What inspired or motivated you to use this tool/resource?
I first started using the voice comments function on Blackboard towards the end of the Lockdown period as I felt that students (and myself) were missing the one to one relationship due to not being able to see students face to face or in lectures. Initially I was wary of recording my voice in this way given reports of lecturers’ images and voices being misused. The value of being able to leave a personalised feedback recording outweighed my concerns about leaving a digital voiceprint.
What was your aim in using this tool/resource?
- To personalise online feedback and to build on students responding to feedback given in a positive manner.
- To enable faster individualised feedback that bridged the time of grade being given after marking with encouragement for students to seek further face to face discussion where possible.
What did you use the tool/resource for?
The tool is used to enable a personal element to the feedback on assessed work via Blackboard. I have made use of the feature with years 1-3 of a range of SENS degrees and have found that their use is appreciated on enquiring informally with the module groups. One casual response was that students found their use to be ‘really helpful’ and ‘different as not many staff use them’(two Hons year students)
This way of communicating with students makes fill use of the Blackboard Ultra facility and is conveniently linked close to the assignment page for students to access alongside.
How did the tool/resource impact your teaching?
I use the tool for the following reasons and feel it enhances the impact of online feedback that students get, as it creates a more individualised and sensitive interface with the students.
- It is a friendly way of communicating feedback even points that may be negative on paper can be communicated in a constructive and positive manner with remedial suggestions offered.
- Enables individualised feedback which is supportive. This is because feedback details are shared where the tutor is aware of the student's personal learning needs and can respond to this sensitively with a short oral feedback comments
- Allows the student to engage with the tutor rather than just react to a grade on the more impersonal BB system
- I usually combine the voice comments feedback with hardcopy comments which in some modules is also supported by one to one discussion to enable the fullest value of tutor feedback on assessed work
- The voice comment feature is also an useful stop gap to explain grade awarded until face to face feedback can be organised with students.
- It is a time saving aspect when assessing work especially for short pieces of work where it can supplement the comments on the work e.g. presentations or abstracts or one page scripts
- It can also accompany an online meeting to discuss more complex feedback and can introduce the feedback issues/topics to be discussed upfront which helps online tutorials.
- Such commentary, though created for students to listen to, can also allow verifier and external examiners to understand the way that the module works and how students are progressing and supported within the module.
- I feel overall that the voice comments feature adds to feedback especially for short pieces of work uploaded onto Backboard
- This tool humanises online feedback
How well did the tool/resource perform, would you recommend it?
This tool is easy to use and very reliable. Tutors may need to have a practise run which would only take a very short time. I would certainly recommend that this tool be explored to see how it works with each members of staff’s own feedback style. There are some further points relating to using this tools that should be considered:
- Group size for large module groups may be very time consuming alongside marking and feedback on other feedback types
- Access to Wi-Fi and Blackboard is necessary
- Keep recordings sharp and detailed but not overlong- be positive. Maximum length allowed is 3 mins I aim for around 1-1.5 minutes as there is usually a second source of feedback e.g. hardcopy comments.
- Security of having own voice accessible on BB may be of concern
- Monitoring student response to voice comments and level of detail for some types of assessment e.g. numerical, practical would be very valuable
- Different individuals have different feedback preferences in different module groups
- Keep comments supportive even where work is weaker – so there may be challenges for oral feedback in some cases as some students may not respond to improvements detail
- Should be accompanied by more detailed feedback for longer assignments especially where there is much that needs to be addressed within work at the lower grade end of the spectrum
- Ensure students take full notice of all the feedback available for each assignments not ONLY your voice comments
- Practice your comments first (perhaps also play them and re-record) and make sure you save the comments each time!
How well was the tool/resource received by students?
Students find the voice comments valuable and they regularly follow up on points covered within the tool when one to one discussions are organised. The naturalness of the recording is also important.
Share a ‘Top Tip’ for a colleague new to the tool/resource
Practice your style of using the tool and make sure you save the recording plus make sure you have no background noise!
How would I summarise the experience in 3 words?
Individual, supportive, communication
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Contact for more information:
Eifiona Thomas Lane: eifiona.thomaslane@bangor.ac.uk
Mae croeso i chi ebostio yn Gymraeg. Please feel free to email me in Welsh