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Feedback with Screen Capture

Feedback with Screen Capture

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Feedback with Screen Capture

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  1. Feedback with Screen Capture

  2. The Talk • Quick bit about me • Why the idea was developed ( background) • The idea ( stage 1) • Reaction from students, staff and wider world • Developing the idea further ( stage 2) • Other tools to consider • Conclusions

  3. Russell Stannard • Background in language teaching. Mainly Spanish and ELT. • 11 years in Spain, 2 years in Greece, Sutton College, 10 years at Westminster University, Warwick • Run OER website www.teachertrainingvideos.com

  4. Background • Enormous amounts of feedback into ELT and Feedback • Students misunderstand feedback ( can’t read it, don’t understand the codes) • Need for “conferencing” • Lack of motivation and interest in the feedback process • Need for dialogue ( misunderstanding mistakes) • Summative/formative

  5. Screen Capture-idea • Records the screen of your computer • Includes your voice • Example of screen capture http://www.teachertrainingvideos.com/animoto/index.html • Make a video, compress it and then distribute it • The tool I first used was Camtasia but many other tools available ( see end of presentation)

  6. Screen Capture Students Written Work • Can simply Screen Capture Students work and then mark the work and send the video to the students • Early work done with surface errors • Did initial trial with group of 9 Chinese students • Example

  7. Early feedback • Great because visual and aural • Quick to make • Students like “listening” and “seeing” me correct their work • Lots of feedback ( around 150 words a minute) • Part of process ( students had to re-write their pieces) • Good listening material for students • Good reference material • Motivating ( bells and whistles) • Distance learning • Clarity

  8. Problems • Too much feedback. • L1 or L2 • Disorganised ( system). • Danger of NOT using visual element. • Time to compress video. • Students need access to computer. • Concentrated only on surface errors. Might work better with bigger pieces of work. • Don’t read the text ( need to read first, mark corrections and then start).

  9. Taking the research further. • Time-consuming • Use the tool for general feedback rather than specific feedback • Example with presentations • Example with general feedback about one written piece • Using the idea to set an assessment

  10. Further tests • Gave feedback on lesson plans rather than completed written pieces. • Gave classroom feedback (need for one video). • Give feedback after meetings ( for example on project supervision)

  11. JING • New product called JING made process much easier. • Video uploaded to “JING server” so no need to compress videos. • Students can have JING too Opens up another whole raft of possibilities. For example students reflecting on their own work/ oral answers to questions/ amazing for language learning.

  12. Students with JING • Reflection after teaching practice ( trainees). Example ( not authentic) http://screencast.com/t/C0FaViONlHA • Reflection after doing written piece. • Reflection after meeting with supervisor • Diary of reflections on while doing dissertation.

  13. Conclusions • Combination of screen and text is crucial • JING makes it so easy/quick to use • Limited to only 5 minutes with JING • Getting the students to use JING changes dynamic • Lots of uses • Very positive feedback from students

  14. Further Study • http://www.teachertrainingvideos.com/feedback.html How to use JING http://www.teachertrainingvideos.com/Jing/index.html JING ideas http://www.teachertrainingvideos.com/jingInReality/index.html Where to get Jing http://www.techsmith.com/download/jing/ Other screen capture tools http://www.screenr.com/

  15. Refereneces • Bourner, T (2003) “Assessing reflective learning” Education and Training 45/5. • Beveridge,I (1997 ) “Teaching your students to think reflectively” Teaching in Higher Education 2/1. • Baker, T Podcasting in an advanced computer science model” Paper the 6th European Conference on E-Learning 25-30.