{"id":1291,"date":"2017-10-04T13:34:48","date_gmt":"2017-10-04T13:34:48","guid":{"rendered":"http:\/\/extra.shu.ac.uk\/melsig\/?page_id=1291"},"modified":"2018-01-10T21:56:20","modified_gmt":"2018-01-10T21:56:20","slug":"audio-feedback-the-voices-of-innovators-temporary","status":"publish","type":"page","link":"https:\/\/melsig.shu.ac.uk\/melsig\/resources\/audio-feedback-toolkit\/audio-feedback-the-voices-of-innovators-temporary\/","title":{"rendered":"Audio feedback – the Voices of Innovators"},"content":{"rendered":"

\"AF-toolkit-banner\"<\/a>The following recordings have been produced by academic innovators from across the sector. Audio feedback is remarkable as a learning media for the way an essential idea has been adopted to context in so many ways. The innovators in the following recordings explain what they do, why and how you can successfully adopt a similar approach.<\/p>\n

\n

Student exemplars<\/h2>\n

Contributor:<\/strong> Lydia Arnold, Harper Adams University
\nDescription:<\/strong> Using screencasting to increase access to a feedback exemplar
\nMedia:\u00a0<\/strong>Screencast
\nModel:<\/strong> Exemplar feedback<\/p>\n

Recording:<\/strong><\/p>\nhttps:\/\/melsig.shu.ac.uk\/melsig\/files\/2017\/10\/Arnold-audio-feedback-20170904-081059.m4a<\/a><\/audio>\n

\n

Productive formative feedback<\/h2>\n

Contributor:<\/strong> Claire Beecroft, University of Sheffield
\nDescription:<\/strong> Formative visual feedback on an online activity
\nMedia:<\/strong> video screencast
\nModel:<\/strong> Video feedback
\nRecording:\u00a0<\/strong><\/p>\nhttps:\/\/melsig.shu.ac.uk\/melsig\/files\/2017\/10\/Beecroft-Video-Feedback-2017.m4a<\/a><\/audio>\n

\n

Tutor team moderated\u00a0feedback<\/h2>\n

Contributor<\/b>: Anne Nortcliffe, formerly of Sheffield Hallam University
\nDescription<\/b>:\u00a0produced by a marking team together promoting the moderation of consistent feedback. The model encourages a positive tone and is efficient to conduct.
\nMedia<\/b>:\u00a0aud\u00edo
\nModel<\/b>: various, including tutor team audio\u00a0feedback
\nRecording<\/b>:<\/p>\nhttps:\/\/melsig.shu.ac.uk\/melsig\/files\/2018\/01\/anne-nortcliffe.m4a<\/a><\/audio>\n

\n

Affective audio feedback at a distance<\/h2>\n

Contributor:<\/strong> Dina Belluigi, Queens University
\nDescription:<\/strong> audio for identifying tacit value and clarity in feedback through tone of voice
\nMedia:<\/strong> audio
\nModel:<\/strong> audio feedback used to supplement written feedback
\nRecording<\/strong>:<\/p>\nhttps:\/\/melsig.shu.ac.uk\/melsig\/files\/2017\/10\/Dina-Belluigi-Audio-Podcasts-For-Formative-Assessment.m4a<\/a><\/audio>\n

\n

Individualised feedback using Audacity and using iAnnotate app<\/h2>\n

Contributor:<\/strong> Professor Simon Lancaster, University of East Anglia
\nDescription:<\/strong> Optional audio files for coursework and integrating audio into PDFs and its usability challenge
\nMedia:<\/strong> iAnnotate app embedding audio in a PDF
\nModel:<\/strong> audio feedback
\nRecording:\u00a0<\/strong><\/span><\/p>\nhttps:\/\/melsig.shu.ac.uk\/melsig\/files\/2017\/10\/lancaster-Audio-feedback-for-MELSIG.m4a<\/a><\/audio>\n

\n

Digital Assessment Guides<\/h2>\n

Contributor:<\/strong>\u00a0Claire Moscrop, Edge Hill University
\nDescription:<\/strong> This is a frontloading approach to assessment giving a richer description of the task as its briefing. Briefing assessment tasks for use at the point of need, or rather understanding of key concepts. Noticeable improvement from the audio guides and a reduction in dependency on staff. Feedback refers to the Digital Assessment Guide. They were produced using Office Mix or iSpring.
\nMedia: <\/strong>audio
\nModel:<\/strong> audio briefing
\nRecording:<\/strong><\/p>\n