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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

Future Work Skills 2020, overview of the skills that are developed in a digital future

International Centre for Guidance Studies

"Journalists from traditional media are used to going on courses and reading works like McNae's Essential Law for Journalists. Those regularly covering court may have another level of knowledge. But the final resort is always to the expert advice of a media lawyer. Here are some of the categories of law on which social media users in England and Wales are coming unstuck."

The JISC funded Digitally Ready project, part of the Developing Digital Literacies programme has enabled us to further the work done on the Eduserv funded This Is Me project.  By bringing the original project outputs in to University of Reading ownership, the materials are more sustainable, and set in the twin contexts of Digital Literacy and Employability. A drinks coaster, for all your Digital Identity needs The This Is Me project looked at ways of helping people to learn more about what makes up their Digital Identity (DI) and at ways of developing and enhancing it.  "Digital Identity" is made up of multiple parts - it isn't just what we have published about ourself on the web, but also includes things other people have published about us.

This document provides a simple step-by-step guide to creating and embedding audio feedback using Microsoft Word 2000 and 2007, the most common format for student text works. There is also a mention of embedding audio in PDFs, which is discussed at the end of this document, with a link to the appropriate Adobe online resource.

At stage 4 ICT apprenticeship training, Functional skills requires that students complete an Employability module as key elements. Given the diverse mix of students on the course, from those yet to start work, those on day release and those undertaking retraining, the employability module in the words of Dominic Thompson lecturer at Highbury College "Is a bit of a dry subject". So he decided to combine an ICT website design project with this subject area to improve interest and engagement. The result was a series of excellent websites, far better engagement by the students, better results than the year before and completion by the whole class of the employability module.