Extensive list of references

"Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education."

These brief guides may provide a useful starting point for further exploring areas such as audio feedback or using/producing digital media resources.

Learning in Immersive worlds a review of games based learning

Extensive resource about designing and evaluating technology enabled learning activities from Virginia Tech. Includes models, case studies and key literature.

Some useful case studies from across the disciplines

The aim of this paper is to provide researchers and students with an overview of literature on focus group interviews. This is by no means a complete "how to" guide but a snapshot of some of the key issues to be considered when using this technique.

Finding a technology you are comfortable with.....

"Assessment is all about making judgements. A major argument for involving students in self and peer-assessment is that it helps them to develop the ability to make judgements, in particular about themselves and their work. This is an important life skill as well as an academic one. Research in Australia (Midgley & Petty 1983) showed that recent graduates rated the ability to assess their own performance among the most important skills used in their jobs, but one that their degree courses had almost totally ignored. It follows, then, that we should consider the ways in which these skills can be developed within existing courses. "

HEA case studies

"Development of authoring software for peer and self assessment of text based exercises using the web as an interface"

Development of authoring software for peer and self assessment of text based exercises using the web as an interface

Student assessment of other students' work, both formative and summative, has many potential benefits to learning for the assessor and the assessee. It encourages student autonomy and higher order thinking skills. Its weaknesses can be avoided with anonymity, multiple assessors, and tutor moderation. With large numbers of students the management of peer assessment can be assisted by Internet technology.

The Centre for Educational Developmentay Queen's Belfast has identified a selection of online materials and resources to assist colleagues who may be interested in implementing peer and self-assessment.

"This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using textbased communication. However, we believed that the inclusion of an auditory element might strengthen both the sense of community and the instructor's ability to affect more personalized communication with students. Over the course of one semester, students in this study received a mixture of asynchronous audio and text-based feedback. Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback. Four themes, which accounted for this preference, were culled out in an iterative, inductive analysis of interview data: 1. Audio feedback was perceived to be more effective than text-based feedback for conveying nuance; 2. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions; 3. Audio feedback was associated with increased retention of content; and 4. Audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were three times more likely to apply content for which audio commenting was provided in class projects than was the case for content for which text based commenting was provided. Audio commenting was also found to significantly increase the level at which students applied such content. Implications of this case study and directions for future research are addressed in the discussion and conclusions section of this paper. "

This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using textbased communication. However, we believed that the inclusion of an auditory element might strengthen both the sense of community and the instructor's ability to affect more personalized communication with students. Over the course of one semester, students in this study received a mixture of asynchronous audio and text-based feedback. Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback. Four themes, which accounted for this preference, were culled out in an iterative, inductive analysis of interview data: 1. Audio feedback was perceived to be more effective than text-based feedback for conveying nuance; 2. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions; 3. Audio feedback was associated with increased retention of content; and 4. Audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were three times more likely to apply content for which audio commenting was provided in class projects than was the case for content for which text based commenting was provided. Audio commenting was also found to significantly increase the level at which students applied such content. Implications of this case study and directions for future research are addressed in the discussion and conclusions section of this paper.

Dianna Laurillard explains her model and extends it to analyse collaboative and mobile learning