Audio feedback design: principles and emerging practice

This paper considers the design of audio feedback as experienced in several faculties of a UK university and as identified in the literature. Several adaptable models are presented, including: 'personal tutor monologue' recorded at the PC by the tutor as part of the marking process; 'personal feedback conversations', recorded by the tutor or student(s) in the lab or studio to capture project discussions or studio 'crits'; 'broadcast feedback' targeted at large groups; 'peer audio feedback', in which students learn as they assess each other's work; 'tutor conversations', a 'common room conversation' approach designed to model critical thinking; and 'personal audio interventions', targeted at individuals to address emerging issues. The methods are introduced and evaluated according to their potential to formatively affect learning. Audio feedback design factors are outlined and practical recommendations are offered. The paper concludes that the use of audio feedback can promote a culture of dialogic engagement.