Audio Feedback & Submission Julie Swain – UPC Blended Learning Co-ordinator University of Plymouth Pete Hersey – City of Bristol College

Workshop Outline Assessment & Feedback What is Audio Feedback? Learner Experiences Why use Audio Feedback Audio Feedback Findings Technology Student Feedback Audio feedback hints Audio Feedback Summary Audio Submission Q&A

“New technologies are beginning to transform how Higher education is organised and delivered both on campus and at a distance but implementation must be managed with clear objectives agreed by stakeholders” (Littlejohn, 2003)

Learner experiences Learner experiences of e-learning show that learners are increasingly using technology as tools in their everyday lives but there is also evidence from the Students Expectations Study (JISC,2007) that they struggle to see how these same technologies could be used as learning tools. (Creanor et al, 2006)

Summaries of what makes most difference to student achievement, involving reviews of many thousands of studies panning decades of research, show clearly that the most powerful single influence is feedback. (Hattie, 1987; Hattie & Timperley, 2007)

Assessment - UoP The primary purpose of assessment at the University of Plymouth is to enable students to develop and demonstrate their potential. More specifically, the University expects assessment to:  assist student learning by providing appropriate feedback on performance;  measure students‟ achievements objectively against the learning outcomes of modules;  provide a reliable and consistent basis for the recommendation of an appropriate grade or award;  assist staff in evaluating the effectiveness of their teaching.

Assessment & Feedback Core to learning UoP 9 Key principles Why do we give feedback? Formative Summative Clarifications of expectations

What is Audio feedback? Giving feedback to learners through the medium of audio – podcasts Mobile Phones, digital voice recorders, PC, laptop, anything with a microphone which allows you to record Upload to virtual learning environment / e- mail for students to access

Why use audio feedback? Quick & easy to record Personalised feedback – tone, friendly supportive, humour, encouragement Mobile – can record anywhere if required Students can re-listen to comments over & over again

Technology Can use any device that has audio record options such as : Mobile phones – most models include audio record – Smart Phones & iphones easy as you can instantly the recording Digital voice recorder – USB enabled to plug & play Computer – voice capture through microphone and free software such as audacity – anything that records and can be transported - Russell Stannard Audacity TutorialRussell Stannard Audacity Tutorial Feedback as MP3 by or using VLE

Audio feedback Findings Staff often looking for ways to make feedback more meaningful Audio Feedback has the potential for improving quality of feedback - personalisation Students find it easier to understand than handwriting Can provide more detailed feedback within same timescales as written feedback Grade – Beginning, middle, end?? Inability to annotate on work – grammar, punctuation, spelling & referencing Will require access to audio recorder & staff development Clear & concise guidance to students to meet expectations – a shared agreement

Student Feedback from ‘Sounds Good’ project – Bob Rotheram “Students where overwhelmingly positive about receiving audio feedback on their coursework.” Personalised Returned Quicker Easier to listen than read

Student access to audio feedback. Need access to audio player so PC windows media player. Headphones Can download to iPods/iPhones/ iTunes /MP3 / mobile phones whatever they have Ensure all have some kind of access to player

Audio feedback hints… Must include name of student, date, name of module and name of tutor Ideally length of 1-5 mins Must speak clearly Clear expectations between students & staff Clear guidance on downloading May need staff development –maybe produce a information guide including tips & hints May be time consuming individual file uploads

Audio feedback Summary Staff often looking for ways to make feedback more meaningful Audio Feedback has the potential for improving quality of feedback Students find it easier to understand than handwriting Can provide more detailed feedback within same timescales as written feedback Grade – Beginning, middle, end ? Inability to annotate on work – grammar, punctuation, spelling & referencing Will require access to audio recorder & staff development Clear & concise guidance to students to meet expectations – a shared agreement – adapt technological skills to Teaching & Learning

Students submitting work as podcasts. Academic justification & support from external examiner Has to be appropriate – currently trailed within music courses Audio Submission

Nick Trussler DBS Student Guide – clear expectations – shared agreement Audio Submission

If it suits your needs give it a go…. ?

Creanor, L, Trinder, K, Gowan, D and Howells, C 2006, LEX: The Learner Experience of e-learning: Final report, JISC Hattie, J.A (1987) Identifying the salient facets of a model of student learning; a synthesis of meta analyses. International Journal of Educational research 11, Hattie-J, & Timperley, H. (2007) The power of feedback. Review of Educational research 77 (1), JISC (2007) Student Expectations Survey: Findings from preliminary research, JISC Littlejohn, A. (ed) (2003) Reusing Online Resources, London, Kogan Page Rotheram, B. (2008) Sounds Good, Users and innovation programme project presentations;Leeds, Association for Learning Technology conference