Can you produce an audio self assessment by pretending to interview yourself as if on a radio show?

In a typical self-assessment, we typically create the equivalent of what we might say to ourselves in the mirror, all alone. What might happen if we can try to take on a conversational approach, where we take on an outside interviewer role? What happens if we have a conversation with two aspects of ourselves, one an outside questioner?

Try an assessment of your contributions in this studio in the form of an audio interview– where you interview you. To do this effectively, you will have to find a tone to act as an external interviewer, make it clear to the listener who is asking the questions and who is answering them, and find a different voice or tone to represent your true self.

Yes, split your personality!

Try outlining the questions in advance, and be creative with the ways you make it sound like a radio news show interview.

Note that with simple recording apps, you will have to have the story planned in advance and be able to record your sounds sequentially (some apps may let you pause between segments).

The recording app we suggest trying is:

With this app you should make sure you save the sounds to a location where listeners can hear them them via a URL. Our suggestion is to use the option to save the audio to  SoundCloud — if you use a SoundCloud URL in the response form, it will display as an embedded media player. Or, the example on this challenge is linked to an MP3 file (stored in Dropbox) which will automatically be made into an audio player here. If your audio file is in some other format, try a tool like Cloud Convert to convert to mp3.

This challenge was inspired by a conversation with Emily Carr University student Taryn Goodwin at the 2014 ETUG Fall Meeting in Vancouver, BC.

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38 Responses Completed for this Challenge

    2 Resources for this Challenge

    • Student Self Reflection (Jisc) (Alan Levine, @cogdog)

      A key goal of formative assessment and feedback is to help students develop as independent learners capable of monitoring and regulating their own learning. Simply providing feedback does not achieve this. It’s only when learners actively engage with the assessment criteria and process of evaluating performance against those criteria that they are able to use feedback in a way that leads to improvement. Research shows that a combination of student self-reflection and peer review is most likely to result in more… »

    • Reflective Reading and Writing (Alan Levine, @cogdog)

      “Reflection – reflective thinking and writing – is an important part of university life and work. As Plato said, ‘The life without examination is no life.’ The ability to reflect on your experience and knowledge, and use that to make improvements, is a key part of your university-level thinking and your subsequent working life.”

    Creative Commons License
    This work by Alan Levine is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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