Edtech Moodle online course

On talking to your online students

Graffitied brick wall that says "Listen".
painteverything: listen (CC BY 2.0)

I’ll skip references to the fact that I haven’t posted on this blog for months now and dive right in, shall I?

Right. Four semesters ago I wrote a post on how I’d decided to start adding audio recordings to the online course I teach and a follow-up post on the topic soon afterwards. In the meantime I kept working with audio recordings and adding tweaks, so I wanted to write down some observations.

A brief digression: have you noticed how it sounds almost strange to be describing students/courses as ‘online’? It’s like all courses now have some kind of online component and it’s hard to even imagine a time – just four semesters ago! just four course iterations ago! – when teaching a semester-long course online wasn’t exactly routine and it seemed important to note that for context. Or maybe it’s just me?

Anyway, the way my audio files are structured and presented has developed over time into a Tips on what to watch out for chapter in each unit guide (a Moodle book resource). The tips are divided into Things that were done well over the past week or so and Things to watch out for in the current unit. The ‘developed over time’ bit makes it sound as if a whole lot of development has been going on but this setup has in fact been in place pretty much since I started using the H5P course presentation (see the second link above for a more detailed account of how that came about). 

One thing that became obvious pretty quickly was that a lot of the recordings in the Things that were done well category needed to be recorded over again each semester, as each group was slightly different in the things they did well and it was tricky to stay neutral in these recordings. What I mean by ‘neutral’ is avoiding any mention of something group-specific. I knew that I should strive for this in theory, if I wanted to be able to reuse the recordings, but in practice it’s surprisingly difficult to speak to a group of students without references to that particular group. Try it and go back to the recording in six months’ time. I guarantee you’ll find phrases that will make you groan. For instance, you’re commenting on forum activity and you hear yourself saying, “I can see that several people have added comments to this thread…”, whereas this semester, with your luck, no one has added anything to that thread. 

The Things to watch out for in the current unit files were easier to reuse because they’re basically general advice on what to keep in mind as you complete a particular activity, so aren’t linked to any individual group. An example would be how to approach a glossary activity: if there are any areas students commonly slip up on, what to watch out for with regard to the final exam and so on.

The most time-consuming aspect of working with these files is that you have to listen to them again every six months before you re-record. I guess what you could do is just assume that all the Done well recordings need to be re-recorded and not waste time listening to those from last semester but I always hoped that I could at least use some of them again, possibly dealing with minor differences by adding an explanatory text box as in the screenshot. 

Tips on what to watch out for: Before you start on the tasks in this chapter, I recommend listening to the audio comments. They need not all be listened to at once; instead you can listen to them as they become relevant to the task you are completing. Things that were done well over the past week or so: communication, app, Jobs of the future forum. To the right of each topic there is an icon indicating audio content can be played. An arrow is pointing to the audio file icons, suggesting the following text refers to all the audio files: "I've recorded these with a different device, so the sound is lower than in the two recordings in the "Things to watch out for" section below. You'll probably need to turn the sound up."
Screenshot from course

Also, those in the Current unit category would sometimes need to be re-recorded as well because there would be changes to the way some activities were set up or some advice was too specific. For instance, only today I realized that advice on pair work included a 2-minute segment on how to make sure exchange students were not left out but this semester we don’t have any exchange students. This segment was somewhere in the middle of the recording, so I used 123 Apps’ trim audio and audio joiner to excise the bit that was no longer relevant. 

When I’d first introduced audio files to the course, I was really curious to see what the students thought, so I added this as a possible reflection topic for their learning journals. It was actually student reflections that helped me realize one longer recording might be demanding to stay with and might be more easily processed if broken up into shorter files. Although student perspective was key to this change, I didn’t add audio as a reflection topic for the next two semesters. Then last semester I added this poll.

How do you feel about the "Tips on what to watch out for" chapter in the unit guides? Possible answers: a) I listen I listen to the comments and generally find them useful, b) I listen to the comments but they don't contribute to my successful completion of the course tasks, c) I listen to the comments but have no opinion about them, and d) I don't listen to the comments. View 14 responses.
Screenshot from course

Just over half the group opted for “I listen to the comments and generally find them useful” and out of the rest only one person chose “I don’t listen to the comments”. The way the poll was designed basically only told me whether students listened to the audio and to some extent if they saw the comments in a positive light. I planned on following this up with a reflection topic but didn’t. The results didn’t seem overly negative, i.e. most students said they listened to the comments, so I probably didn’t see a pressing need to get more feedback, although it would definitely be useful to know more about why some felt the comments didn’t help them.

This semester I introduced another tweak, partly brought about by the fact that since I’d started recording audio comments I was aware of the fact that there was no transcript and that ideally there should be one, both in accordance with accessibility guidelines and also because it’s okay, I think, not to force people to listen at a certain speed (or even twice that speed) if you can offer them the option of glancing at a transcript and picking out the main points. The other reason for the tweak was, as is so often the case, Twitter.

I started using the tool in the tweet with the Done well comments. I realize now that it says this particular tool is aimed at social media use, which I don’t recall being in focus that much back in February. I suppose it may have been and another reason for choosing it may have been the (subconscious) idea that anything to do with social media would appeal to students. Anyway, using it didn’t address the transcript issue because what you do is add captions, which should make it easier to follow what the person is saying but you still can’t process the information the way you would with a transcript available. Also, I have since learned that screen readers can only read transcripts, not captions. This wasn’t an issue for the students I’ve had these past semesters but if you’re making a recording for a larger group of students (on a MOOC, say) it would definitely be important. 

An upside I noticed is that recordings made with this tool are definitely shorter, which is great as I tend to ramble the minute I don’t prepare notes on what I want to say. The captions are generated by the software, so that’s done quickly but I still need to clean them up and it’s much quicker and easier if there isn’t much waffle. In fact, compared with the first screenshot above, in which there are three topics in the Done well section, this semester I only had one topic/video per Done well section. I really did plan on checking with the students if they noticed any difference between just audio and these recordings with a visual component, but the end of the semester is here and I don’t seem to have done that. Maybe next semester.

What are your thoughts on audio in courses which are mostly delivered asynchronously online? Do you think you would prefer engaging with the audio as opposed to going through transcripts? What strikes you as the ideal length for audio recordings?

Thanks for reading!

By ven_vve

ELT, elearning, higher ed, teacher training, translation. Partial to the island of Vis since the pre-tourist era.

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