Download the supporting PDF file for this episode http://bit.ly/bobJOD from the Learning to Teach Online project website.
This Learning to Teach Online http://bit.ly/d18ac5 case study aims to show how simple and powerful using audio feedback can be. Simon McIntyre from COFA Online http://online.cofa.unsw.edu.au, at The University of New South Wales discusses how he uses audio feedback effectively in COFA's trans-national fully online Master of Cross-Disciplinary Art and Design program http://bit.ly/5oNGn1. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.
This case study outlines the use of audio feedback in online classes as well as face-to-face or blended courses. From the site: “This case study aims to show how simple and powerful using audio feedback can be. Simon McIntyre from COFA Online, at The University of New South Wales discusses how he uses audio feedback effectively in his trans-national fully online Master of Cross-Disciplinary Art and Design program. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.”
Type of Material:
Workshop and Training Material, Case Study
Recommended Uses:
• Could be used in a variety of course formats (online, blended, face-to-face)
• Could be used by an instructor for formative or summative assessment or by a peer for peer review
• Case study outlines using audio recordings for feedback, but audio recordings might be appropriate for a variety of other uses including providing instruction, making material ADA compliant, and allowing for various learning preferences.
Technical Requirements:
Internet access, adobe PDF reader
Identify Major Learning Goals:
1. Identify technology used to record audio feedback
2. List major steps and tips for recording audio feedback
3. List advantages and disadvantages for recording audio feedback.
Target Student Population:
• Could be used at multiple levels. Audio feedback is appropriate for any discipline that requires formative or summative assessment and feedback is incorporated.
Prerequisite Knowledge or Skills:
Access to the internet to download the PDF. To create audio feedback, some knowledge of audio recording hardware and software is needed as well familiarity with the process of recording audio clips.
Content Quality
Rating:
Strengths:
• Gives a concise overview of using audio recording for feedback
• Can be used at a variety of levels and in a variety of disciplines
• Provides working links to current and, more importantly, free software to record and edit recordings.
• Provides links to research on the topic.
• Provides useful tips and tricks.
Concerns:
• Resource is listed as a case study but lacks data, including student feedback, time spent audio recording versus typing, for instance.
• Unclear why audio feedback was considered as the focus as opposed to video. What is comparison ratio for recording audio v. video v. typing feedback?
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
• Identifies a type of feedback and demonstrates its strengths and weaknesses both from a student and instructor point of view.
• Feedback is an essential part of the learning experience and therefore any attempt to make it more timely is a bonus.
• Video and accompanying PDF succinctly summarize the process and provide access to the required software
Concerns:
• Unclear what the objectives were beyond saving time in creating feedback (as opposed to typing)
• Although it is emphasized that there exists free and easy-to-use software to record feedback, some information seems to be lacking. For instance, they recommend a quiet recording area, but what does this mean? There was no reference to recording devices for the computer (USB microphone, internal microphone?).
Ease of Use for Both Students and Faculty
Rating:
Strengths:
• Easily accessed via the internet. PDF can be downloaded with free reader software.
• Links to free audio recording software are provided.
• While there aren’t explicit instructions, there are tips and tricks as well as recommended hardware and software.
Concerns:
• As a case study, it lacks data and a literature review.
• Missed opportunity to highlight how students could respond to the feedback.
Creative Commons:
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