USING AUDIO FEEDBACK IN CAREERS WORK: Useful Tips and advice. Julie Bhagat, Career Consulant University of Chester

Transcription

1 USING AUDIO FEEDBACK IN CAREERS WORK: Useful Tips and advice Julie Bhagat, Career Consulant University of Chester

2 ACKNOWLEDGEMENTS: I d like to thank Les Waters (Careers Adviser, University of Cambridge), Heather Boyd (Careers Adviser, Buckinghamshire New University), James Goodwin (Senior Careers Adviser, University of East Anglia), Irena Jennings (Lecturer in Careers and Employability, University of Kent), Hermione Berry (Career Development Adviser, University of Bradford) and Chris O Rourke (Career Adviser, Salford City College) for their useful suggestions ideas, tips and advice. I d also like to thank Judith Baines (Head of Careers and Placements, University of Hertfordshire) for her initial article and Mike Shaw of Highflyers Publishing for making the guide look more presentable. Also, a big thank you to my colleagues at University of Chester who ve helped with my research and given me helpful ideas for this booklet, to the students and graduates who ve helped with my research and to my MA supervisor Dave Perrin.

3 Contents Introduction What do we mean by audio feedback? Why I ve written this guide Who it s for Acknowledgements 1. Why and when audio might be useful Why consider audio? Benefits of audio Situations where audio is likely to be most useful 2. What to use and how Some tips when thinking about equipment 3. Common Issues for staff Thinking of Using audio feedback Finding somewhere to record Clips being disseminated via social media or used for litigation purposes Initial Lack of confidence and familiarity with the technology 4. Top tips when recording Clips 5. Advice about the accompanying 6. Useful resources Resources to help you get started Useful guides about using technology within a HE setting 7. References

4 WHAT DO WE MEAN BY AUDIO FEEDBACK? Audio feedback involves using a microphone or digital voice recorder to record spoken feedback, saving this feedback as an audio file, then sending the file to a student or graduate by ing a link or attaching the file to the . In some cases, the sender might choose to combine screenshots (a recording of the computer screen showing movements made with the mouse or by scrolling up and down e.t.c.) or videos with their audio clip. WHY I VE WRITTEN THIS GUIDE As part of my MA Career Guidance Studies (WBIS) final project, I explored existing practice and potential improvements to our use of audio clips to give CV feedback within Careers and Employability at University of Chester. I discovered from my research that although audio feedback could be a useful tool when giving feedback, the technique was not in widespread use within Higher Education and many staff were unsure about the technology or the approach to use when delivering audio feedback. I decided to write this guide to disseminate good practice and to share tips and suggestions from AGCAS colleagues. WHO IT S FOR Although my primary audience is HE Careers Service staff interested in using audio to respond to CV feedback requests, I hope some of the suggestions will also be useful for others e.g. academic staff giving feedback on assignments, FE Career Advisers giving feedback on personal statements and staff creating podcasts or other audio resources.

5 1. WHY AND WHEN AUDIO MIGHT BE USEFUL WHY CONSIDER AUDIO? Using audio clips to deliver CV feedback provides an alternative format for replying to requests for CV feedback and maybe useful in certain situations: BENEFITS OF AUDIO Audio offers a warm, personalised and intimate listening experience (Rotherham 2009, Jordan 2004, France and Wheeler 2007, JISC 2010) where students report feeling as if the sender was in the room talking to them when listening to clips (Ekinsmyth 2010, King, McGugan and Bunyan 2008). The sender s tone of voice aids the listeners understanding when using audio (Rotherham 2009, France and Wheeler 2007, Micklewright 2008). Audio provides a novelty factor which engages students as suggested by Merry and Orsmond (2008), Lunt and Curran (2010) and Ekinsmyth (2010). In my own practice, I ve found that audio helps build relationships with clients; you can either use audio to provide further support for those you ve seen for appointments or to encourage clients who ve sent their CV to arrange a follow-up visit SITUATIONS WHERE AUDIO IS LIKELY TO BE MOST USEFUL Rotherham (2009) highlighted the situations where audio feedback is likely to save time compared to track changes or other types of written feedback: Where a large volume of detailed feedback is required Where the sender is faster at speaker than typing Where the user is familiar with the format Rotherham (2009) also suggested that although audio may initially be time consuming to those new to the format, the process would save time once the user was familiar with the process.

6 2.WHAT TO USE AND HOW As Judith Baines pointed out in her article When Guidance Sounds Good (Phoenix, January 2010), when using audio feedback, the main choices concern the devices used to record the clip and the method of sending the clip. Here are three options on the next page SOME TIPS WHEN THINKING ABOUT EQUIPMENT Consider purchasing a pop shield to prevent noisy p and b sounds when recording (costs around 10). If you purchase a digital recorder look for a model with a USB connection and the facility to record in mp3 format. Consider purchasing Dragon speaking Naturally ( around 100 for a license to produce a transcript from your audio clip to create accessible content for students or graduates with hearing impairments. A tip from Les Waters: Lighting is important for video: consider purchasing a natural light bulb (often available for a few pounds from specialist art shops) if you are going to video yourself, or use natural light where possible.

7 Audio plus screenshot e.g. Audacity camtasia Audio only e.g. Audacity Jing Equipment needed and costs Camtasia: (around 120 for annual educational license) Handheld video recorder (around 100) to record sound and movements when writing on CV Or microphone (around 10) and webcam (around 30) mounted on a stand to record writing movements Alternatively: Use a microphone (around 10) and screen capture using Camtasia Microphone costing around 10, plus: -Need to download free audio editor e.g. Audacity www. sourceforge.net -Need to download free mp3 encoder to convert clips to mp3 format: net Alternatively: A handheld digitial audio mp3 recorder (around 60) can provide more flexible options for recording Need to download Jing (free): Handheld video recorder (around 100) to record sound and movements when writing on CV Or microphone (around 10) and webcam (around 30) mounted on a stand to record writing movements Alternatively: Use a microphone (around 10) and screen capture using Jing How it works 1. Print off CV/open file containing CV 2. Click record and talk through suggestions to improve the CV whilst annotating the CV, capturing your screen movements or scribbles as you talk. 3. Click stop when finished 4. Save the file to a secure external site e.g. www. screencapture.com and generate a link 5. Send the link to your client. 1. Print off CV/open file containing CV 2. Click record then talk through suggestions to improve the CV. 3. Click stop when finished 4. Save the clip as an mp3 file either onto your PC, memory stick or external drive 5. Send the file to your client by attachment 1. Print off CV/open file containing CV 2. Click record and talk through suggestions to improve the CV whilst annotating the CV, capturing your screen movements or scribbles as you talk. 3. Click stop when finished 4. Save the file to a secure external site e.g. www. screencapture.com and generate a link 5. Send the link to your client. Cheaper than Camtasia Easy to edit clips Meets both the needs of clients who prefer audio and visual content Secure and confidential storage on sceencapture. com avoids issues with attaching large files Advantages Recordings can be of unlimited length Easy to edit clips Meets both the needs of clients who prefer audio and visual content Secure and confidential storage on sceencapture.com avoids issues with attaching large files Low cost Can use any quiet confidential space if have mp3 recorder Minimal equipment needed to record Easy to store and send mp3 files Mp3 files play on most devices Disadvantages Cost Need a suitable space for recording Large file sizes: how to get them to the client recipient needs to be online to view their clip May need to combine with written or visual content to cater for students with hearing impairments or those who prefer written feedback downloading and storing mp3 encoder can be tricky Recordings have to be less than 5 mins in length Need a suitable space for recording recipient needs to be online to view their clip

8 3. COMMON ISSUES FOR STAFF THINKING OF USING AUDIO FEEDBACK Here are some of the issues which emerged from both my research project from previous research with some suggestions about how to deal with them: FINDING SOMEWHERE TO RECORD Recording space can be an issue, particularly if you are recording screenshots, and need to be at a PC when you record. Using a handheld mp3 recorder offers a more flexible option in terms of recording locations. Another alternative is to download the software onto a laptop and use this in a suitable place. CLIPS BEING DISSEMINATED VIA SOCIAL MEDIA OR USED FOR LITIGATION PURPOSES A fairly common concern among HE staff (e.g. King, McGugan and Bunyan 2008), McFarlane and Wakeman 2011); perhaps due to the freer language required when recording audio, compared to when giving written feedback (Ekinsmyth 2010). Some suggestions: Make the purpose of the clip clear in the covering and in any communication with the client prior to the clip. Some universities now have guidelines or policies for social media use which could be helpful. You may want to consider putting something onto Careers Service publicity if you advertise your CV feedback service externally, to make the purpose of audio feedback clear.

9 INITIAL LACK OF CONFIDENCE AND FAMILIARITY WITH THE TECHNOLOGY This emerged as a common issue among staff, but was fairly easy to overcome with practice: Realise that even if the technology seems strange, it s just a case of finding out what you need and how to use it, rather than needing to become a technical whiz: Whatever recording method you use it will feel alien at first. Practice and perseverance will allow you to become comfortable with the equipment. If you make mistakes it is only a matter of minutes to re-record. Research suggests that this is often a common issue initially among staff, but was fairly easy to overcome with practice: Some suggestions for supporting staff new to audio feedback: create and send clips soon after training to retain learning; go through use of the new technology as a team; create quick start guides (JISC 2011) to help staff quickly familiarise themselves with the process for creating and sending audio clips within your service; assign staff new to audio feedback a buddy experienced in production of audio clips to help with any technical issues. Some words of reassurance from Les Waters, Careers Adviser, University of Cambridge: With the advent of video sharing sites and more every-day use of CCTV, an edgy, unpolished, even amateur-looking product is quite acceptable. This is particularly the case when your product is a single use communication with an individual client, rather than the production of a programme to be viewed by a large group of users.

10 4. TOP TIPS WHEN RECORDING CLIPS Minimal preparation and scripting is needed when giving feedback this way: just talk through the CV as you would if the student or graduate was sat in front of you: ums, ahhs, and pauses are fine; speak slowly and include lots of pauses to help students and graduates absorb your feedback(mcfarlane and Wakeman 2011); limit clips to a maximum of five minutes in length (as suggested by Baines 2010, Middleton 2010 and Rotherham 2009); keep preparation, planning and editing to a minimum (Middleton 2010). Example format when recording an audio clip Hi (student or graduate s name) This is the feedback given on your draft CV submitted (give the date) and is provided by (name of member of staff). Before listening to this audio file you should have a copy of your CV in front of you The comments provided are feedback on your CV together with some suggestions for changes. I will give you some overall observations and some specifics and I will attempt to go through your CV in order. (Start and end with positive) Hope this is helpful. This is the end of the recording. (makes sure the recipient knows they ve heard the whole recording) (Adapted from a script kindly shared by Hermione Berry, Career Development Adviser, University of Bradford )

11 5. ADVICE ABOUT THE ACCOMPANYING Research at University of Chester revealed that students and graduates receiving audio feedback were often not expecting their CV feedback to be delivered in this format and some were unsure how to open the clip (even when the format had been explained to them beforehand). Therefore, you may want to refer to the following points in your Explain exactly what you ve sent them e.g. audio clip, or screenshot; Explain what they can expect when they open the clip e.g. they will hear your voice and see a shot of their CV with the mouse moving around; Suggest they listen privately or with headphones; Explain how they can access their feedback i.e. they need to click on the link or open the attachment; Advising students and graduates to have their CV in front of them whilst listening to the clip (Roberts 2008) to help them link the audio with their CV; Encourage the student to contact you with any difficulties opening and playing the content: Some clients will not be able to access their audio for one reason or another. I always ask them to let me know if they have any problems with accessing the audio file. Heather Boyd, Careers Adviser, Buckinghamshire New University.

12 6. USEFUL RESOURCES RESOURCES TO HELP YOU GET STARTED The videos tutorials from are excellent for understanding how Camtasia and Jing work If you re planning to use Audacity, there are several helpful resources for example YouTube videos. Many of these cover editing with Audacity. However, for the purposes of giving CV feedback, you simply need to know how to download Audacity and the Lame mp3 encoder, how to start and stop recording and how to save the clip onto your PC. A couple of videos to start with: Audacity: how to record How to use Audacity Free Recording Software www. youtube.com/watch?v=mf7-2ksqj4s USEFUL GUIDES ABOUT USING TECHNOLOGY WITHIN A HE SETTING FROM JISC (JOINT INFORMATION SYSTEMS COMMITTEE): JISC. (2010). Effective assessment in a digital age ac.uk/media/documents/programmes/elearning/digiassess_ enhancingfeedbk.pdf JISC (2011). Emerging Practice in a Digital Age: A guide to technology-enhanced institutional innovation. 1. REFERENCES Baines, J. (2010). When Guidance Sounds Good. Phoenix, (January 2010). Association of Graduate Careers Advisory Services (AGCAS). Retrieved from ac.uk/28880/1/when_guidance_sounds_good.pdf Ekinsmyth, C. (2010). Reflections on using digital audio to give assessment feedback. Planet, 23, France, D. & Wheeler, A. (2007). Reflections on using podcasting for student feedback. Planet (18), Jordan, J. (2004). The use of orally recorded exam feedback as a supplement to written comments. Journal of statistics education, 12 (1). King, McGugan and Bunyan, D., McGugan, S,. & Bunyan, N. (2008). Does it make a difference? Replacing text with audio

13 feedback. Practice and evidence of scholarship of teaching and learning in Higher Education. 3 (2), Lunt, T. & Curran, J. (2010). Are you listening please? The advantages of electronic audio feedback compared to written feedback. Assessment and Evaluation in Higher Education. 35 (7), DOI: / McFarlane, K. and Wakeman, C. (2011). Using audio feedback for summative purposes. Innovative Practice in Higher Education, 1 (1). Micklewright, D. (2008). Podcasting as an alternative mode of assessment feedback. Higher Education Academy Subject Centre for Hospitality, Leisure, Sport and Tourism Case Study. Middleton, A. (2010). About using audio feedback. Paper produced to support the MELSIG (Media-Enhanced Special Interest Group) Media-Enhanced Feedback Event, 27 October Rotherham, B. (2009). Sounds Good: Quicker, better assessment using audio feedback : final report. JISC Julie Bhagat, University of Chester