WEBVTT 00:00:00.000 --> 00:00:00.900 Morning from Sunny York, UK 00:01:11.000 --> 00:01:11.900 Often worth placing innovations in historical perspective: Open Universities used audio feedback with cassette tapes in the 1970s 00:01:15.000 --> 00:01:15.900 Hello from Dudley in England's West Midlands. 00:07:33.000 --> 00:07:33.900 Q:Was the work marked up with in-text comments as well as the audio feedback? 00:08:00.000 --> 00:08:00.900 Q: Were rubrics and grading forms used in feedback studio as well as the audio feedback? 00:08:38.000 --> 00:08:38.900 Using audio comments with a rubric a sensible strategy 00:09:19.000 --> 00:09:19.900 Q: Having used this exact functionality before, I was a bit worried about accessibility because I couldn't find a way to get a transcript for students. Any solutions on this? 00:10:20.000 --> 00:10:20.900 @Alice Shepherd (Univ of Leeds) Not sure - god questions to ask at the end or when there is an opportunity. 00:11:24.000 --> 00:11:24.900 Indeed, and some students struggled to access voice comments 00:12:11.000 --> 00:12:11.900 Very good example of audio feedback at scale with multiple teachers & large classes https://www.tandfonline.com/doi/full/10.1080/02602938.2017.1343455 00:12:49.000 --> 00:12:49.900 Thank you @dcarless 00:13:01.000 --> 00:13:01.900 Thanks for the link 00:13:11.000 --> 00:13:11.900 why not give individual students a choice of whether they get written or spoken feedback? 00:14:34.000 --> 00:14:34.900 Good work by James Wood on peer screencast feedback https://www.tandfonline.com/doi/abs/10.1080/13562517.2022.2042243< 00:15:23.000 --> 00:15:23.900 James presented his work in one of these sessions. Please check the archive for the recording. 00:16:28.000 --> 00:16:28.900 Past TA sessions related to 'feedback' are here: https://transformingassessment.com/search/node/feedback 00:17:19.000 --> 00:17:19.900 The voice feedback idea was discussed in my institute before. The first reaction of the programme coordinator was that voice feedback might takes more time than written one, as it is reasoned as following: to record good feedback, lecturers have to first formulate concise points. This may requires writing down things, then making a recording. Hence, one of the reject points is that voice feedback will take lecturer more time than the written ones. Q: How was the situation in your case? 00:18:14.000 --> 00:18:14.900 Wow, what does that say about how long the written feedback is? Sounds like a good opportunity to make that more concise 🙂 00:19:37.000 --> 00:19:37.900 Indeed, this seems a great opportunity to train teachers to provide feedback in a more efficient and effective way. 00:19:39.000 --> 00:19:39.900 @Lai It appears there was also a list or template of potential phrases to use. 00:20:52.000 --> 00:20:52.900 @Fiona Meddings, would be possible to share the list/template? 00:21:11.000 --> 00:21:11.900 Did students have. chance to respond to the feedback? For example, asking questions in response? Or was it one way. 00:21:28.000 --> 00:21:28.900 @Lai - this is what the presenter said at the beginning of her presentation. 00:21:47.000 --> 00:21:47.900 Can do cohort feedback for the more general points. 00:22:07.000 --> 00:22:07.900 @Fiona Meddings, ok. yes, I thought you also have some resource : ) 00:23:12.000 --> 00:23:12.900 @Lai Sorry, I'm just trying to respond to the chat. We can ask 00:23:19.000 --> 00:23:19.900 And what about peer to peer audio feedback https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12363 00:29:07.000 --> 00:29:07.900 👏 00:29:18.000 --> 00:29:18.900 Thnak you 00:29:27.000 --> 00:29:27.900 very useful👍 00:29:54.000 --> 00:29:54.900 We will revisit questions after Jane's presentation. 00:32:31.000 --> 00:32:31.900 Please note we will publish the recording and slides on the Transforming Assessment site after this session. 00:42:00.000 --> 00:42:00.900 Using audio feedback to challenge a student's perspective and promote critical thinking is great. Much better to do this in a formative manner to improve outcomes 🙂 00:45:31.000 --> 00:45:31.900 many of these factors are not specific to audio feedback but are about feedback 00:46:02.000 --> 00:46:02.900 i am wondering how much of the success in this case was due to the looped nature of the series of tasks. giving opportunities for students to act on their feedback. - a nice graphic that depicts this is here: https://feedbackforlearning.org/framework-of-effective-feedback/definition/ 00:46:41.000 --> 00:46:41.900 Yes @Mike @Mathew Hillier There was opportunity to revise and then get feedback - so it's formative but timed well to give students chance to respond to it. 00:46:49.000 --> 00:46:49.900 Yes, assessment design is also important aside from feedback modality. 00:48:15.000 --> 00:48:15.900 Agree @Mathew Hillier . Feedback is always better if you can reflect, act and then get further feedback to reinforce. Would be easier to 'compare' and contrast if half a group is given written and half a group is given audio feedback. Does anyone have studies of this nature? 00:49:01.000 --> 00:49:01.900 Thank you 00:49:11.000 --> 00:49:11.900 👏 00:49:13.000 --> 00:49:13.900 @Lilian Joy Uni of York yes I do, unpublished from my previous institution. 00:49:14.000 --> 00:49:14.900 @dcarless Peer audio feedback will be looked at, even though our university has reverted to face to face teaching. 00:49:36.000 --> 00:49:36.900 Yes Lilian, Kirschner et al 1991 https://link.springer.com/article/10.1007/BF00898030 00:49:47.000 --> 00:49:47.900 👏 00:49:58.000 --> 00:49:58.900 @Fiona Meddings I would value that as a department at the uni is about to embark on an audio feedback project. lilian.joy[at]york.ac.uk, thank you. 00:50:09.000 --> 00:50:09.900 thank you, @dcarless 00:50:14.000 --> 00:50:14.900 @Fiona Meddings your audio has a bit of a loop. Switch of your mic please. 00:51:42.000 --> 00:51:42.900 Thanks for the session. I have to go and review some assignments and give pre-submission feedback now! 00:52:24.000 --> 00:52:24.900 If staff are making notes during marking and then reading out these notes then why not provide the text as well as the audio ? 00:53:17.000 --> 00:53:17.900 Something to ask Turnitin for then as a new feature! 00:53:32.000 --> 00:53:32.900 Something like http://Otter.ai makes it easy to do both nowadays, audio + transcription. I also wonder if students were allowed to choose, which they would prefer. 00:55:13.000 --> 00:55:13.900 If staff read out notes made in marking then it loses all the emotional qualities of speech unless they are talented actors 00:57:31.000 --> 00:57:31.900 👏 Fabulous presentations and discussion, thank you. Sorry to have to go now. 00:57:51.000 --> 00:57:51.900 Thank you everybody! 👏 00:58:10.000 --> 00:58:10.900 yes, it's been a really interesting session, thanks to the presenters and organisers. 00:58:41.000 --> 00:58:41.900 It's been very helpful. Thank you very much. 00:58:51.000 --> 00:58:51.900 Thank you, Jane and Gemma. Very interesting. 00:58:54.000 --> 00:58:54.900 Thank you! 00:58:56.000 --> 00:58:56.900 Thank you to all for these sessions 00:58:56.000 --> 00:58:56.900 Thanks very much presenters and organisers (and colleagues in chat) 00:58:57.000 --> 00:58:57.900 I agree entirely with Lilian. 00:58:57.000 --> 00:58:57.900 yes. very insightful presentations 00:59:24.000 --> 00:59:24.900 thank you, very helpful 00:59:34.000 --> 00:59:34.900 Thank you for a really interesting session, lots to think about... 00:59:38.000 --> 00:59:38.900 Thank you, very interesting.