LAUSR

Direct Dictation Device (Directrec DR-2200; Olympus Corp., Tokyo, Japan). Multiple audio files were stitched together (using Audacity software [www.audacityteam.org]) to create a single audio clip, which students could download as an MP3 file from Vula , the online learning management system at UCT. Specimens were put on special display for the period during which the associated topic was taught. Students were able to visit the PLC and gain hands-on time, when simultaneously listening to the guidance provided by the audio tours. Typically, these MP3 files were downloaded and played from the students’ personal smartphones. Our experience showed that large numbers of students visited the PLC during this period and engaged with the audio tours. Additionally, audio files were laid over high quality, annotated photographs of specimens in a PowerPoint presentation. In this way, students could view specimens, off campus, when listening to the corresponding audio clip. What lessons were learned? The use of audio tours gave students the freedom to learn at their own pace and convenience. However, they were made available only in English. Our student body is linguistically diverse, with several students speaking English as a second language (ESL). Further investigation is required to assess the impact of English language audio tours on an ESL audience and the potential benefits of designing audio tours in other local languages. PowerPoint often proved to be technically cumbersome. In 2018, audio tours were created with much greater ease using Adobe Photoshop (Adobe Systems Inc., San Jose, CA, USA) and Camtasia (TechSmith Corp., Okemos, MI, USA). Despite these shortcomings in our resource-constrained setting, the use of audio tours is an example of technology being used to address a student need that could not be otherwise catered to.