Feedback with Screen Capture
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The Talk
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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 ( 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
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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)
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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
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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
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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).
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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
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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)
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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 too 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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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.
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Conclusions
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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
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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/
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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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