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This study explores students' attitudes to the provision of formative feedback on academic work using audio files together with the ways in which students implement such feedback within their learning. Fifteen students received audio file feedback on written work and were subsequently interviewed regarding their utilisation of that feedback within their learning. The written work provided by twelve of the students was also conventionally marked and this feedback was quantitatively compared with the audio feedback comments following classification of individual comments. The students responded very positively to the audio file feedback judging it to be good quality because it was easier to understand, had more depth and was more personal. Most students annotated their work as they listened and stated that they would use the audio feedback to improve their work for other tutors. Pitfalls of this form of feedback included the large size of the audio files (up to 11Mb) being incompatible with some e-mail systems. Comment classification showed a greater emphasis on developmental aspects of learning within audio file feedback. Guidance is provided for tutors concerning the effective use of audio file feedback. As feedback is integral to all learning this project has wide applicability across the disciplines

Exploring new forms of teaching, learning and assessment, to guide educators and policy makers Mike Sharples, Patrick McAndrew, Martin Weller, Rebecca Ferguson, Elizabeth Fitzgerald, Tony Hirst, Yishay Mo, Mark Gaved, Denise Whitelock

The Digital Scholar: How Technology Is Transforming Scholarly Practice Martin Weller While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.

Audio feedback project LJM 2010

"As with other forms of Technology-Enhanced Learning (TEL) it is possible for mobile learning to be used in a small-scale and ad-hoc manner. Such approaches are rarely sustainable or, ultimately, satisfactory without wider buy-in from across an institution. Successful mobile learning initiatives are change management programmes that involve Strategy, a focus on Pedagogy, and a rigorous Implementation plan."