Audio enhanced learning environment
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Transcript of Audio enhanced learning environment
The Audio-EnhancedLearning Environmenta module case study
Andrew MiddletonSheffield Hallam University
8th July 2010
About me…Andrew Middleton
• educational developer in the LTI at SHU
• Media-Enhanced Learning Special Interest Group (MELSIG)
• teaching role: an undergraduate final year Computer Science module called Innovative Multimedia
Receivers? Or Gatherers?
Recording lectures?
Are you receiving me?(cc) Pink Sherbet Photography 2006
Receivers? Or Gatherers?
Audio?
• An extended learning environment?
• Alter perceptions of the formal and traditional
academic methods? • Meaningfully active?
• Revealing learning that might otherwise be
unnoticed?• Underpin an engaging
learner-centred curriculum?
Podcasting Channel?
a technical term broadcasting
episodicquality (technical)
consistentregular
Communications Channel?
a communal termtargeted, user-definedshort format recordingsquality (meaning, timeliness)variousirregular
Is this about 'podcasting'?It's about different ways of capturing ideas and conversations to make the
learning experience richer
It's about a designed approach and responding to opportunity
How a module podcast channel allowed the class to:
• Connect to real world experience and expertise
• Reflect on their own performance and the ideas of their peers
• Review assignment briefings• Receive feedback• Highlight key concepts• Show student work
audio summariesaudio revision notesstudent podcasting
audio feedbackdigital storytelling
class activities and discussions
external voices: invited and found
Diverse, rich digital voices
Tutors, peers, experts and publicsCapturing rich and transient ideas and conversationsConnecting physical spaces to virtual spacesAsynchronous: 'time-shifting' meaningRecognising formative voices: bridging
Principle: Value opportunity as much as design1. An interview with a friend about their
experience of being broadcast on the Web without permission
2. Recording of the class discussion that followed
Principle: Promote open-ended thinking1. Involve students: encourage 'commitment
making' and self-efficacy based on independent study
2. Recordings of class discussion following independent research and the critique of a video in class
Principle: extend the learning environment1. Audio assignment brief – more meaningful2. Generic audio feedback recorded by tutor
team and posted immediately to podcast following last presentation
3. Extract from the Guardian’s podcast that week that was relevant to their current topic
Principle: use 'expert' voices as interventions1. Careers staff member informed the student
assignment of professionalisation and online identity. Recorded at short notice.
2. Extract from US podcast that dealt with current topic (luck!)
Principle: develop confidenceAudio Revision Notes:1. 5 key concept points > Guidance on how to
respond > 5 points repeatedCreate a balance between conceptual knowledge and experiential approach
Principle: value currency and authenticity1. Extract from feature on BBC Radio 4 Today
programme from that week2. Link to a recording made at a conference
session I attended that covered the student topic
Principle: personally engaging and responsive• a place for rich and timely feed back
designed to feed forward• blending, continuing and connecting to f2f
Principle: the channel can be irregular and infrequent whilst being constant
The module concluded with 'a gallery' of student group digital story presentations
Audio-enhanced learningSummary• Extends the learning environment
across space, time and community• Access to tutor, student, expert and
public voices• Connects to professional voices, real
world events• It complements and echoes classroom
activity• Highlights and emphasises key points• It can be planned and highly
structured, regular and consistent, or• Opportunistic and flexible • It is easy to do! Press the red button!