The document discusses how digital audio is being used to enhance learning in higher education. It suggests that recorded audio can be used to create engaging learning experiences that connect both physical and virtual learning environments. Some examples of using audio that are mentioned include podcasting, digital video, screencasting, and audio feedback. The document then discusses several benefits of using digital audio, such as making learning more motivating, promoting active learning, and allowing for flexible and inclusive learning. It argues that digital audio used in learning environments can support listening, discussing ideas, and providing feedback. Overall, the document promotes experimenting with different ways of incorporating digital audio into teaching and learning in higher education.
On National Teacher Day, meet the 2024-25 Kenan Fellows
Andrew middleton
1. Andrew Middleton Sheffield Hallam University how digital audio is being used in HE as an adaptable and meaningful extension to the learning environment
2. How the recorded voice is being used in HE by staff and students to create engaging situations that connect across the physical and virtual spaces that are already familiar to us.
3. Listening to examples Consider, what technology is available to us and our students now 7 techniques for media-enhanced learning
4. Users and Producers Who here is using, Podcasting Digital video Screencasting Audio feedback Other digital media techniques who is the producer? user-generated media
5. Are you ready?! Hands up if you have on your person, an audio recorder a video camera a smartphone another kind of mobile phone Keep your hand up if you have used your personal device to make recordings that relate to teaching, learning or assessment. The technology is more accessible to us
6. Motivating Promoting learning Active learning Collaborative Formal, semi-formal, informal Personalised Inclusive Flexible HOW? listening discussing thinking presenting ideas acting(together or alone) recording reporting assessing feeding back WHY?
7. Audio Learning environments What do we value? “The best [learning spaces] are likely to assist all within the institution to work more productively and to produce learners who are confident, adaptable, independent and inspired to learn. In short... responsive, inclusive, and supportive of attainment by all." A space for, listening discussing thinking developing and articulating ideas acting (together or alone) recording reporting assessing feeding back Designing Spaces for Effective Learning A guide to 21st century learning space design JISC, 2006 Online at:http://www.jisc.ac.uk/media/documents/publications/learningspaces.pdf
8. Digital voices? Conversation Engaging Person-centred Meaning audio media Voice Adaptable “e” Timely Access technology Digital podcasting recording Asynchronous Manageable
13. ...Tutors listening discussing thinking developing and articulating ideas acting (together or alone) recording reporting assessing feeding back Talking Listening Conversing Peers Terminology e.g. “Podcasting” “Audio” “Media” “Voices” Experts andprofessionals Publics and others Ways of thinkingpreconceptions and possibilities
14. formal: notes from the planned curriculum semi-formal: unplanned notes from the formal curriculum informal: notes from beyond the formal curriculum (Nortcliffe and Middleton 2009a)
15. Digital Voices as learning environments Where? Everywhere. Anywhere. In between and across locations… Lecture theatres, classrooms, corridors, outside, pub, home office, student rooms, workplace, placements, professional settings, international settings, online, on the move… Some rights reserved by Zanthia
16. Media Audio Video Screencasting Conferencing inc. Skype (other media in which the recorded voice is important e.g. Voicethread.com)
27. Digital Voices as learning environments How? Audio Briefing: timely assignment setting Audio Feedback: feedback for learning Audio Summaries: not lectures? Digital Posters: briefer and longer lasting Digital Storytelling: capturing essence Podcast Assignments: enquiry and rhetoric Student Audio Notes: formal, semi-formal, informal and autonomous learning 100s of ways! But here's 7 to start with…
36. What are its weaknesses?1. Audio Notes 2. Audio Summaries 3. Digital Posters 4. Podcast Assignments 5. Digital Storytelling 6. Assignment Briefings 7. Media-Enhanced Feedback
37. Start with something that will be really easy (audio announcements, generic feedback) Can you find a buddy/mentor? (Here and now?) How will you share back what you discover with others here? Media-Enhanced Learning SIG (was PPP SIG) Melsig.com a.j.middleton@shu.ac.uk
Notas do Editor
recognising formal, semi-formal and informal spaces and experiencePicking up on Conoleet al.'s keywords (2008), voices are pervasive, personal, niche adaptive, organised, transferable, active in different ways according to time and space, adaptable to changing working patterns and, potentially, easy to integrate. As learners, teachers, experts and publics, our voices and behaviours are innately adaptable, adjusting naturally and effectively to context. In a project conducted at Sheffield Hallam University over one academic year (Nortcliffe and Middleton 2009a), students were given MP3 recorders and asked to use them in any way that they would find useful to aid their learning and to periodically report back to share their experience with the other participants. Once the students had been challenged to think creatively about how they might make use of the devices, it emerged that they discovered and captured useful learning voices in many varied situations, most of which did not directly connect with a formal view of university education. These uses were loosely categorised as,formal: notes from the planned curriculum;semi-formal: unplanned notes from the formal curriculum; and,informal: notes from beyond the formal curriculum. (ibid)
