Dr James Betts, Department for Health, uses an app on a tablet to provide audio feedback to his students. Students upload their coursework to Moodle, which are then transferred to the app. James can view the student's work and provide detailed feedback as well as a mark at his own convenience. This data is then sent back to Moodle where the students can see their mark and detailed feedback.
Please watch a short video below, which includes a short clip of James using the app.
If you would like to learn more about technology for learning and teaching, get in touch at firstname.lastname@example.org
Dr Momna Hejmadi, Department of Biology & Biochemistry, gave a presentation on the topic of using multiple choice questions (MCQs) in Moodle for summative assessment, with many tips and points to consider. Momna's experience comes from having been involved with a TDF project to investigate the use of Moodle quizzes for assessment across multiple departments.
Read Momna's case study including: context; how it was set up; benefits; and points to consider when trying this yourself
Watch a full recording of the event (27 minutes plus discussion)
The main drivers for moving towards using Moodle MCQs for asssessment were:
- NSS/PTES scores
- Students prefer timely feedback rather than quality feedback#1
- Increasing student numbers (349 cohort in 2015/16)
- Time pressures on staff in enhancing research metrics
- Selective/Strategic learning in years 1 and 2.
The first year in which Momna trailed this new system ran smoothly, however the second year with an even further increased cohort size did not. At this point the contingency plan was used, which is why Momna stressed that involving AV, registry and e-learning at all stages of design and implementation was necessary.
If you are interesting in using MCQs in your teaching, read the case study on using Peerwise which allows students to create and answer their own MCQs across the cohort.
Asun Solano Torres, Academic Skills & Foreign Language Centre
What problem did you hope to solve?
I hoped to improve feedback to students by providing very detailed feedback which would not have been possible in a written format.
What was done and what technology was used?
Each piece of audio was recorded as a .wav file. An assignment was set up in the course’s Moodle unit to deliver the feedback. Each student was given a mark, a comment was added ‘please download file’ and each student’s .wav audio file was uploaded as a response file within the grading page. Audio Visual can be contacted to lend out voice recorders if needed.
How did students find it?
Students enjoyed the personal aspect of it and appreciated the efforts made and stated that seeing the work that went into providing such feedback motivated them to put more effort into their work, although I didn't feel it engaged them with the learning. I did feed that students particularly benefited from audio feedback on their listening assignment as it was possible to re-state in the target language any elements that had caused difficulties.
How did staff find it?
I planned to do generic audio feedback, rather than individual, since it would have been more manageable within my workload. However, I haven't done it again because of time pressures.
If you would like to provide audio feedback but are unsure how, please contact e-learning. You can also view advice on audio feedback by JISC Digital Media.