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1. Brief Description: Common audio file extensions include .WAV, .AIF, .MP3, and .MID. An audio format is a digital file for audio content. Typically these formats can be stored on a  small USB flash drive.  These USB drives are often used for storage, data back-up and transfer of computer files. Compared with floppy disks or CDs, they are smaller, faster, have significantly more capacity, and are more durable due to a lack of moving parts. 

2. Standards and Goals:  Audio formats are useful for transporting audio information to and storing them on USB drives. Audio formats on USB are useful for transporting information to locations where there is no internet access, such as listening to something in a car/vehicle with a USB connection. A good use of USB drives with audio format would be for recording lessons to send to rural areas without internet access. USB’s are perfect for this sort of application, as they can store large amounts of data and have a very low cost.

3. Application to types of learning:

     a. Cognitive objectives: The need for prior knowledge is limited to the ability of instructors to record lessons into audio formats and learners to access them. A benefit of USBs is that there is no reading ability required for its use. In fact USBs may be used as a substitute for, or supplement to written communication or printed material. It may even be used to help develop reading abilities by providing an audio narration of what is written. USBs with audio formats may also be used to develop recognition of significant sounds. A learner may need to know how a device, machine or instrument should or shouldn’t sound, and how to troubleshoot based on these sounds. USBs can assist in language learning by explaining vocabulary, and modeling the sounds and rhythm of speech. Care should be taken to ensure that the vocabulary level used in recordings is appropriate for the target audience and the lesson.

     b. Psychomotor objectives: There are no movement or physical requirements for learners using audio formats and instructors require only the ability to speak clearly, unless the use of music or some other more involved sound is being used. The ability to listen to audio formats on USB’s while performing other tasks makes it a great tool for providing direction while a learner performs a task. Audio formats can also be used to establish a rhythm for repetitive actions, such as CPR, which must be performed with a certain frequency. Learners must possess the perceptual ability to hear and interpret sound. 

     c. Affective objectives:(senses, what attentive needs and abilities, value/emotion requirement, motivation to learn)
Digital audio formats require learners to focus on what they are hearing. They must be able to focus on understanding what they are hearing and must be able to maintain their focus throughout the length of the lesson. Digital audio formats can also be used to improve focus, limit distractions, and promote calm, such as using music or white noise during tasks which require concentration. audio formats may be used to induce a desired emotion through tone of voice, volume, rhythm, sound effects or background music.

4. Strengths: 

• Very Accessible, easy to create and use.
• Can be very stimulating and engaging.
• Can be very helpful to those who struggle with reading.
• Cheap and easy to store and reproduce.
• Great for learning of a second language.
• Ability to be used while engaged in another activity requiring visual attention, such as driving or cooking.
• No internet access required.

5. Limitations:

• Use of other’s material may lead to copyright violations.
• Can be easy to lose focus on the audio.
• Difficult to know what pace to use, as there is no opportunity for feedback during lesson.
• No opportunity to answer questions or rephrase to facilitate better understanding.
• Can be damaged very easily.

6. Special Features/Creative ideas: Digital audio formats can be used as a supplement to reading to not only assist those with reading difficulties, but to bring the text to life. Sound effects, voice actors and accents can make a text more lively and entertaining. Audio formats can also be used to model conversational rhythm and pronunciation for language learners, adding a layer of instruction that is difficult to replicate with text alone.

7. UDL/ Accessibility requirements:

• Provide options for perception: It is important to provide materials with which all learners can interact.  Digital Audio formats can assist many people with learning disabilities, require executive functioning supports, visually impairment or blindness, and for people with physical impairments that can not navigate the physical interaction of turning pages, handwriting, etc.).  Properly designed curricular materials provide a seamless interface with common assistive technologies.
• DAISY (Digital Accessible Information SYstem) is a technical standard for digital audiobooks, periodicals and computerized text. DAISY is designed to be a complete audio substitute for print material and is specifically designed for use by people with “print disabilities”, including blindness, impaired vision, and dyslexia and at times, those with physical disabilities. Based on the MP3 and XML formats, the DAISY format has advanced features in addition to those of a traditional audio book. Users can search, place bookmarks, precisely navigate line by line, and regulate the speaking speed without distortion. DAISY also provides aurally accessible tables, references and additional information. As a result, DAISY allows visually impaired listeners to navigate something as complex as an encyclopedia or textbook, otherwise impossible using conventional audio recordings.

• Provide the same information through different modalities by providing a text transcript of audio presentations. This can be used for those with learning or hearing differences, or those that can’t easily take notes and listen at the same time.
• Translate into different languages if needed for English Language Learners

Provide options for self-regulation:

• Provide sufficient alternatives to support learners after the lesson to listen on their own with volume considerations (Ex. increased volume for those with hearing impairment), rate of speech options,  and comprehension needs

8. Technology Resources/websites:

YouTube: https://www.youtube.com/

iTunes https://www.apple.com/itunes/

 Learning Ally –https://learningally.org/

Bookshare: https://www.bookshare.org/cms/

9. References

CAST (2018).  Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Wikipedia, (2019).  Daisy Digital talking book as retrieved from https://en.wikipedia.org/wiki/DAISY_Digital_Talking_Book