The Audio-EnhancedLearning Environmenta module case study

Andrew MiddletonSheffield Hallam University

8th July 2010

a.j.middleton@shu.ac.uk

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!