Russell Stannard University of Warwick Centre for Applied Linguistics

Todays Presentation
A bit about me.
Feedback and screen capture. Questions.

Russell Stannard
Taught English and Spanish since 1987
Principal Lecturer at the University of Warwick Teach MA in TESOL ( ICT components)

Write the Webwatcher Articles in English Teaching

Professional Run www.teachertrainingvideos.com A website dedicated to helping teachers incorporate ICT into their teaching with step by step videos.

Teacher Training Videos

What my website does
Offers 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 (twitterrussell1955) Set up a Facebook fan page 1100 followers.

Screen capture
January 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 demonstrated Began 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 idea

ELT 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.

Feedback
Students 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 didnt give them direct corrections Students make point about the importance of the voice. The think the feedback is more personal.

Issues it raised
How 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 spreads
Article 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 lessons Vocabulary

Began to realise that idea could really be used to

provide feedback on anything. Design Blogs Assessments Marking plans Study 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-matic Included IATEFL presentation 2010.

Give JING to the students

Feedback from USA asks why I hadnt suggested that

students use JING. Suddenly whole raft of new ideas. Start to use JING for student reflection Teacher 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

Conclusions
Feedback 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-1
Journals
Brick, 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-2
Web The original piece published in the Times Higher in 2006-Russell

Stannard http://www.timeshighereducation.co.uk/story.asp?sectioncode= 26&storycode=207117 A later piece published in Humanising Language Teaching http://www.hltmag.co.uk/dec08/mart.htm Recent piece on JING in the Guardianhttp://www.guardian.co.uk/education/2012/jan/10/esl-videofeedback Recent article published in Norway-Very Complete http://www.idunn.no/ts/dk/2012/02/video_feedback_in_higher_ education_-_a_contribution_to_impr?languageId=2 Presenting JING at IATEFL 2010 http://www.teachertrainingvideos.com/live_lectures.html

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

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

References-4
Where to find JING

http://www.techsmith.com/jing.html How to use JING http://www.teachertrainingvideos.com/Jing/index.html Other tools ScreenR (how to use video here) http://www.teachertrainingvideos.com/screenr/index.html Camtasia http://www.teachertrainingvideos.com/camtasiaPremium/in dex.html Matchware Camstudio (free)

Thank you for listening Any Questions