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Building on very small-scale work using MP3 files for summative feedback on one programme, the Sounds Good team will widen the focus to both formative and summative feedback in various disciplines at different educational levels. The experimentation will include delivering digital sound files containing feedback to students via a virtual learning environment, email and mobile devices such as widely-available MP3 players.

Long post about experience of using audio feedback on student work.  Uses Wimba Voice Tools to record and distribute the feedback.

Giving students feedback on work by audio rather than text.  Blog post with some useful links to current audio feedback projects.

"...Drs. Curto and Laudato describe a technique for providing feedback via rich media capture. Much like comments in the margins of a written assignment, feedback is received at the appropriate time point in the presentation."

"After preparing their papers, students attached an interactive cover sheet on which they raised questions about the paper they had just completed, thereby identifying the specific areas for feedback."

Hey, I worked with Sue Bloxham at St Martins. She's a great teacher in academic development. I think the 2nd last comment is useful too. The first ones suggest this process will be too hard for students. But we want them to be critical thinkers and they need to make that analysis of their own work too so provide the teaching to support them.

"Feedback, group work and a visible papertrail are all effortless gains. Display student work for class discussion, comment on student posts as feedback; set homework to post short peer critiques; devise project tasks requiring reading multiple peers' work and synthesising an overview with linked references."

Just in time, personalised feedback - using Twitter

Terry Anderson gets annoyed with some poor research on audio feedback.

"Private feedback has its place in education. We contend, however, that the vast majority of feedback can and should be public."

An account of someone who isn't bothered about learning and won't ive feedback to students in a Mooc. Scale might be a reason but that's not the rationale being used.

web-based app which provides for student feedback, anonymous questions and 'confused' status updates visible to the teacher - but everyone has to have a web-enabled device to use it...

"Do you pass back exams, a set of papers or grades on some other student project and offer generic comments on what the class did and didn't do well on the assignment?"

The Writing Researcher is a new open activity which aims to bring researchers from different disciplines, institutions and countries together to share their writing and provide peer-feedback ina rather informal, friendly environment. ... As it reads in the blog we have set up for the project, The Writing Researcher: Inspiration, Creativity, Fluency  aims to: 1. promote and support writing as a creative, scholarly and collaborative enterprise, 2. encourage discussion and peer feedback in a distributed, shared environment, 3. establish an international, inter-disciplinary, inter-cultural peer network.

Video tool designed to give students feedback on eg their speaking, presentations, performance, etc. Designed At Baruch College NY this is now open source and has been well refined through 5 years of use,

website that links to a lecturer's laptop giving a score for how many students are confused - a 'confusometer'. Students can click the 'understood' button if they understand the followup explanation. Works with iPhone, laptop or tablet browser. 

Uses Google Sheets and charts and can be embedded.

App available for iPod touch or iPhone to enable student responses - is free application but with subscription required and the teacher has to download and install some software on the podium workstation to use it

"NPR reports that Harvard physicist and professor Eric Mazur has largely gotten rid of the lecture in his classes, after finding that in lecture-based classes, students tend to commit to memory formulae and heuristics, but fail to develop deep understanding of concepts. Mazur has tried - and seemingly succeeded - to cultivate deeper learning with a combination of small group peer-instruction and a tight feedback loop based on in-class polling about particular problems."

Hey guys. Happy new year, hope yaz had a nice break. The idea posted in this thread at /. no doubt isnt new to you all, neither the whole learning-styles thing, but the thread itself is actually not a bad read, lots of differing opinions, not all geeks.