Feedback using Screen Capture

Russell StannardUniversity of Warwick

Centre for Applied Linguistics

Today’s PresentationA bit about me.Feedback and screen capture.Questions.

Russell StannardTaught English and Spanish since 1987Principal Lecturer at the University of

WarwickTeach MA in TESOL ( ICT components)Write the “Webwatcher Articles” in English

Teaching ProfessionalRun www.teachertrainingvideos.com A

website dedicated to helping teachers incorporate ICT into their teaching with step by step videos.

Teacher Training VideosWhat my website doesOffers hundreds of step by step screen casts

to show teachers how to use different technologies in their teaching.

Currently gets about 25,000 visitors a month.Newsletter 10,000 followers.Twitter feed has about 9500 (twitter–

russell1955)Set up a Facebook fan page 1100 followers.

Screen captureJanuary 2000 saw an example of screen capture

for the first time.Immediately thought “That could be used for

feedback.”6 years later, saw the actual technology

demonstratedBegan experiments in May 2006 ( Greek

student followed by group of Chinese students).In June/July 2006 wrote “first” published article

on idea in the Modern English Teacher .Example with Chinese Student

The initial ideaELT class.11 Chinese students.Focused on surface errors.Students sent essays, opened them on my

screen, gave feedback and sent videos to students.

Students then re-wrote their essays after watching the video feedback.

Gave out a simple questionnaire and did a focus group with the whole class.

FeedbackStudents liked the fact the feedback was both

oral and visual.Students thought they were getting more

feedback ( about 150 words a minute).Students thought it was an example of

authentic listening material.Students felt it was motivating.They liked the fact I didn’t give them direct

correctionsStudents make point about the importance of

the voice.The think the feedback is more personal.

Issues it raisedHow should I give the feedback?What stage of the process?

(summative/formative)Is it good for simple “grammar errors” or

more relevant to other areas of the curriculum? (elaboration)

How do I get a good balance between sound and visual elements? (Richard Mayer)

Is it feasible to give feedback to all students? ( time)

A second example

Idea spreadsArticle in the Times Higher.Reports in HEA ,JISC.Conference in Japan.Talks in USA, Spain, Italy, Sweden, Denmark,

UK, China, Germany, Greece, Switzerland, Turkey.

Report submitted to UK government .Receive feedback from distance learning

institutions who like the personal contact with the students.

Receive feedback from teachers working with dyslexic students.

Receive lots of feedback from the USA.

Different approaches

Mini grammar lessonsVocabularyBegan to realise that idea could really be

used to provide feedback on anything.DesignBlogsAssessmentsMarking plansStudy guides

Come in Jing Free tool.Limited to 5 minutes.Can save on your computer or upload to

cloud and receive link to play video.Quick distribution.Students do not need anything special to

playback videos ( just browser).Other tools include Screenr/screencast –o-

maticIncluded IATEFL presentation 2010.

Give JING to the studentsFeedback from USA asks why I hadn’t

suggested that students use JING.Suddenly whole raft of new ideas.Start to use JING for student reflectionTeacher training

Why has it become more popular?External examiners.Students.Teachers.Bosses/administrators.Quality assurance.Change is very slow because so many people have a stake in feedback. However studies are beginning to emerge and lot of activity is taking place.

Where are we now?Literally hundreds of teachers and

institutions using idea. Big projects at the OU, at Warwick, Coventry,

Nagoya, IH Milan , Westminster, Budapest, Reading University

ConclusionsFeedback idea is still in its infancy but offers a

genuine way forward for some forms of feedback and in certain contexts.

May provide clearer, more detailed feedback.May be especially relevant to distance courses. Has potential as a tool for reflection.Can be used in other ways and in other parts of

a course and is probably more suitable outside ELT.

References-1JournalsBrick, B. & Holmes, J. (2008). Using screen

capture software for student feedback: towards a methodology. IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, (CELDA).

McLaughlin, P., Kerr, W. & Howie, K. (2007). Fuller, richer feedback, more easily delivered, using tablet PCs. Proceedings for the 11th International Conference on Computer Aided Assessment, Loughborough University, Loughborough, 327-340.

References-2WebThe original piece published in the Times Higher

in 2006-Russell Stannardhttp://www.timeshighereducation.co.uk/story.asp?

sectioncode=26&storycode=207117A later piece published in Humanising Language

Teachinghttp://www.hltmag.co.uk/dec08/mart.htmRecent piece on JING in the Guardian-http://www.guardian.co.uk/education/2012/jan/10/

esl-video-feedbackRecent article published in Norway-Very Completehttp://www.idunn.no/ts/dk/2012/02/video_feedbac

k_in_higher_education_-_a_contribution_to_impr?languageId=2

Presenting JING at IATEFL 2010http://www.teachertrainingvideos.com/live_lecture

s.html

References-3All my work, links, interviews, examples etc

can be found at http://www.teachertrainingvideos.com/feedback.html

References-4Where to find JINGhttp://www.techsmith.com/jing.htmlHow to use JINGhttp://www.teachertrainingvideos.com/Jing/index.htmlOther toolsScreenR (how to use video here)http://www.teachertrainingvideos.com/screenr/index.htmlCamtasia http://www.teachertrainingvideos.com/camtasiaPremium/index.htmlMatchwareCamstudio (free)

Thank you for listeningAny Questions