Our research shows how podcasting technology enhanced the range of feedback strategies available to tutors. Our findings suggest that podcasts have the potential to increase the detail and accessibility of assessment feedback, provide commentaries which students view as more personalized and understandable, and encourage a deeper engagement with the feedback information. However, tutors need to be wary of providing commentaries that are too lengthy and the possible drawbacks of the reduction in, or possibly complete absence of, written feedback for a particular assignment.
Whilst the case study shows how digital oral feedback has been provided for a number of assessment modes, it really only ‘scratches the surface’ of possible assignments for which podcasts may be used for feedback. Indeed, we suggest that specific details of an assessment exercise along with its timing and overall position within a programme of study will strongly influence the usefulness (or otherwise) of podcasted feedback. Decisions about implementing feedback podcasts will therefore have to be made at a local level, but practitioners do need to research and share their experiences to help develop a model that highlights circumstances in which podcasted feedback is likely to work most effectively. We suggest that podcasts may offer significant advantages over traditional feedback methods for assignments which do not require detailed annotations on student work or when this is simply not possible, as with artefacts and some electronic based submissions. Podcasts may work particularly well when providing feedback for oral presentations, role plays or drama ‘performances’. Even if detailed written feedback is deemed essential, a generic overview feedback podcast can help all students to situate their own performance in relation to others in the group and to be aware of their groups’ strengths and weaknesses in a given assignment. Generic podcasts may also be an appropriate strategy for large groups (perhaps above 40 students) when individual podcasts are not a viable option.
More generally, we think that podcasting is more likely to be readily accepted in modules, like the two geography ones, where there is already a technology enhanced learning component. It is also likely to be embraced more enthusiastically in programmes with a pre-existing e-learning culture reflected in the technical abilities of both students and tutors and the provision of an adequate hardware infrastructure and technical support. Furthermore, like many e-learning initiatives, podcasted feedback may prove particularly valuable for students learning at a distance. |
