1. Why use Screencasting? & Practical Tips Kirstie Edwards
BSc MA PhD PGCE QTLS FHEA FISTC [email protected]
2. Fear of Review Document ownership (Mackiewicz and Riley,
2003) Power of authority (Varlander, 2008) Fear of failure / desire
to be respected by others / Politeness theory (Brown and Levinson,
1987)
3. Lack of Understanding Not understood (Bailey, 2009; Chanock,
2000; Lea and Street, 1998) Academic language (Bailey, 2009;
Hughes, 2009) Level of critique (Middleton, 2011) Detail and
conversational explanations
4. Emotions and Socialisation Personal: Im talking to you about
your work (Middleton, 2011) Tutor engagement with students work
(Middleton, 2011) Sense of belonging (you are important) Tutor
cares: tutor-student relationship (Vrlander, 2008) Nuances for
level of critique (Daft and Lengel, 1984; Middleton, 2011)
5. Timing Audio recordings are quicker (Lunt and Curran, 2010)
Screencasting is quicker (Edwards et al., 2012) Requires separating
out review and recording
6. Development of Guidelines/TipsGuidelines developed from:
Literature review Quality Assurance Agency for HE (QAA) assessment
standards (QAA, 2006) Interviews with screencasting users (Edwards,
2011) Primary research: Screencast Feedback for Essays on a
Distance Learning MA in Professional Communication: An Action
Research Project (Edwards et al., 2012)
7. Guidelines Common to Written and Screencast Feedback Review
against the assessment criteria Balance positives and negatives
Balance subject matter vs academic writing Explain clearly and
concretely how to improve on three aspects (Gossman, 2012) Respect,
motivate and encourage students
8. Guidelines/Tips for Screencast Feedback Identify and group
high level and low level issues Prioritize feedback and decide
which points are the most important to cover Prioritize high level
issues first, as students apply these more in feed forward (not
necessarily linear) Avoid minor issues, which might be
embarrassing; refer to them generically if necessary e.g. be
careful with proofreading rather than theres a typo here
9. Guidelines / Tips for Creating the Screencast Introduce how
the screencast will progress and how the student can use it Provide
an overview of the main topics to be covered If you open with
positives, move quickly on to improvement areas to avoid student
frustration and optimize time in the screencast Use and adapt
intonation, word choice and pace to match audience (particularly
international students) Encourage and motivate students and build a
sense of connection Review what has been covered at the end Do not
mention the students name ???? Do not present a scripted feedback
(Armellini, 2012) Return screencasts via a Virtual Learning
Environment for security
10. Thank you &Questions?
11. ReferencesArmellini, A. (2012), Personal Communication at
the Higher Education Academy Workshop, A Personal Voice? The Whys
and Hows of Effective Audio Feedback. Leicester University 29 June
2012.Bailey, R. (2009), Undergraduate students perceptions of the
role and utility of written assessment feedback, Journal of
Learning Development in Higher Education, Vol.1. Available from:
http://www.aldinhe.ac.uk [Electronically accessed: 24 January,
2012].Brown, P. and Levinson, S. C. (1987), Politeness. Cambridge:
Cambridge University Press.Chanock, K. (2000), Comments on essays;
do students understand what tutors write? Teaching in Higher
Education, Vol.5, No.1, pp.95-105.Daft, R. L. and Lengel, R. H.
(1984), Information richness: a new approach to managerial
behaviour and organization design, Research in Organizational
Behaviour, Vol.6, pp.191-233.Edwards, K. (2011), Action research
towards developing guidelines for optimising audio-visual feedback
on essays in Higher Education. Unpublished manuscript submitted as
part of a Post Graduate Certificate in Education. Walford and North
Shropshire College and Staffordshire University.Edwards, K.,
Dujardin, A-F. and Williams, N. (2012), Screencast feedback for
essays on a distance learning MA in Professional Communication,
Journal of Academic Writing, Vol.2, No.1. Available from:
http://e-learning.coventry.ac.uk/ojs/index.php/joaw/article/view/62/105
[Electronically accessed: 26 February, 2013.]Gossman, P. (2012),
Giving feedback to improve student performance, Glyndr University
Workshop.Hughes, G. (2009), Social software: new opportunities for
challenging social inequalities in learning? Learning, Media and
Technology, Vol.34, No.4, pp.291-305.Lea, M. and Street, B. (1998),
Student Writing in Higher Education: an Academic Literacies
Approach, Studies in Higher Education, Vol. 23, No.2,
pp.157172.Lunt, T. and Curran, J. (2010), Are you listening please?
The advantages of electronic audio feedback compared to written
feedback, Assessment and Evaluation in Higher Education, Vol.35,
No.7, pp.759-769.Mackiewicz, J. and Riley, K. (2003), The Technical
Editor as Diplomat: Linguistic Strategies for Balancing Clarity and
Politeness, Technical Communication, Vol. 50 No.1,
pp.8394.Middleton, A. (2011), JISC Webinar: Using a screencast to
provide feedback. Available from:
http://www.jiscdigitalmedia.ac.uk/surgery/session/2011-02-09
[Accessed 4 April 2011].Quality Assurance Agency for Higher
Education (2006), Code of Practice for the Assurance of Academic
Quality and Standards in Higher Education Section 6 Assessment of
Students. Available from:
http://www.qaa.ac.uk/academicinfrastructure/codeOfPractice/default.asp
[Electronically accessed: 10 February, 2010.]Vrlander, S. (2008),
The role of students emotions in formal feedback situations,
Teaching in Higher Education, Vol.13, No.2, pp.145156.