Source: http://www.testking.com/techking/infographics/the-evolution-of-portable-music-infographic/
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The use of audio is well established in education and has been used for decades. From the humble audio cassettes of the 1970s, to accompanying nearly all video recordings, audio has a long history as a teaching and learning aid. Audio as a format has great breadth and depth which means there is great potential for its use in education.
Audio...demonstrated a capacity to facilitate authentic engagement, allowing students to connect in various ways to the outside world, both as listeners and publishers. The ease and speed with which digital audio can be deployed was used to support timely interventions and in some cases promoted information currency and responsiveness."
Beyond podcasting: creative approaches to designing educational audio ALT-J, Research in Learning Technology, Andrew Middleton p153
The diversity of activity that takes advantage of audio hasn't changed much in many years. However in recent years there has been new exploration into 'digital' uses for audio, which were anticipating taking advantage of the potential that is unique to digital audio.
The majority of uses for digital audio, to date, have been replicating traditional activities ( e.g. recordings of lectures), yet this digital medium has the potential to offer much more. As use of digital learning technologies continues to grow around infrastructure (e.g. the virtual learning environment) and as teaching and learning pedagogy evolves within 'uniquely' digital contexts, we have begun to see new methods for using digital audio recordings within teaching and learning.
The widespread popularity of audio is due, in the main, to its ubiquity in our culture and ease of use both from a listener's perspective and more recently in the creation of audio. The tools have gotten easier to use and better documentation has lowered the entry barrier. Furthermore, affordable recording devices are readily available, particularly with most mobile phones now able to record audio to an acceptable standard, giving the majority of people the means to create and use audio.
Some examples of using audio in education
Audio is a flexible medium which means that there are many applications within an educational context. The examples of audio uses below show that audio can be used both directly for teaching, e.g. an activity is formed around an audio resource, or as incidental activity where audio plays a minor role:
Providing student feedback using a voice recording that is sent to the learner either to supplement written feedback or as a replacement. An example is the ‘Sounds Good: Quicker, better assessment using audio feedback’.
Student generated recordings which may be used as part of a learner activity or to record evidence.
Interviews with subject matter experts which can be listened to and used as primary sources of information or smaller and incidental uses. The Centre for the Study of Social and Global Justice at the University of Nottingham has made a selection of their recordings publicly available.
Public lectures are enjoyed live and face to face. The recordings can be repurposed for teaching material and used for different contexts and subjects. The University of Oxford has been making many of their lectures publicly available.
Live online discussions can be conducted via audio tools and platforms between two or more people and this facility is frequently used for distance learning.
Audio source materials from the past and present which can be used as part of a teaching activity. Oral history materials for example may be used by students to get a rich description of a past event.
As a demonstration of the ability for audio to play a significant role in education, Diana Laurillard lays out a scenario around live online discussion centred around audio as a vehicle for activity:
Pedagogical uses for audio
In order for students to benefit significantly from the provision and creation of audio resources, they should be at the heart of the pedagogical design.
An example of a common audio tool ‘feature’ that supports a pedagogical use, is timeline based comments. Many online audio players allow comments to be tagged along the timeline so that the listener can skip to parts that the lecturer suggests. This commentator could be the teacher or fellow group members.
Professor Tony Bates, an expert in distance education, provides examples of contextual uses for audio such as ‘to bring students primary audio resource material, recordings of naturally occurring events, e.g. political speeches, to present, analyse or critique complex arguments’, see 'Pedagogical roles for audio in online learning'.
Once you have chosen a teaching and learning context you can combine it with any one or more of the following pedagogical applications:
To define teaching activity (typically task driven)
To support learning through acquisition “what learners are doing when they are listening to a lecture or podcast”, Laurillard (2012) Teaching as a Design Science. Routledge p105
As a basis for an argument
To support learning through discussion – which are recorded for evidence
To support assessment through media enhanced feedback
Audio submitted student evidence - e.g. proof of collaboration
To summarise previous teaching
To enable students through repetition and practice to master certain skills or techniques
To make recordings of naturally occurring events, e.g. political speeches
To represent concepts and ideas
To update the course when the knowledge base changes
To facilitate discussion for distance learners, collaborative learning
For language teaching helping to develop listening and speaking skills
Source: http://www.jiscdigitalmedia.ac.uk/guide/using-audio-in-teaching-and-learning
well explained
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