Derby Learn Tech

Resources for the Flipped Classroom

Learning literacies for a digital age - institutional audits

Case Studies - A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement

Article by Neil Selwyn about social media in higher education

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

Revision to Bloom's digital taxonomy with additional resources and supporting models

Copyright & Creation A Case for Promoting Inclusive Online Sharing LSE Media Policy Project

Flexible pedagogies: part-time learners and learning in higher education Michael McLinden, University of Birmingham September 2013

Innovating Pedagogy 2013

The aim of this project is to investigate the student experience and to explore the characteristics of audio feedback given to students. Our objectives were to gain a greater understanding of the issues surrounding the use of audio feedback in higher education and whether new technology might provide additional benefits and offer exemplars of best practice in audio feedback. Data were obtained via short questionnaires and individual interviews which allow

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

Audio feedback project LJM 2010

'Turn a quote into a masterpiece'