Feedback with Screen Capture

Russell Stannard www.teachertrainingvideos.com

Presentation at British Council Glasgow November 1st

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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
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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

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Background
Enormous amounts of feedback into ELT and Feedback Students misunderstand feedback ( cant read it, dont understand the codes) Need for conferencing Lack of motivation and interest in the feedback process Need for dialogue ( misunderstanding mistakes) Summative/formative
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Screen Capture-idea
Records the screen of your computer Includes your voice Example http://www.teachertrainingvideos.com/Jing/index. html Make a video, compress it and then distribute it The tool I first used was Camtasia but many other tools available ( end of presentation)
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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
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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

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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. Dont read the text ( need to read first, mark corrections and then start).
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Taking the research further.

Time-consuming Use the tool for general feedback rather than specific feedback Example with presentations Useful reference material Can expand to other areas ( vocabulary, grammar). Example
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Further tests
Gave feedback on lesson plans rather than written pieces. Gave classroom feedback (need for one video). Experimented with vocabulary feedback Experimented with assessment/marking schemes.
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JING
New product called JING made process much easier. Video uploaded to JING server so no need to compress videos. Students can have JING. Opens up another whole raft of possibilities. For example students reflecting on their own work/ oral answers to questions/ amazing for language learning.
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Shift to the students

Easy access to ScreenR, JING, Screen Cast o matic Get the students to use the tool Focus more on reflection Many tools but best for dialogic type tools/journal type tools Others include storytelling , checklists etc perhaps less suitable
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Audio/Podcasting
Some students prefer speaking More focus on reflection but shorter when done orally(Barker 2007) Less formal ( Barker 2007) Can also be a dialogue ( teacher time)

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Using JING for a reflection

Combination of screen and sound Guidance through criteria, questions, scaffolding Questions or no questions (Beveridge 1997/Bourner 2003) Keep a record ( MA dissertations)

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Further Study
Articles, interviews, papers and examples 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/ How to use ScreenR http://www.teachertrainingvideos.com/screenr/index.html
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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 ELearning 25-30.

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