Using ICT for feedback & reflection

www.teachertrainingvideos.com
http://www.scribd.com/doc/135324306 Russell Stannard University of Warwick

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Todays Talk
Quick bit of information about me. Tools I have used for feedback and reflection. Journey from feedback to reflection. Introduce a new tool for first time at IATEFL. Provided references and links to help videos.

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Russell Stannard
Lecture on the MA in ELT at the University of Warwick. Teach the ICT modules on the course. Run www.teachertrainingvideos.com Free website that offers step by step help videos to show teachers how to use technology in their teaching. Last year 350,000 visitors. Write a column in the ELT professional called Webwatcher.

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From Feedback to Reflection

In June 2006 I wrote about the use of screen capture software to provide feedback to students. The article was published in the Modern English Teacher. Originally I used Techsmith Camtasia. JING- ( still free). SnagIt ( paid $30). Example of my original feedback idea http://screencast.com/t/GnRYOej0

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First studies beginning to emerge

Norway. Canada. JISC. Open University. Coventry University. Edinburg University.

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Benefits
Provide more information More engaging Visual and Oral The Voice becomes important More personal Students expectation Clearer Stylistic note Relevant to many areas of the curriculum
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Let the students use screen capture

Why am I always doing the feedback? Peer feedback Self reflection/Self evaluation Shifted from using the tool as a method of feedback to students to providing opportunities for reflection by students

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Why focus on reflection?

My own experience Good learners are reflective learners (Ertmer and Newby in Brandt 2008) Active role in their personal development- continuing after the initial training (CPD) Facilitates the linking of theory and practice (Bain 1999) Learning from self is more memorable ( Brandt 2008) May increase motivation Results in new learning (Laboskey in Bain 1999) Impact depends on how the reflection is organised.
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First experiment.
Did some training sessions with group of teachers in Sweden They used some of the technologies I introduced in their classes and then reflected on how they used them/how the lessons went etc? A blended approach did training/not there for teacher practice. Created JING recordings which they then sent to me Provided both the teachers and me with lots of food for thought. How this might work in practice http://screencast.com/t/cj0k8O3X0c

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Could I use a similar approach with my students?

Reflect on what Linked to a theory/methodology ( Bain 2011) Linked to a particular problem/issue Experimental ( trying out a new idea) Tools Journals Dialogic/meeting with peers or teacher Questionnaires

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Experiment 2
How do students view the experimental activities we set up in class? What do they think about the potential of the activities? How do they think they could be improved? Do the activities really meet their objectives ( speaking more/ interacting more/searching/scanning etc) Reflection was driven by me

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Different tools for the same purpose.

JING (2010) myBrainShark (2012) http://my.brainshark.com/wallwisher784547763 PresentMe-(2013) https://present.me/view/47956-wallwisheractivity-feedback-reflection
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What emerged from the experiment?

Students might be happier reflecting by creating audio recordings. Incredible amount of detail ( blogs/questionnaires). Discussion that was generated from the reflections was the most importantplans of action. Potential of the tools I used E-Portfolios Speaking activities Interviews in pairs Exam practice scenarios Feedback (teacher, student , peer)
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What did we learn from the reflections?

Learnt Students often recommend content/videos from the web without fully understanding them. Action.. Need to build in checks and balances to make sure that they have read, watched and understood whatever content they are sharing. Learnt The way groups work varies enormously and results in some groups benefitting far more from certain activities than others. Action Provide more detail at the start of a group activity about how the groups should organise. For example that each member should be assigned a role.
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What did we learn from the reflections?

Learnt Reflection and the discussion after makes students aware of many of the facets of an activity that they hadnt even considered. It does seem to raise awareness. Action Build more reflective work into the activities I develop with my students/teachers. Learn more about what reflection is.

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Reflecting on reflection
More questions than answers

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What am I thinking about?

What constitutes good reflection? How can I go beyond just awareness raising? What approach do we take to reflection? Is the very act of encouraging reflection enough? (discussion/action) Who does this link into current level of the students? Zone of proximal development ( Poehner 2012)

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References
Lam, R and Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT-J 64/1 Bain, J et Al (1999). Using Journal Writing to Enhance Student Teachers Reflectivity During Field Experience Placements. Teachers and Teaching vol 5:edition 1,51-73 Caroline, B (2008)Integrating feedback and reflection in teacher preparation . ELT-J 62/1 Peohner, M (2012) The zone of proximal development and the genesis of self assessment. Modern Language Journal. 96,4

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Help videos for all the tools I showed you.

MybrainShark http://www.teachertrainingvideos.com/brain/index.html PresentMe http://www.teachertrainingvideos.com/presentme/index.html Jing http://www.teachertrainingvideos.com/Jing/index.html http://www.teachertrainingvideos.com/jingInReality/index.html

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Any questions
My site www.teachertrainingvideos..com My Twitter Russell1955 My Facebook https://www.facebook.com/teachertrainingvide os
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