{"id":1286,"date":"2017-09-29T22:46:17","date_gmt":"2017-09-29T22:46:17","guid":{"rendered":"http:\/\/extra.shu.ac.uk\/melsig\/?page_id=1286"},"modified":"2018-01-09T21:08:30","modified_gmt":"2018-01-09T21:08:30","slug":"designing-audio-feedback","status":"publish","type":"page","link":"https:\/\/melsig.shu.ac.uk\/melsig\/resources\/audio-feedback-toolkit\/designing-audio-feedback\/","title":{"rendered":"Producing audio feedback &#8211; design principles"},"content":{"rendered":"<p><a href=\"https:\/\/i0.wp.com\/melsig.shu.ac.uk\/melsig\/wp-content\/blogs.dir\/417\/files\/2017\/10\/AF-toolkit-banner.png\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft size-medium wp-image-1197\" src=\"https:\/\/i0.wp.com\/melsig.shu.ac.uk\/melsig\/wp-content\/blogs.dir\/417\/files\/2017\/10\/AF-toolkit-banner-300x105.png?resize=300%2C105\" alt=\"AF-toolkit-banner\" width=\"300\" height=\"105\" \/><\/a><\/p>\n<h1>It is what we make it &#8211; Designing, implementing and evaluating audio feedback<\/h1>\n<p dir=\"ltr\">The academic is a designer. Like other designers, the academic analyses, designs, develops, implements and evaluates what they do. Known as the ADDIE framework, this can be applied to giving feedback too.<\/p>\n<h2>Analyse the context<\/h2>\n<p dir=\"ltr\">Think about,<\/p>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Impact<\/strong> &#8211; when exactly will the feedback have most effect?<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Just in time<\/strong> &#8211; who are the students and what do they need to think about at this point?<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Making it count<\/strong> &#8211; what, if nothing else, do they need to hear right now?<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Connected learning<\/strong> &#8211; how does this connect to other modules, now and later?<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Motivation<\/strong> &#8211; why will the students want to listen and learn?<\/p>\n<\/li>\n<\/ul>\n<h2>Design<\/h2>\n<p dir=\"ltr\">Think about,<\/p>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Design specification<\/strong> &#8211; know specifically what you are trying to achieve with audio<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Timing<\/strong> \u2013 know\u00a0what impact you aim to maket, and when<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Detail<\/strong> \u2013 know\u00a0what to include or what not to include, e.g. too much detail in spoken form<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Make it personal<\/strong> &#8211; voice, tone, intimacy \u2013 know how the special personal ingredients will work for you<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Make it more personal<\/strong> &#8211; focus on how the spoken voice helps you to refer specifically to each student&#8217;s work<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Consistency and flow<\/strong> &#8211;\u00a0know how it combines with other teaching\u00a0activity or feedback and how they work together to address the intended learning outcomes<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Ask<\/strong> \u2013 \u201cIf I could have just five minutes with this person, what would I say to them?\u201d<\/p>\n<\/li>\n<\/ul>\n<h2>Develop for context<\/h2>\n<p dir=\"ltr\">This is mostly about the academic\u2019s context. Think about,<\/p>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Real time<\/strong>\u00a0&#8211; time-based media are simple &#8211; \u2018saying is making\u2019<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>\u2018Press the red button\u2019 ethos<\/strong> &#8211; keep it technically simple &#8211; we are not &#8216;the BBC&#8217; (<a title=\"Digital Voices\" href=\"http:\/\/melsig.shu.ac.uk\/melsig\/?page_id=33\">see Digital Voices publication for more on this<\/a>)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Presence<\/strong> &#8211; be direct, be close, let them know you care<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Think about the message\u2026<\/strong><\/p>\n<ul>\n<li>\n<p dir=\"ltr\">Keep it brief, clear and focused*<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\">Keep it manageable for you and for your student<\/p>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p dir=\"ltr\"><strong>* note:<\/strong> some innovators disagree with the brevity point and believe audio feedback creates an opportunity to provide a lot of detail. As a designer, you need to think this through for yourself based on your understanding of your context. You could talk to your students to find out what will work for them.<\/p>\n<h2>Implementing the feedback model<\/h2>\n<p dir=\"ltr\">Implementation has technical and pedagogical implications. Think about,<\/p>\n<ul>\n<li>\n<p dir=\"ltr\"><strong>Who<\/strong> actually gives the feedback &#8211; usually the academic, but also consider peer feedback models or employers for work-related learning, etc. You can use a self-assessment method to: an &#8216;audio postcard to my future self&#8217;.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>How<\/strong> the audio feedback is made and distributed (e.g. PC with <a href=\"https:\/\/www.audacityteam.org\/\" target=\"_blank\">Audacity<\/a>, smart device with an audio recording app like <a href=\"https:\/\/itunes.apple.com\/gb\/app\/voice-record-pro\/\" target=\"_blank\">Voice Record<\/a>, screencasting software like <a href=\"https:\/\/screencast-o-matic.com\/\" target=\"_blank\">Screencast-o-matic<\/a>, etc)<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\"><strong>Tools<\/strong><\/p>\n<\/li>\n<li>people use audio recorders, smart phones and tablets, laptops and PCs, USB headsets<\/li>\n<li>VLE tools and space or standalone audio approaches for flexibility and authenticity to capture learning in particular situations<\/li>\n<li>software and apps<\/li>\n<\/ul>\n<h2>Evaluate<\/h2>\n<p dir=\"ltr\">Your model needs to be evaluated. Ask,<\/p>\n<ul>\n<li>\n<p dir=\"ltr\">Did this achieve what you set out to do (see Design)<\/p>\n<ul>\n<li>\n<p dir=\"ltr\">Ask students, review access data, check whether feed forward actions were executed by students.<\/p>\n<\/li>\n<li>\n<p dir=\"ltr\">Ask yourself- did it feel right, was it expedient, could I convey what was needed clearly in an appropriate way.<\/p>\n<\/li>\n<\/ul>\n<\/li>\n<li>\n<p dir=\"ltr\">Evaluate\u2026 and improve. Amend the design specification for the next iteration.<\/p>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>It is what we make it &#8211; Designing, implementing and evaluating audio feedback The academic is a designer. Like other designers, the academic analyses, designs, develops, implements and evaluates what they do. Known as the ADDIE framework, this can be applied to giving feedback too. Analyse the context Think about, Impact &#8211; when exactly will&hellip;<\/p>\n","protected":false},"author":575,"featured_media":0,"parent":1196,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/template-full-width.php","meta":{"footnotes":""},"class_list":["post-1286","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/P9xq1d-kK","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1286","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/types\/page"}],"replies":[{"embeddable":true,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/comments?post=1286"}],"version-history":[{"count":3,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1286\/revisions"}],"predecessor-version":[{"id":1784,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1286\/revisions\/1784"}],"up":[{"embeddable":true,"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/pages\/1196"}],"wp:attachment":[{"href":"https:\/\/melsig.shu.ac.uk\/melsig\/wp-json\/wp\/v2\/media?parent=1286"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}