Document Type

Other

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

*pedagogy

Publication Details

Ed-Tech2015, University of Limerick, 28-29 May, 2015

Abstract

Evidence from the literature indicates that learners often view feedback in terms of assessment only, even though it can play an important role in improving engagement and consolidating and enriching learning. It is well accepted that the feedback strategy used should be appropriate to the purpose and context of the work, but in order for feedback to be truly helpful, it needs to be goal-referenced, tangible, transparent, actionable, user-friendly (specific and personalized), timely, ongoing and consistent. Technology can also play a useful supporting role in achieving this. This paper explores the impact of formative audio feedback across part time programmes in the Learning and Technology Centre (LTTC) in DIT. Anticipated benefits were that the audio mode would enable provision of more detailed and clearer feedback as well as the opportunity to use tone of voice to help convey meaning and add a more personal element to engage learners more effectively.

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