Irakasbil
Argitalpenak
“Zurekin hizketan”: filosofia audioak grabatuz zuzentzea
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- Areas of knowledge:
- Saila e-Hizpide / Hizpide / Zutabe:
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Ikerketa-proiektu bateko landa-lanean ezagutu genuen Miren, ikasleen bideo edo podcasterako ahozko grabazioak erabiltzeak duen eragina aztertzen ari ginela 1. Batxilergoko filosofia-irakaslea zen, eta ikasleei hots-mezuak bidaltzea erabaki zuen, idazlanak zuzentzea eragozten zion gertakari baten ondorioz. Ikasle bakoitzarentzako mezu bat grabatu zuen telefono mugikorrean ohiko moduan jardun beharrean, hau da, testuak ikastetxeko chromebookean grafikoki zuzendu ordez.
Hala, irakasteko modu berritzaile bat ezarri zuen Mirenek egoerak behartuta, literaturan aldez aurretik aipatu izan den eran eta ezusteko batez baliatuz, ahots-mezularitzarekin zuen trebetasunari, hezkuntzarekiko konpromisoari esker. Idazlanen zuzenketa audio-grabazioen bidez egiteak dakarren hobekuntzari buruzko zenbait azterlanek aipatzen dituzten gomendioetako askori jarraitu zien, agian konturatu gabe eta intuizio hutsez (Cann, 2014).
https://doi.org/10.54512/KYGC8226
Bibliografia (sakatu zabaltzeko)
Allué, C. & Cassany, D. (prentsan). ‘Hablando contigo’: corregir ensayos con audios grabados. Contextos educativos.
Cann, A. (2014). Engaging students with audio feedback. Bioscience Education, 22(1), 31-41. https://doi.org/10.11120/beej.2014.00027
Cassany, D. (1993). Reparar la escritura. Graó.
Cassany, D. (1999). Construir la escritura. Paidós.
Hennessy, Cl. & Forrester, G. (2014). Developing a framework for effective audio feedback: a case study. Assessment & Evaluation in Higher Education, 39 (7), 777-789. https://doi.org/10.1080/02602938.2013.870530
King, D.; McGugan, S. & Bunyan, N. (2008). Does it make a difference? Replacing text with audio feedback. Practice and evidence of scholarship of teaching and learning in higher education, 3(2), 145-163. https://www.pestlhe.org/index.php/pestlhe/article/view/136
Lunt, T. & Curran, J. (2010). ‘Are you listening please?’ The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation in Higher Education, 35(7), 759-769. https://doi.org/10.1080/02602930902977772
McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessment tasks. Issues in Educational Research, 25(2), 153169. https://www.iier.org.au/iier25/mccarthy.pdf
Merry, S. & Orsmond, P. (2007). Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Education, 11(1), 1-11. https://doi.org/10.3108/beej.11.3
Morris, C. & Chikwa, G. (2016). Audio versus written feedback: exploring learners’ preference and the impact of feedback format on students’ academic performance. Active Learning in Higher Education, 17(2), 125-137. https://doi.org/10.1177/1469787416637482
Parkes, M. & Fletcher, P. (2016). A longitudinal, quantitative study of student attitudes towards audio feedback for assessment. Assessment & Evaluation in Higher Education, 42(7), 1046-1053. https://doi.org/10.1080/02602938.2016.1224810
Roy, S. & Vetter, M. (2023). Audio versus written feedback: multilingual students’ perspective in a U.S. composition class. Feedback Research in Second Language, 1, 149-174. https://doi.org/10.32038/frsl.2023.01.09
Voelkel, S. & Mello, L. V. (2014). Audio Feedback – Better Feedback? Bioscience Education, 22(1), 16-30. https://doi.org/10.11120/beej.2014.00022