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dc.contributor.authorDoolan, M.
dc.contributor.authorSimpson, M.
dc.date.accessioned2010-11-01T12:01:31Z
dc.date.available2010-11-01T12:01:31Z
dc.date.issued2010
dc.identifier.citationDoolan , M & Simpson , M 2010 , Engaging tutors and learners through audio supported pedagogy . in 5th Int Blended Learning Conference, "Developing Blended Learning Communities" . University of Hertfordshire , pp. 63-71 .
dc.identifier.isbn978-1-907396-10-6
dc.identifier.otherPURE: 90104
dc.identifier.otherPURE UUID: 388eb572-7d8b-4025-b841-ee66a353a061
dc.identifier.otherdspace: 2299/4939
dc.identifier.urihttp://hdl.handle.net/2299/4939
dc.description.abstractThe JISC-funded Audio Supported Enhanced Learning (ASEL) project used Action Research methodology to examine the use of audio in four key areas of Higher Education (HE) educational practice, namely: selfreflection, formative and summative feedback, assessment, and collaborative learning. A community of practitioners from across two Higher Education Institutions and six subject disciplines were involved in this study (Law, Accountancy, Computing, Health, Optometry and Business). The intention of this paper is to present examples of how learners engaged with audio from across Law, Computing and Business subjects, and how strategies were developed by tutors and learners for the effective and innovative use of audio. Examples will include the use of freely available web 2.0 technologies by learners and used to support their community for learning. The use of recording devices such as mp3 recorders, and the development and use of purposely built audio software to facilitate pedagogy. Findings indicate that the creative use of audio in each of these subject areas facilitated a more personalised learning experience leading to increased student motivation, and engagement. Furthermore, results show how learners used the technologies for self, and peer assessment and assessment feedback. In each of the subject areas strategies were developed by tutors and supported in an Online Community of Practice which has been shown to help encourage a redesign of the curriculum in terms of pedagogy and assessment. This paper will add to the debate on Community, the use of Web 2.0 technologies, Audio in Curriculum Redesign, and the Learner Experience.en
dc.language.isoeng
dc.publisherUniversity of Hertfordshire
dc.relation.ispartof5th Int Blended Learning Conference, "Developing Blended Learning Communities"
dc.titleEngaging tutors and learners through audio supported pedagogyen
dc.contributor.institutionSchool of Computer Science
dc.contributor.institutionScience & Technology Research Institute
dc.contributor.institutionDepartment of Accounting, Finance and Economics
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionHertfordshire Business School
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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