1. Student Attitudes to Audio Feedback
LISTEN AND LEARN
Student Attitudes to Audio Feedback

2. Audio Feedback Increasing use in recent years
“Sounds Good” projects at Leeds Met Rotheram et al
Stockwell (2009) feedback from the tutors’ point of view.
Trimingham and Simmons and
ICE et al (2007) considered replacing the written feedback with audio feedback.

3. Listen and Learn Project
Small scale, action research, to consider student attitudes to audio feedback
Students at two different institutions, on 3 different modules, given audio feedback to supplement written feedback
Surveyed on-line (Survey Monkey) to ascertain attitudes to different forms of feedback

4. The Modules
Open University course T175, “Networked Living”; approximately 15 students. Level 4 course. Web based distance learning delivery.
Leeds Met module “Managing the Property Asset”; approximately 30 students from MSc Facilities Management and MSc Building Surveying. Level 7 module. Web based distance learning delivery
Leeds Met module “Experiential Learning B”. Approximately 30 students from BSc (Hons) Building Surveying, BSc (Hons) Quantity Surveying and BSc (Hons) Architectural Technology. Level 6 module. This is a workplace-based module for part-time students.

5. T175. Networked Living. Level 4 Course of the Open University
Very diverse mix of students from young people to students approaching retirement age.
Four Tutor Marked Assignments (TMA), each of four questions with several sections to each question.
Feedback given via
Comments on the script itself
A detailed marking grid with comments.
General comments about the assignment as a whole on the completed mark sheet (PT3).
For this research, students given individual MP3 file with the tutor's comments, after each TMAs.
The individual MP3 files were zipped and ed to the students as an attachment.

6. Managing the Property Asset
Managing the Property Asset. Level 7 MSc Facilities Management and MSc Building Surveying.
FM – mostly mature mid-career students seeking further qualifications to advance their careers. BS - younger students recently graduates seeking conversion course to move into Building Surveying.
Assessment - one group project, one individual project in two phases, and an unseen exam.
Students given individual feedback via MP3 file. MP3 files posted onto VLE website - download to students’ individual computers or MP3 players.
Students given audio feedback after each stage of coursework. Feedback also given via annotations on the scripts and via a marking grid

7. Experiential Learning B. Level 6 work-based module
Experiential Learning B. Level 6 work-based module. Part-time Architectural Technology, Building Surveying, Quantity Surveying.
Students mid-20s day release.
Assessment – portfolio Professional Competencies chosen by student, presentation to tutor, written case study. Presentation is about case study. Feedback from presentation helps prepare for final written report.
Students given verbal feedback immediately after presentation. MP3 files on the VLE to download to own computers or MP3 players.
Students also given audio feedback after final report plus annotations on script and a detailed marking grid.

8. EXPERIENTIAL LEARNING B
STUDENT NAME:
DATE:
27 May 2010
LEARNING OUTCOMES
On completion of the module, students will be able to:
Demonstrate competence to undertake professional work in selected areas, to an appropriate level of competence
Appreciate and apply in the workplace, the principles of "best practice" as evinced by National Standards or other industry recognised standards of competence
Critically reflect on their own experience and assemble a portfolio of evidence
Analyse issues related to professional and inter-professional roles
WRITTEN CRITICAL ANALYSIS
A good submission will enable the student to demonstrate their professional competence in (a) workplace situation(s)
Marks Available
Marks Awarded
Understanding of and Key issues of the project 10 .
Student’s professional role and that of others in the project
Options or possible courses of action which were available
Reasons for the rejection of those options which were not selected and reasons for the adopted course of action and a critical appraisal of the outcome
Reflective analysis of the experience gained.
Competence in written communication
Comments: Check comments on MP3 file
TOTAL THIS SECTION 60 0%

9. Listen and Learn
Results of Survey

10. Most Useful – All Modules

11. Most Comfortable - All Cohorts

12. Using the Feedback - T175

13. Using the Feedback - MPA

14. Using the Feedback – Exp L

15. Qualitative Data
Students were asked to provide three words that came to mind when considering Audio Feedback
The words were collected and passed through “Wordle” to give visual representation and weighting to frequency of use.

16. Impressions – T175

17. Impressions - MPA

18. Impressions – Exp L

19. Impressions - Overall

20. Other Observations
Cost - Using audio feedback was not saving in tutor time as:
Additional to traditional forms of feedback
For the OU course in particular, difficult to deliver the MP3 files. Had to zip them and individually.
From comments of individual students appreciated the contact. Shows tutor has given serious thought to marking

21. Conclusions
All respondents support audio feedback & welcome more in this format. (May be inherent bias if only supportive students responded)
In aggregate, audio both most useful and most comfortable form of feedback
From quantitative and qualitative analysis, audio feedback welcomed by students.
Audio feedback not necessarily time or cost saving for tutor