Offering sound advice: Exploring the provision and delivery of audio feedback to students.
Presented at the University of Ulster Centre for Higher Education Practice Assessment and Feedback Conference, January 2012.
This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
Making Spaces For Cases: Using lecture capture tools to promote "flipped lear...Chris Willmott
These slides are from a presentation I gave at the Cambridge Consortium for Bioethics Education (Paris, July 2016). Interested parties should note this is most definitely *not* a "how to" guide - the talk describes frustrations regarding engagement with "flipped" videos which the students were expected to watch prior to more interactive lecture slots. Some suggestions for how this might be (partially) resolved in the forthcoming academic year are noted.
This slide-show originated at a one-day teaching workshop in January 2011. The event, organised by the Physiological Society was held at the University of Leeds.
The slides describe an activity used with undergraduate students at the University of Leicester, in which a short video "the smell of fear" from the popular (and populist) science programme Brainiac is used to introduce the notion of experimental design. This is used hand-in-hand with discussion of a formal scientific paper on the same topic.
This set of slides is to talk about the activity. There is a second set with a similar title http://www.slideshare.net/cjrw2/experimental-design-the-smell-of-fear which are intended for use by anyone actually using the activity to teach experimental design.
The colour of the background to the slides in the current presentation is significant - the purple slides are ABOUT the activity, the black slides are examples of pages from within the activity.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
"But we're not a media course!": The relevance of broadcast materials to bios...Chris Willmott
These slides are from a presentation given at the "Making the Most of Broadcast Media in Your Teaching" day conference at the University of Leicester. The event was sponsored by the Higher Education Academy. They showcase a variety of ways in which television programmes can be used to enhance student engagement with teaching.
Slides from my presentation "Video production as a pedagogic tool: an example from the biosciences" at the 2010 Higher Education Academy conference "Shaping the Future". The slides describe an activity in which second year undergraduates produce short films on bioethics topics.
www.lefthandedbiochemist.wordpress.com
Helping students develop their information literacyChris Willmott
These slides are from a workshop run at a Teaching and Learning Conference at the University of Leicester, UK, in January 2013. Slides have had minor tweaks to correct a couple of errors and clarify one point.
This presentation gives a basic overview of what MP3s and MP3 players are, why people might want to use MP3s, and other factors to consider when looking into buying MP3s or an MP3 player.
This was last presented to the Bay Area Seniors Computer Club in Coos Bay, Oregon, on August 20, 2010.
This presentation introduces a study investigating the effectiveness of a webinar tool (Elluminate) on online learning environment from student-trainers’ perspective.
Making Spaces For Cases: Using lecture capture tools to promote "flipped lear...Chris Willmott
These slides are from a presentation I gave at the Cambridge Consortium for Bioethics Education (Paris, July 2016). Interested parties should note this is most definitely *not* a "how to" guide - the talk describes frustrations regarding engagement with "flipped" videos which the students were expected to watch prior to more interactive lecture slots. Some suggestions for how this might be (partially) resolved in the forthcoming academic year are noted.
This slide-show originated at a one-day teaching workshop in January 2011. The event, organised by the Physiological Society was held at the University of Leeds.
The slides describe an activity used with undergraduate students at the University of Leicester, in which a short video "the smell of fear" from the popular (and populist) science programme Brainiac is used to introduce the notion of experimental design. This is used hand-in-hand with discussion of a formal scientific paper on the same topic.
This set of slides is to talk about the activity. There is a second set with a similar title http://www.slideshare.net/cjrw2/experimental-design-the-smell-of-fear which are intended for use by anyone actually using the activity to teach experimental design.
The colour of the background to the slides in the current presentation is significant - the purple slides are ABOUT the activity, the black slides are examples of pages from within the activity.
Do you know Bob? Adventures with technology-based resources for teaching (and...Chris Willmott
Slides from a presentation about the Box of Broadcasts resource, and creative uses of lecture capture technology. Talk given at the Dept of Molecular and Cell Biology, University of Leicester in April 2019.
"But we're not a media course!": The relevance of broadcast materials to bios...Chris Willmott
These slides are from a presentation given at the "Making the Most of Broadcast Media in Your Teaching" day conference at the University of Leicester. The event was sponsored by the Higher Education Academy. They showcase a variety of ways in which television programmes can be used to enhance student engagement with teaching.
Slides from my presentation "Video production as a pedagogic tool: an example from the biosciences" at the 2010 Higher Education Academy conference "Shaping the Future". The slides describe an activity in which second year undergraduates produce short films on bioethics topics.
www.lefthandedbiochemist.wordpress.com
Helping students develop their information literacyChris Willmott
These slides are from a workshop run at a Teaching and Learning Conference at the University of Leicester, UK, in January 2013. Slides have had minor tweaks to correct a couple of errors and clarify one point.
This presentation gives a basic overview of what MP3s and MP3 players are, why people might want to use MP3s, and other factors to consider when looking into buying MP3s or an MP3 player.
This was last presented to the Bay Area Seniors Computer Club in Coos Bay, Oregon, on August 20, 2010.
Abstract
Human–computer interaction is a discipline concerned with the design, evaluation and implementation of interactive computing systems for human use. The field formally emerged out of computer science, cognitive psychology and industrial design through the 1960s, formulating guidelines for the development of interactive computer systems highlighting usability concerns for improved interfaces. Computing devices are becoming more prevalent and integrated into both our social and work spaces.HCI therefore plays an important role in ensuring that computer systems are not only functional but also respect the needs and capabilities of the humans that use them.
HCI encompasses not only ease of use but also new interaction techniques. It involves input and output devices and the interaction techniques that use them; presentation of information, control and monitoring of computer’s actions and the processes that developers follow when creating interfaces. In this seminar, emphasis is laid on the movement of a user’s eyes which can provide a convenient, natural, and high-bandwidth source of additional user input. Some of the human factors and technical considerations that arise in trying to use eye movements as an input medium and the first eye movement-based interaction techniques are discussed in this section.
AYUSHA PATNAIK,
SEM - 6th
TRIDENT ACADEMY OF TECHNOLOGY,
BBSR
This was presented by Dr Sanjoy Sanyal at the 2016 International Education Conference in Orlando, FL on 4 January 2016 in Disney's Boardwalk Inn.
It was voted the best paper presentation of the session by the attendees.
Educational Video created by Dr Sanjoy Sanyal; Professor, Surgeon and Medical Informatician
Deals with Blended / Hybrid Learning, Rotation Model, Flipped Classroom, Student responses, Audience Response System Clicker,
Using audio email feedback in formative assessmentAlex Spiers
Presentation delivered at the A Word In Your Ear Conference 2009 at Sheffiled Hallam University.
Alex Spiers & George Macgregor
Liverpool John Moores University
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
MP3 Audio Feedback to Students
1. Offering sound advice: Exploring the provision and delivery of audio feedback to students Stephen McClean & Alison Gallagher University of Ulster School of Biomedical Sciences www.StephenMcClean.com - for copy of presentation Image: photo-dictionary.com/phrase/377/microphone.html#b
2. Audio Feedback – A Working Definition Verbal feedback offered by teaching staff on student work that is recorded and then delivered electronically to students Image: pacificvalleydesign.com/what_about_audio_feedback.html
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6. Recording and Sending MP3 Files – What do I need to record feedback? Software used to record and edit the audio files Audacity free from audacity.sourceforge.net May also be used to export audio feedback as an MP3 file. Details on how to install and use Audacity: bit.ly/zVgBqn
13. Audio Feedback – How is it used? Three cases studies from within the School of Biomedical Sciences:
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16. Evaluation of the Practicalities BSc Biology Cohort Respondents (n=10) No-one reported problems in using the files. Audio quality was given a score of 10/10 (n=6) and 9/10 (n=1); Usefulness of the MP3 formative feedback was scored at 10/10 (n=5), 9/10 (n=1) and 8/10 (n=1).
17. Evaluation of the Practicalities BSc Biology Cohort Respondents (n=10) 20 students in the cohort overall;15 submitted coursework; 10 availed of formative feedback. Of those who received feedback all listened to the MP3, and said they changed their piece of work in the light of comments received.
18. Comments Received BSc Biology Cohort Respondents (n=10) “ I feel that a lot more can be put across in these audio files and it is a lot more comprehensive than an email as you can hear the tone of voice.” “ Very helpful, although had to repeat it several times in order to note all the suggestions made”
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24. Case Study 2: Generic Feedback to Year One Students Student Comments on Audio Feedback... “ I personally didn’t find this useful but others might...” “ I would prefer written feedback in emails as it is easier and quicker to access” “ ..it is helpful and can be listened to for a recap or revision / reference at a later date.”
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26. Case Study 3: Personalised Audio Feedback to Year Two Students Comments from students: “ I would like to say a big thank you for the feed back you have given me/us. I found it helpful...Really appreciate the time taken to give each and every individual a feedback...”
27. Case Study 3: Personalised Audio Feedback to Year Two Students Comments from students: “ I actually liked the recorded feedback, I felt it was a lot easier to take the negative and positive aspects of the assignment onboard. It feels a lot more personal and one to one, Although I could imagine it being very time consuming. Any idea when the results will be out for this assignment?”
28. Case Study 3: Personalised Audio Reflections from Alison Gallagher Location of where you produce the feedback needs to be considered; needs to be quiet! Didn't find Audacity that easy to configure or use It takes about as long (to generate audio feedback) as writing by hand but it did allow me to be more positive about each assignment first (something one of the students even commented on!)
29. Case Study 3: Personalised Audio Reflections from Alison Gallagher Needed help with batch mailing the files; would be good to know how to be able to do this myself (so that I was more in control of the feedback and when it went out). The students got the file before they got their written feedback/mark and again I think this encouraged them to listen to the file - it would be nice to know how many actually listened to the whole 2-3 minute recording... I would certainly try this again!
30. Final thoughts... Is not necessarily faster to generate than written feedback Formative feedback by this mode can be very effective May be extended to offer ‘whole group’ feedback for large classes, though this does not seem to be very effective in all cases
31. Acknowledgement Centre for Higher Education Practice at Ulster – Round Four Funding Presentation available at: www.StephenMcClean.com