Feedback is one of the most important factors in learning and it should be timely, understandable and students should be able to act upon it. Recorded audio feedback has been recognized as a valid feedback form alongside textual feedback and it has been gaining popularity in teaching. It is among other things more detailed, personal and understandable than written feedback and generally both teachers and students have positive attitudes towards it. Giving recorded audio feedback as a process consists of recording of the feedback and sharing it to students. These separate actions can be performed in numerous different ways. In this thesis a prototype tool for giving recorded audio feedback was designed and implemented. The tool was evaluated by four teachers and the purpose of it was to find out whether giving recorded audio feedback can be facilitated or attitudes towards it can be changed. The main goal of the design and implementation was user-friendliness so only relevant functionalities were implemented to the tool to make the learning curve as low as possible. Nielsen's heuristics and Gestalts principles of perception were used to guide the design and to justify some of the solutions concerning the system and its interface. Some of the design solutions were decided in cooperation with the supervisors who have experience in utilising recorded audio feedback in their teaching. The tool was implemented as a responsive web application, so it can be used with different kinds of devices without the need of installation. The evaluation of the tool was performed in two steps, the first of which involved two test subjects. The tool was improved based on the results of the first evaluation and after that the second evaluation was performed by all the four test subjects. Based on the two evaluations it can be concluded that the study succeeded in finding design solutions that can facilitate the process of giving recorded audio feedback. Such factors were found to be the low amount of different functionalities, simplicity and understandability of the user interface, Insert-Record functionality, flexibility of the tool and the ease of sharing the feedback to the student from the tool. On the other hand, the attitudes towards giving audio feedback were not affected since the test subjects initially had a positive attitude towards it.