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A bit about me.
Feedback and screen capture. Questions.
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 (twitter–russell1955) Set up a Facebook fan page 1100 followers.
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
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.
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.
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
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.
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
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 hadn’t 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?
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
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.
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.
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
All my work, links, interviews, examples etc can be
found at http://www.teachertrainingvideos.com/feedback.html
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