audioBoom – what might it offer my teaching & learning?

Three weeks ago I signed up to audioBoom and started working out how it worked and what its potential was in terms of making use of it in my teaching & learning.

From the outset I really liked it. I liked the fact that you could produce a short audio recording with a static visual image. I tested it out by very simply drawing up a very rough ‘assessment’ outline and made a brief recording.

Here it is: listen to ‘assessment outline’ on audioBoom

I thought I could make use of it in my online class for explaining assessments, as the students could be reading the actual assessment guidelines from the paper booklet while listening to me explain aspects of the assessment in greater detail.

My assessments are always relatively complex with lots of small tasks. I purposefully do this I think as future health professionals they will need to be able to follow a series of instructions rather than respond to an essay question. It does mean that students can get a bit anxious as I sense they are perhaps more used to the simple essay format!

I’m now thinking about how I can use audioBoom as a learning tool for my students and wonder how easy it would be to implement next semester.

I think they will learn better if they see me using it first and I will be a better teacher if I have first had to master its use. So my ideas just now are to use it as a teaching aid in the first half of the semester – to explain written documents and maybe even to give verbal feedback on their assessments (I’ll maybe start by using it for the formative feedback I give them). Then as the semester progresses I’d like to see if I can get my students using audioBoom to perhaps explain an ethical analysis they have completed. My main tool is the Values Exchange: where, among other things, students deliberate practice based case scenarios. The system generates a summary report of their deliberation and I can see how they could then use audioBoom to talk about their own analysis- perhaps reflecting on what they’ve learned about their decision-making process, while displaying their report for the listener to read.


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