Authors: Andrew Middleton, Anne Nortcliffe
Addresses: LTI, Student and Learning Services, Sheffield Hallam University, 1 Howard Street, Sheffield, S1 1WB, UK. ' Faculty of Arts, Computing, Science and Engineering, Howard Street, Sheffield Hallam University, Sheffield, S1 1WB, UK
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.
Keywords: digital audio; curriculum design; Sheffield Hallam University; UK; United Kingdom; higher education; universities; adaptable models; adaptability; personal feedback; tutor monologues; marking processes; feedback conversations; project discussions; studio crits; criticisms; broadcast feedback; large groups; peer audio feedback; student assessments; tutor conversations; common room conversations; critical thinking; audio interventions; targeting; emerging issues; individual feedback; design factors; dialogic engagement; pedagogy; supportive voice; emerging practices; continuing education; engineering education; life-long learning; electronic feedback; e-feedback.
International Journal of Continuing Engineering Education and Life-Long Learning, 2010 Vol.20 No.2, pp.208 - 223
Published online: 09 Nov 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article