Amy Hawrylchak Portfolio


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To Audio Learning Audio Learning


I will create a mini course based on learning through audio lectures or podcasts. The mini course will teach how to create and disseminate these lectures/podcasts, differences unique to auditory learning, situations where auditory learning is most effective, types of ancillary material to accompany the audio files, and assessments using auditory learning.

Learning Outcomes

Learners will be able to:

  • Create and disseminate these lectures/podcasts,
  • Explain differences unique to auditory learning
  • Understand situations where auditory learning is most effective
  • Create ancillary material to accompany the audio files
  • Effectively assess students using auditory learning

Needs Assessment


There are many online courses which require students to read text, then respond in writing or answer quiz questions. To add a more entertaining feature, some include videos found online through or other sources. It can be difficult for teachers to find pre-made online content that fits their curriculum like a glove. Many students desire audio and/or video interaction with their professor and also benefit from multi-modal learning. In addition there are some content areas, such as foreign language, in which audio learning is essential to mastering the content. If a student learning Spanish never hears the language, they will not be able to understand a native speaker or produce a near-native accent.

Aside from utilizing audio learning, it is critical in any course to appropriately match all types of curricular material. At times, audio, written, and video materials do not agree with each other or work at cross purposes. If a teacher is to integrate multimedia material into an online course, whether teacher-created or found online, the material should mesh with the original content of the course.

What is to be Learned

Educators will learn the process of creating audio material and how to add the material to an online course, or make the material available for at-home study. This includes the technical creation of the material and its ancillary components. Educators will also learn the importance of auditory learning as it adds to the learning experience in different content areas and how to assess a student’s auditory learning as compared with other modalities.

The Learners

Learners in this course will include K-12 teachers as well as university instructors of courses that would benefit from online auditory learning. The instructors could be using the flipped classroom method to have students listen to material at home, or could use the audio material as material for their online courses, or enhancements of their courses. The instructors could have a range of content areas from Foreign Language to Math to English Language Arts.

Instructional Context

All instruction will take place online. Students will need to have access to a computer with internet access. There will be some audio and video portions of the course, so students will need to have speakers and audio capabilities. In order to complete assignments related to the course, students will need a microphone attached to their computer; the built-in microphones on most computers will be suitable.

Exploring the Problem and Solution

Participants will begin the course by exploring different modalities of learning and how the different modalities interact with each other and benefit the learning process. They will use their own content area to explore how a student would learn with and without auditory learning. As a solution, the students will create an auditory learning module that will accompany other modes of learning.


The goals of this mini-course are for students to have an understanding of the benefits of auditory learning, understand the technical components to adding auditory learning components to their instruction, and how to integrate auditory learning components into an already created curriculum for the benefit of their students.

Performance Objectives

Learners will be implement an online audio learning activity while teaching a class.

Learners will design two audio lectures while keeping in mind the needs of the learner.

Learners will be able to effectively choose when to include audio lectures and when they are not appropriate.

Learners will create at least two ancillary materials using other learning modalities.

Learners will be able to assess their students’ auditory learning.

Task Analysis

Unit One Modalities of learning

  • Understanding learners perspectives on modalities

(Students will survey their current classes to learn their learning style strengths and weaknesses. If they are not currently teaching a class, they can survey 5 people they know.)

  • Understanding teaching perspectives on modalities

(Students will give examples of lessons they have taught utilizing the different modalities and the what the requirements are of the teacher for each)

  • Understanding the differentiated instruction

(Students will learn the benefits of differentiated instruction and how it can be implemented using online learning.)

Unit Two Audio Learning

  • When and How to use audio format as a main source of learning

(Students will learn about different audio learning sources, some that are teacher-created, and others that are found in recordings purchased or online. Some of these formats will also include video)

  • What other modalities can you integrate with audio learning

(Students will use the audio learning sources and pair each of them with an example lesson using a different modality)

  • When and How to integrate other modalities

(Students will give one example for each modality of when it would be optimal to use)

  • Understanding differentiated instruction as it applies to auditory learning

(Students will see examples of and explain why it is important to differentiate instruction within auditory learning)

Unit Three Creating Audio Learning Materials

  • Technology needs for audio recording

(Students will acquire the technology they need. They will create a test recording)

  • Understanding the audio learners technology needs

(Students will become audio learners and discover what the technological and learner needs are)

  • How to put it all together

(Students will troubleshoot how to post an audio learning file and discuss the pitfalls and tips and tricks)

Unit Four Assessing Student Learning

  • Creating online assessments

(Students will create online assessments for their audio learning assignments)

  • How to reteach using audio learning based on assessments

(Students will give examples of how they can use both auditory and other teaching styles to re-teach the same material)

Curriculum Map

  • Unit 1: Modalities of Learning
  • Unit 2: Audio Learning
  • Unit 3: Creating Audio Learning Materials
  • Unit 4: Assessing Student Learning

References and Resources