#audiofeedback – join me in building a toolkit

I would like to invite you to share your experience of using audio feedback and to become part of a network of voices. For those of you who use audio feedback, video feedback or screencast feedback this should be easy to do and, I hope, rewarding for you.

What’s involved:

  • Create an audio file lasting up to about three minutes that explains,
    • how you have used audio, video or screencast feedback (context and method)
    • key benefits of this method in this situation
    • up to three tips you would give to someone
  • Share links to papers or guidance that have inspired or helped you
  • Share links to any of your own publications on using audio feedback

(For each different method you use, consider creating a new audio file)

Return your audio and links to me by commenting on this post with a link (e.g. to Soundcloud or your own site or blog), or via twitter @andrewmid

What I’ll do:

  • I will incorporate what I am sent into a toolkit that anyone can use to support the development of good practice.
  • I’ll promote this and encourage you to promote it!

I would like to include the names and contact details (twitter name, email address?) of all contributors and this way I hope we can establish an informal network to develop good practice. But if you don’t want your details included let me know.

If you are willing to do this, please plan to do this today or tomorrow (depending on when you see this i.e. it should be a ten minute task that could easily get forgotten). I would like to refer to and use the toolkit in a conference workshop on 15th September.

I hope this is of interest to you.



About amiddlet50

Educational developer working in academic innovation in higher education in the UK
This entry was posted in Media-enhanced feedback and tagged . Bookmark the permalink.

2 Responses to #audiofeedback – join me in building a toolkit

  1. Claire Moscrop says:

    Hi Andrew, great idea! I use audio to enable students understanding of assessment criteria (what I call ‘Digital assessment guides’), I started to use them after work from Beaumont et al in 2011 where they state that feedback should be dialogic and start right at the beginning of the assessment process, not just at the end. Would this fit in to this project or is it just audio feedback on final assessments? Thanks, Claire

  2. amiddlet50 says:

    This would. certainly fit Claire. I have looked at audio feedback over many years and one of the key points for me is the point you make – understanding feedback holistically as a continuous dimension of curriculum design and understanding how different feedback methods can be used to complement each other. Some people mistake it as ‘either/or’, but feedback strategies involve complementary methods I think. I would love to hear more. Thanks.

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