This page has been designed as a repository to provide guidance and good practice for using digital audio in teaching. We are not limiting the use of digital audio and users should see this page as a resource that will develop over time.

If you'd like to discuss using audio for teaching you can also contact either Will or myself on w dot haywood at warwick dot ac dot uk or a dot ball dot 1 at warwick dot ac dot uk.

Click here to submit a case study 

The link to the Padlet that we set up for TEALfest 2022 is available here: https://warwick.padlet.org/aball116/unsbjdxyp8fzyhfvLink opens in a new window it gives further examples of how audio is being used at Warwick and in the wider HE community.

Good practice examples

• Audio feedback: the solution for effective feedback?Link opens in a new window

Other resources

• Voki audio one transcriptLink opens in a new window
• Voki audio two transcriptLink opens in a new window
• Digital Pedagogy LibraryLink opens in a new window

Guidance for creating audio

• Audacity

Further reading

Bailey, R. and Garner, M. (2010) ‘Is the Feedback in Higher Education Assessment Worth the Paper it is Written on? Teachers’ Reflections on Their Practices,’ Teaching in Higher Education, 15(2), pp. 87-98.

Boud, D. (2007) ‘Reframing assessment as if learning were important’ in Rethinking assessment in higher education: Learning for the longer term, eds. D. Boud and N. Falchikov, 14-28. London: Routledge.

Crisp, B. 2007. ‘Is it worth the effort? How feedback influences students’ subsequent submission of assessable work. Assessment & Evaluation in Higher Education, 32, pp.571-581.

Giannakis, M. and Bullivant, N. (2016) ‘The massification of higher education in the UK: Aspects of service quality’, Journal of Further and Higher Education, 40(5), pp. 630-648.

Hattie, (1999) Influences on Student Learning. Available from: https://cdn.auckland.ac.nz/assets/education/about/research/documents/influences-on-student-learning.pdfLink opens in a new window (Accessed 29 April 2019).

HEFCE (2011) The National Student Survey: Findings and Trends 2006–2010. Bristol, UK: Higher Education Funding Council for England.

James, R., Krause, K-L. and Jennings (2010) The First Year Experience in Australian Universities: Findings from 1994–2009. Melbourne: Centre for Higher Education Studies: University of Melbourne.

JISC (2010) Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback. Available from: https://www.webarchive.org.uk/wayback/archive/20140614115719/http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdfLink opens in a new window (Accessed 29 April 2019).

Lunt, T. and Curran, J. (2009) 'Are you listening please? The advantages of electronic audio feedback compared to written feedback', Assessment & Evaluation in Higher Education, 35(7), pp. 759-769.

Merry, S. and Orsmond, P. (2007) Students’ responses to academic feedback provided via mp3 audio files. Science Learning and Teaching Conference. 19-20 June 2007, Keele, UK.

Nicol, D. (2010) ‘From monologue to dialogue: improving written feedback processes in mass higher education’, Assessment & Evaluation in Higher Education, 35(5), pp. 501-517.

Nicol, D., Thompson, A. and Breslin, C. (2014) ‘Rethinking feedback practices in higher education: a peer review perspective’, Assessment & Evaluation in Higher Education, 39(1), pp. 102-122.

Race, P., Brown, S. and Smith, B. (2005) {500 Tips} on Assessment (2nd ed.). Abingdon, UK: RoutledgeFalmer.

Sadler, D. R. (2010) ‘Beyond Feedback: Developing Student Capability in Complex Appraisal’, Assessment & Evaluation in Higher Education, 35(5), pp. 535-550.

Wingate, U. (2010) ‘The Impact of Formative Feedback on the Development of Academic Writing,’ Assessment & Evaluation in Higher Education, 35(5), pp. 519-533.