
https://itunes.apple.
com/gb/app/voice-record-pro/
id546983235?mt=8
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14. Audacity
● Free audio editing software for PC, Mac and
GNU/Linux
● Bit of a learning curve..
● ...but allows more sophisticated editing and multiple
export formats
● Good for group feedback, longer feedback files
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15. Find it at:
http://audacity.sourceforge.net/
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16. Audioboo(m!)
● Not for individualised feedback
● Good for summarising a session
● Is open/public, so needs to be general, no names
named!
● Is easy, fun, accessible, fast
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17. Find it at:
https://audioboom.com/
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18. Risks
In pairs, discuss the possible risks of using audio..
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19. Should I offer audio feedback?
● Will the students be able to access it?
● What will it offer in addition to usual feedback?
● Do I have the tools I need to create it and share it?
● Am I happy that I understand the privacy and safety
issues?
● Do I have the time?
● Am I in the right mood/frame of mind/sufficiently
awake?
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20. References
Beecroft, C. (2014). ScHARR Information Resources Blog: Gig Review: audio feedback workshop at Sheffield Hallam
University! Retrieved 11 November 2014, from http://scharrlibrary.blogspot.co.uk/2014/01/gig-review-audio-feedback-workshop-
at.html
Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence
and Students' Sense of Community.Journal of Asynchronous Learning Networks, 11(2), 3-25.
Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of academic feedback provided via audio files.
Bioscience Education, (11).
Middleton, A., & Nortcliffe, A. (2010). Audio feedback design: principles and emerging practice. International Journal of
Continuing Engineering Education and Life Long Learning, 20(2), 208-223.
Nortcliffe, A., & Middleton, A. (2011). Smartphone feedback: Using an iPhone to improve the distribution of audio
feedback. International Journal of Electrical Engineering Education, 48(3), 280-293.
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