The full text of this article
Audio feedback design: principles and emerging practice
by Andrew Middleton, Anne Nortcliffe
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 20, No. 2, 2010
Abstract: This paper considers the design of audio feedback as experienced in several faculties of a UK university and as identified in the literature. Several adaptable models are presented, including: 'personal tutor monologue' recorded at the PC by the tutor as part of the marking process; 'personal feedback conversations', recorded by the tutor or student(s) in the lab or studio to capture project discussions or studio 'crits'; 'broadcast feedback' targeted at large groups; 'peer audio feedback', in which students learn as they assess each other's work; 'tutor conversations', a 'common room conversation' approach designed to model critical thinking; and 'personal audio interventions', targeted at individuals to address emerging issues. The methods are introduced and evaluated according to their potential to formatively affect learning. Audio feedback design factors are outlined and practical recommendations are offered. The paper concludes that the use of audio feedback can promote a culture of dialogic engagement.
is only available to individual subscribers or to users at subscribing institutions.
Go to Inderscience Online Journals to access the Full Text of this article.
Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.
Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable).
See our Orders page to subscribe.
If you still need assistance, please email email@example.com