Evaluating the integration of
Jing® screencasts in feedback
on written assignments
Felicity Harper, Hannelore Green, María Fernandez-Toro
The Department of Languages,
Faculty of Education and Languages Studies
The Open University
Jing Example: Tutor explaining corrections as she makes them, concentrating on one aspect
Research background
• Audio and video feedback - from cassettes to mp3 files
(Johanson, 1999; Rotheram, ;Nortcliffe; Lunt and Curran, 2010;
Merry and Orsmond, 2008; Crook et al, 2010)
• Audio feedback (inserted audio comments in Word documents)
(Ice et al, Olesova et al, )
• Jing screencasts as instructional videos/generic feedback
(Falconer et al, 2009)
• Jing screencasts as individual feedback
(Kay, ; Hynson, Chapman and Busch, 2009; Bostock and Street,
2011; Thompson and Lee, ).
Our research
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Based on small pilot project with two tutors
Nine tutors from three language modules
Feedback using Jing on 57 eTMAs
Tutor Questionnaire (9 responses)
Student Questionnaire (8 responses)
Follow up interviews (5 students)
Tutor use of Jing® analysis
FACT analysis
How we and our ALs have used Jing to
provide feedback on eTMAs
•
Tutor explaining corrections as she makes them, concentrating
on one aspect
•
Tutor explaining corrections as he makes them, concentrating
on one paragraph
•
Tutor talking about content and explaining language issues
already explained in writing
•
Tutor correcting errors highlighted but not yet corrected in
written feedback
•
Tutor providing a generic recording to all students showing
similar errors
Tutor responses to Jing eTMA Feedback
“The feedback on a weak piece of
work may appear ‘softer’.”
“My feedback felt ‘warmer’ because I
could speak to the student. There was
an imagined dialogue.”
“It makes you focus on relevant issues
of the TMA, not on every single
mistake.”
“Students see the process of marking
together with an explanation.”
“I would most definitely use it if we
could provide feedback without it
adding to tutors' workload!”
“I felt I had the student in front of me.”
“I felt this feedback was more personal
and more thorough. Sometimes it is
better to explain orally than to try and
express the feedback in a written
way.”
“You can also make a point of
highlighting what the student has done
well. Although I do this in written
feedback as well, I do often think that
students do not ‘see’ the good points.”
You can show [the student]
annotations step by step and explain
why you are doing them. This is less
overwhelming for students.”
Student responses to Jing eTMA Feedback
“The use of highlighting
and the moving cursor
worked well.”
“It was a very positive,
personalised and
motivating experience.”
“It showed how
my work had
been assessed
and […]
generally made
me feel that my
work had been
valued by my
tutor.”
“To hear the tutor´s voice with
the feedback made in a
positive way was motivating.”
Due to “the remarkable clarity it was
instantly memorable”…It immediately
stuck on first listening, became an
aide memoire… that is why it such an
excellent teaching aid.”
The graphic
presentation and the
spoken input was
more memorable.
“Next best thing to
being in a classroom.”
“The feedback
felt more
personal and
was easily
understandable.
”
Analysis of tutor feedback
• The e-Feedback Evaluation Project
Analysing the quality of assignment feedback in different media
(e.g. written / audio-recorded)
• Analysis criteria based around two dimensions:
– Whether feedback focuses on strengths or weaknesses
– How much information the feedback provides, cf ‘depth’ of
feedback (Brown & Glover 2006)  layers of scaffolding
• Analysis tool: Feedback Analysis Chart for Tutors (FACT)
Provides a visual ‘profile’ of a tutor’s feedback
Layers of scaffolding in assignment feedback
Layers
1
Comments focusing on weaknesses
Comments focusing on strengths
Error identified only
Strength identified only
Error categorised, but not corrected
Strength categorised or described as per
marking criteria
Error corrected
Illustrated with specific example from
student’s performance
Explanation given
Explanation given
Advice given on how to prevent errors in
future performance
Advice given on how to develop
exisiting strengths in future
2
3
4
5
Further uses of Jing
•
To generate a pool of generic language resources (e.g. on grammar) to be
held on the languages repository (LORO) for individual support or on Tutor
Group Forums
•
To provide explanations of theory
Explaining a mathematical process using a pen tablet
•
To show students around websites
Showing students around module websites
•
To create guides to the eTMA Monitoring system
Using the file handler to do your monitoring
•
Involving students in making recordings
References
Bond, Stephen (2009) Audio feedback. Centre for Learning Technology, London School of Economics and Political Science, London, UK. Available:
http://eprints.lse.ac.uk/30693/ (Accessed 01/06/2012)
Bostock, S. and Street, M. (2011) Modelling assessment processes across a university and introducing technology-based innovations, ICICTE Conference,
Rhodes, Greece, 7th-9th July 2011. Available: http://www.keele.org.uk/docs/059%20SB-MW%20ICICTE%20paper%20March2011v6.pdf (Accessed
01/06/2012)
Brown, E. & Glover, C. (2006) Evaluating written feedback., in: B. C. & K. Klegg (Eds) Innovative assessment in higher education. London, Routledge), 81-91.
Chapman, A. and Busch, J. (2009) Improving Student Feedback Using Technology Higher Education Academy Subject Centre for Information and Computer
Sciences 10th Annual conference, University of Kent at Canterbury, 25th – 27th August 2009
Crook, A., Park, J., Lawson, C., Lundqvist, K., Drinkwater, R. and Walsh, J. (2010) ASSET: Moving Forward Through Feedback, JISC Final Report, JISC
Available: http://www.reading.ac.uk/web/FILES/asset/ASSET_final_report.pdf (Accessed 01/06/2012)
Falconer, J., deGrazia, J., Medlin, J and Holmberg, P. (2009) Using Screencasts in ChE Courses. Chemical Engineering Education 43 (4) pp 302-305.
Hynson, Y. An innovative alternative to providing writing feedback on students’ essays Teaching English with Technology, 12 (1), pp53-57
Ice, P., Curtis, R., Phillips, P., & Wells, J., (2007). Using asynchronous audio feedback to enhance teaching presence and student sense of community. Journal
of Asynchronous Learning Networks,11(2), pp3-25.
Johanson, R., (1999) Re-thinking the Red Ink: Audio Feedback in the ESL Writing Classroom. Texas Papers in Foreign Language Education. 4(1), pp 31-38
Kay, R. (n.d.) Examining the use of Educational Video Clips in Distance Education, Available: http://faculty.uoit.ca/kay/evc/Paper1_EVC_DistanceEducation.pdf
(Accessed 01/06/2012)
Lunt, T. and Curran, J. (2010) Are you listening please? The advantages of electronic audio feedback compared to written feedback. Assessment & Evaluation
in Higher Education, 35(7), pp 759–769
Merry, S. and Orsmond, P. (2008) Students’ Attitudes to and Usage of Academic Feedback Provided Via Audio Files. Bioscience Education E-Journal, 11(3).
Available at http://www.bioscience.heacademy.ac.uk/journal/vol11/beej-11-3.aspx. (Accesssed 01/06/2012).
Nortcliffe, A. (2007) Audio Feedback for the iPod Generation International Conference on Engineering Education, Coimbra, Portugal 3rd -7th September 2007
Olesova, L., Richardson, J., Weasenforth, D. and Meloni, C. (2011) Using Asynchronous Instructional Audio Feedback in Online Environments: A Mixed
Methods Study MERLOT Journal of Online Learning and Teaching, 7 (1) pp 30- 41.
Richardson, J. and Swan, K. (2002) Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of
Asynchronous Learning Networks 6(1): pp 68–88.
Rotheram, B. (2007) Using an MP3 recorder to give feedback on student assignments EDUCATIONAL DEVELOPMENTS The Magazine of the Staff and
Educational Development Association Ltd (SEDA),8, pp 7 -10.
Thompson, R. and Lee, M., (2012)Talking with Students through Screencasting: Experimentations with Video Feedback to Improve Student Learning, The
Journal of Interactive Technology and Pedagogy, 1. Available: http://jitp.commons.gc.cuny.edu/2012/talking-with-students-through-screencastingexperimentations-with-video-feedback-to-improve-student-learning/ (Accessed 01/06/2012).