I have about an hour and a half's worth of audio split across two sessions, so far, and have now begun the process of transcription. I've been trying to use a well know transcription app (one that sounds like St George may have tried to fight it at one stage) and, it would be fair to say that has not been terribly successful.
The first ten minutes of audio took me nearly four hours to transcribe that way.
Then I remembered that in a past life I was an audio typist (those long summer holidays had to be spent somehow) and so I just ditched the technology and got on with the transcription manually. Oh for a treadle like in the good old days at the insurance firm...
I have got faster and faster and I am up to approximately an hour's labour for twenty minutes of talk. 1:3. I don't know if this is a good ratio or not. What I do know is that I feel thoroughly familiar with these discussions - I know them inside out. They are fascinating, incredibly rich; dialogue which felt pretty ordinary as it happened is absolutely loaded with ideas and suggestions for reading teaching - ideas which might easily get lost if such careful attention were not being paid to them. Which makes me wonder what gems might get passed by, acknowledged but then not acted upon, in an ordinary department meeting when pedagogy is under discussion.
At least through the collaborative action research model that I am using participating teachers will be able to review exactly what has been said at each stage as we shape our project more fully.
Now, on to coding...shudder.
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