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Russell Stannard University of Warwick Centre for Applied Linguistics

Today’s Presentation
 A bit about me.  Feedback and screen capture.  Questions.

Whole Presentation is here The links in the talk will not work but the links at the end of the talk will work

Russell Stannard
 Taught English and Spanish since 1987.  Principal Lecturer at the University of Warwick in the

Centre for Applied Linguistics.  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 just over a quarter of million visitors a year.  Newsletter 11,000 followers.  Twitter feed (twitter–russell1955)  Facebook page

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
 Example
 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 didn’t give them direct corrections Students make point about the importance of the voice. The think the feedback is more personal. Students felt it was clearer.

Feedback from others
 Useful for distance learning organisations
 Dyslexic students  Feedback on anything.  A second example

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)  Is it possible to give too much feedback?

Experimenting with different approaches
 Mini grammar lessons

 Vocabulary
 General Feedback  Began to realise that idea could really be used to

provide feedback on anything. Design Blogs Assessments Marking plans Study guides

Jing and cloud based screen capture
 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.  Open’s up whole new range of possibilities.

Give JING to the students
 Talk about a picture-send the video  Talk about a timeline-send the video  Reflect on some work/teacher practice

Examples A picture Reflecting on your dissertation A timeline Reflecting on your last teaching practice

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. We need more research and experimentation. Screen capture has enormous potential to be used in many different ways.

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.  Recent article published in Norway-Very Complete  http://www.idunn.no/ts/dk/2012/02/video_feedback_in_hi gher_education_-_a_contribution_to_impr?languageId=2

References-my Work
 Web  The original piece published in the Times Higher in 2006      

Russell Stannard http://www.timeshighereducation.co.uk/story.asp?section code=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/eslvideo-feedback Presenting JING at IATEFL 2010 http://www.teachertrainingvideos.com/live_lectures.html

 All my work, links, interviews, examples etc can be

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

References-Help to get started
 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.ht ml
 Camtasia  Matchware  Camstudio (free)

Thank you for listening Any Questions
Whole Presentation is Here