Abstract:

The JISC-funded Audio Supported Enhanced Learning (ASEL) project used Action Research methodology to examine the use of audio in four key areas of Higher Education (HE) educational practice, namely: self-reflection, formative and summative feedback, assessment, and collaborative learning.
Six subject disciplines were involved (Law, Accountancy, Computing, Health, Optometry and Business).
The intention of this paper is to present examples of how tutors engaged with audio using a variety of freely available web 2.0 social media to support collaborative assessment in a Computing discipline, and how strategies were developed by the tutor for the effective and innovative use of audio and web 2.0.
Findings indicate the pedagogical model used by the tutor including the production of the learning design, including audio files and that the time taken was outweighed by the benefits to learners. It was found that the creative use of audio resulted in learner engagement, increased levels of motivation, and facilitated a more personalised learning experience.
Tutors reflection on practice encouraged a redesign of the curriculum in terms of pedagogy and assessment.
This paper will add to the debate on Web 2.0 technologies such as mp3 audio files, the role of the tutor, curriculum redesign, and the learner experience.

Keywords:

curriculum, web 2, 0, audio, pedagogy, social media, social constructivism, tutor role.