2. Show and Tell-Screencast feedback Bill Soden- bill.soden@york.ac.ukbill.soden@york.ac.uk Rationale Workflow Impact Transfer Issues and pitfalls Implications York Pedagogy Why Screencapture as a solution for delivering formative feedback My current workflow- text and commentary Why Screencapture as a solution for delivering formative feedback My current workflow- text and commentary Gauging the impact of this approach -My own Action Research -What is transferable (to other disciplines/situations Gauging the impact of this approach -My own Action Research -What is transferable (to other disciplines/situations What are the issues/pitfalls How feedback workflows align with the York Pedagogy

3.  (2009) Podcast audio feedback – formative work  (2011) Screencapture – added visuals to locate points, move in or between texts, highlight text etc.

4. I found that 5 minutes of audio feedback provided much more depth in my feedback. Later screencast videos also did this and more… allowing me …  to explain concepts more fully  to elaborate on why certain changes to the text would be improvements  to move things around in the text  To encourage, despite critical comments Typical 350 words of written comments compared to 800 plus words in podcast/ screencast video.

5.  Can include mistakes-‘quick and dirty’- 5 minutes of video does not demand rehearsal time  not polished or glitzy- helps to give image of trust and authenticity  any innovation that shows tutor commitment engenders positive attitude towards tutors (Pitts, 2005; France & Ribchester, 2008)  Personal, nuanced tone allows negative feedback to be given in a supportive way-positive feedback in more emphatic way

9.  Provide personal greeting  Give brief overview of main points to cover [First I’ll deal with the strengths- the really relevant points and organisation, then go on to weaknesses such as use of evidence….]  Avoid focus on too many small errors  Ensure points in text margin comments are elaborated on and not simply repeated  If time summarise  Limit recording as close to 5 mins as possible

10. 2.30 into a 5 minute commentary  explaining a point  Giving reasons why a brief definition was important here  Link explanation to classroom work

11. Feedback analysis Feedback Analysis Chart for Teachers (FACT) (Toro-Fernandez, 2012) (n= 32) review of commentary Feedback Analysis Chart for Teachers (FACT) (Toro-Fernandez, 2012) (n= 32)

12.  Shows teacher engagement and attention to work: “Overall a really good effort, I’m really pleased to see you doing some research here, putting an argument together actually, and that comes across in the conclusion, “(Extract from video commentary)  Emotions, actually underpin social interactions -not simple by-products of them “The tone of delivery is really very friendly, written feedback is stale.” (Jim)  Commentaries complement wfb and compensate for lack of face- to-face contact?

13. “ Watch and stop watch and stop. You sometimes have to repeat, sometimes the speed is a little quick”. (Paul) “I have to take some time to make some notes, so I have to pause it… “. (Bella) “You have to take some time to process the information even if you know what he is saying. Sometimes we have to read it again to see how to change it”. (Jim)

14.  Education (Stannard, 2014) Warwick  Distance Learning programmes (Edwards et al. 2012- SHU MA Professional Communication) +Jane Lund, Social Policy  Modern Foreign Languages (Harper, Green, & Fernandez- Toro, 2012) + Cathy Dantec (Linguistics)  MBA- finance/ accounting (Jones et. al., 2012) Cardiff http://teacher.studentpages.org.uk/resources/E1.html http://teacher.studentpages.org.uk/resources/E1.html

15. No silver bullet, one-size does not fit all in feedback  Written comments still valued: I like the word information …it’s very visible and I can get the point more concisely…I will see the word summary more frequently because it’s more convenient. (Katy)  Is there a novelty factor ? “ The reason we are so impressed is because we weren’t familiar. If students became familiar would they treat it like written feedback once they are used to it? “(Linda) Software  Javascript issues on campus?  Time to publish- workflow challenge  Teacher uptake of new tools and new approaches?

16.  Video commentary engages my students  It helps to build relationships between tutor and student  It enables feedback that can feed forward, directing students towards successful outcomes  IDEA  IDEA- enable students to respond to feedback with 2-3 minute screencasts?

17.  Screencast o matic – free online- relatively fast rendering, saving/publishing but ‘Flash’ issues  Jing – free online- only five minutes of capture- Flash issue?  Camtasia – Sophisticated with many editing features- very slow to render, save and publish  Personal Capture (VLE tool)- poorer quality?  Snagit – free trial/ small cost ($20) but has basic editing+ very fast render/save/publishing+ basic editing tools and image capture

18. Edwards, K., & Williams, N. (2012). Screencast Feedback for Essays on a Distance Learning MA in Professional Communication: An Action Research Project. Journal of Academic Writing, 2(1), 95–126. Harper, F., Green, H., & Fernandez-Toro, M. (2012). Evaluating the integration of Jing® screencasts in feedback on written assignments. 2012 15th International Conference on Interactive Collaborative Learning, ICL 2012. http://doi.org/10.1109/ICL.2012.6402092 Jones, N., Georghiades, P., & Gunson, J. (2012). Student feedback via screen capture digital video: stimulating student’s modified action. Higher Education, 64(5), 593–607. http://doi.org/10.1007/s10734-012-9514-7http://doi.org/10.1007/s10734-012-9514-7 Mathisen, P. (2012). Video Feedback in Higher Education–A Contribution to Improving the Quality of Written Feedback. Nordic Journal of Digital Literacy, 97–116. Retrieved from http://www.idunn.no/ts/dk/2012/02/video_feedback_in_higher_education_- _a_contribution_to_impr?mostRead=truehttp://www.idunn.no/ts/dk/2012/02/video_feedback_in_higher_education_- _a_contribution_to_impr?mostRead=true Stannard, R. (2010). Using Screen Catpure Software in Student Feedback. Retrieved from http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia.php http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia.php Stannard, R. (2014). Is this the start of a feedback revolution? how technology could change the way we provide feedback. The European Journal Of Applied Linguistics and TEFL, 3(2), 13–26. Thompson, R., & Lee, T. (2012). Talking with Students through Screencasting: Experimentations with Video Feedback to Improve Student Learning. The Journal of Interactive Technology and Pedagogy, 1–16. Retrieved from http://jitp.commons.gc.cuny.edu/talking-with- students-through-screencasting-experimentations-with-video-feedback-to-improve-student-learning/http://jitp.commons.gc.cuny.edu/talking-with- students-through-screencasting-experimentations-with-video-feedback-to-improve-student-learning/ Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and instructor perceptions of screencast assessment. Assessing Writing, 18(4), 257–277. http://doi.org/10.1016/j.asw.2013.08.001