Turn on, tune in and listen to this: engaging learners through audio supported pedagogy.
Will Stewart1, Chris Dearnley1, Mary Simpson2, Claire Surr1
1University of Bradford, United Kingdom, 2University of Hertfordshire, United Kingdom
Over the past five years audio has seen something of a resurgence within the HE sector (Salmon and Nie, 2008). While the use of audio to support learning is not new (Bates, 1981), the widespread ownership of MP3 players and the increasing adoption of Web 2.0 technologies and social networking spaces by students, suggests that audio as a powerful educational tool has come of age, providing exciting opportunities to meet the individual needs of an increasingly diverse range of learners in a cost-effective way.The JISC-funded Audio Supported Enhanced Learning (ASEL) project (www.aselactive.com) used Action Research methodology to examine the use of audio in four key areas of HE practice, namely: self-reflection, formative and summative feedback, assessment, and collaborative learning. Its findings indicated that the creative use of audio in each of these areas facilitated a more personalised learning experience leading to increased student motivation and engagement, and a redesign of the curriculum in terms of pedagogy and assessment. Six subject disciplines were involved (Law, Accountancy, Computing, Health, Optometry and Business), providing examples of how learners engaged with audio from across a diverse range of subjects, and developing strategies for its effective and innovative use.This workshop explores ways in which audio can be used to engage learners and bring about changes in practice that will have a significant positive impact on curriculum design, assessment and pedagogy.Working in small groups, participants will listen to an example of audio feedback and compare this to written feedback given by the same lecturer. They will be asked to compare both types of feedback in terms of content, style and likely impact on student learning, and to reflect on the experience of giving and receiving audio feedback from the lecturer and student perspective. Each group will then go on to consider how audio could be used in their own practice in terms of self reflection, formative and summative assessment, and collaborative learning.Feedback from each of these groups will inform a wider discussion on the effectiveness of audio to support teaching and learning in HE.Bates, A. W. 1981. Radio: the forgotten medium? Studies in the use of radio programming and audiocassettes in Open University courses. Papers on Broadcasting, No. 185. Milton Keynes: Institute of Educational Technology.Salmon, G. and Nie, M. 2008. Doubling the life of iPods, in G. Salmon and P. Edirisingha (eds) Podcasting for Learning in Universities. Maidenhead: Open University Press