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Using Audio Feedback: What, Why How

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Martin Hawksey
Martin Hawksey

The document discusses the use of audio feedback to provide formative assessment to students. It defines audio feedback as recorded messages distributed digitally to students in response to ongoing or submitted work. There are several potential models of audio feedback delivery, including personal tutor monologues, one-on-one conversations, podcasts, peer feedback, and group tutor conversations. Benefits cited include the ability to provide more detailed and personalized feedback to students compared to written comments alone. Guidelines are provided on using audio effectively and structuring feedback recordings.

Education
1 of 16
Originally developed in collaboration with Queen Margaret University Audio Feedback
What is it? ,[object Object]
Student Voices ,[object Object]
There are five possible models* ,[object Object],[object Object],[object Object],[object Object],[object Object],* Drawn from interviews from work by Andrew Middleton at Sheffield Hallam University http://www.herts.ac.uk/fms/documents/teaching-and-learning/blu/conference2008/Andrew-Middleton-2008.pdf
Personal Tutor Monologue Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity - Discussions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Lessons from the ‘Sounds Good’ Project ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Early in the project it was agreed with JISC that five key questions would be explored. Four of these relate to good practice. Here they are, along with the answers:
Lessons from the ‘Sounds Good’ Project ,[object Object],[object Object]
Lessons from the ‘Sounds Good’ Project ,[object Object],[object Object]
Lessons from the ‘Sounds Good’ Project ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Feedback Procedure* ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],* Bob Rotherham – Sounds Good Project
General Structure of Feedback* ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],* Bob Rotherham – Sounds Good Project
Recording/Distributing Audio Files ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other models* ,[object Object],[object Object],[object Object],[object Object],[object Object],* Drawn from interviews from work by Andrew Middleton at Sheffield Hallam University http://www.herts.ac.uk/fms/documents/teaching-and-learning/blu/conference2008/Andrew-Middleton-2008.pdf
Finally - hints and tips* ,[object Object],[object Object],[object Object],[object Object],[object Object],* Students’ Attitudes to and Usage of Academic Feedback Provided Via Audio Files Stephen Merry and Paul Orsmond Faculty of Sciences, Staffordshire University, Stoke-on-Trent
References/Further Reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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