Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
53 - Audio feedback
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Providing feedback to learners is an essential part of the assessment process but one that is often seen as something outside of the remit of library and information professionals. Feedback to learners is usually associated with written comments on a standard sheet or scribbled in the margins of their work. Because we may not be involved regularly in the formal assessment process, we might therefore consider this part of the learning and teaching process best to be left to others. However, we should be providing feedback to our learners on how they are progressing towards achieving the learning outcomes that we have set, praising or amending as required. (See feedback to learners.)
Much of our feedback will be given verbally during sessions. However, if the opportunity arises to provide feedback after sessions or as part of a formal assessment and feedback process, then audio feedback is a very effective alternative to written comments. In the Sounds Good project, Rotheram (2009a) found that student satisfaction with feedback rose significantly if it was provided via a sound file. The level and amount of feedback given by the tutor also rose with over four or five times more words spoken on the sound file than would usually be written on a sheet. Participants in the project found that recording audio feedback takes no longer than producing written sheets.
The process is simple. Record your comments using an MP3 player (or similar) and save them as a sound file. The files can then be e-mailed to learners or embedded into a blog, wiki or VLE (virtual learning environment). All the learner requires is an MP3 player or a PC with a sound card to hear the individualized feedback.
Some criteria for successful audio feedback have been collated by Steve Bond at LSE (2009) and reproduced here with permission:
• Do not try to make a perfect recording. People pause, stumble, say ‘errr’ in real life so there's no problem if you do so in the recording. In fact, it may make your feedback more human if you do make mistakes.
• You do not need a script. However, you do need to prepare. Use assessment criteria as a guide to what you will say.
• Keep it short and to the point. Do not try to cover too much in one recording. Aim for a five-minute maximum.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 145 - 147Publisher: FacetPrint publication year: 2011