Technology is an ever-increasing part of how teachers and learners work on lan- guage and texts. Indeed, computers, the Internet, and Web 2.0 applications are revolutionizing how texts are consumed, discussed, and produced in classrooms. This article focuses on a specific technological innovation emerging from this dig- ital revolution: the use of screencasts and their potential to transform how feed- back can be offered to language-learners on written assignments. Drawing on a brief review of the literature and the author’s own experiences as a second-lan- guage writing teacher, this article presents an overview of screencasting technol- ogy and examines how freely available software can be used by teachers and students to produce and share asynchronously online video recordings of them- selves as they edit and comment on documents viewed on a computer screen. It is argued that at a time when teaching and learning is increasingly migrating to online digital contexts, screencasting represents a low-cost, intuitive, and time- saving interface the multimodal nature of which can counter limitations typically associated with more traditional feedback approaches.La technologie joue un role croissant dans le travail des enseignants et des etudiants portant sur la langue et les textes. En fait, les ordinateurs, l’Internet et les applica- tions Web 2.0 transforment la facon dont les textes sont employes, discutes et pro- duits dans les salles de classe. Cet article evoque une innovation technologique specifique qui decoule de cette revolution numerique : l’emploi de la videographie et son potentiel pour transformer la facon dont les apprenants de langue recoivent de la retroaction sur leurs travaux ecrits. Puisant dans une breve analyse documentaire et dans les experiences personnelles de l’auteur comme enseignant d’ecriture en langue seconde, cet article presente un apercu de la technologie de la videographie et examine l’emploi que peuvent faire les enseignants et les etudiants de logiciels gra- tuits pour produire et partager en mode asynchrone des enregistrements video en ligne d’eux-memes pendant qu’ils revisent et commentent des documents affiches sur un ecran d’ordinateur. On fait valoir que pendant cette periode ou l’enseignement et l’apprentissage se deplacent de plus en plus vers des contextes numeriques en ligne, la videographie represente une interface economique et intuitive qui permet d’economiser du temps et dont le caractere multimodal peut eliminer les contraintes souvent associees aux approches plus traditionnelles a la retroaction.

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Show Me! Enhanced Feedback through Screencasting Technology.

Author's version of an article in the journal: Nordic Journal of Digital Literacy. Also available from the publisher at: http://www.idunn.no/ts/dk/2012/02/video_feedback_in_higher_education_-_a_contribution_to_impr

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Video feedback in higher education - a contribution to improving the quality of written feedback

Little is known about how subjective and objective learning outcomes in plenary lectures are related in the Quality Framework of Higher Education and how they are influenced by formative e-assessment. Given the increasing focus on digitalisation and formative assessment in higher education and the increasing diversity among university students, questions relating to these topics should also be explored within plenary lectures. These lectures constitute the most formal, defined and “bounded” educational practice at universities and it is important to study the question of whether the relationship between student diversity, pedagogy and technology can re-define some of the pedagogical underpinnings that are historically associated with lecturer-centred pedagogy. This paper aims to identify: (1) factors that influence the relationship between intended and subjective learning outcomes in plenary lectures; and (2) how formative e-assessment may improve moments of contingency by increasing the consistency between intended and subjective learning outcomes. The results of this study show that audience response systems (ARS) can enhance formative e-assessment in plenary lectures and reduce the discrepancy between the intended learning outcome and the subjective learning outcome in such lectures with several hundred students. The implications of the current paper are twofold: first, a better understanding of similarities and dissimilarities in students’ learning processes in plenary lectures and how these processes may be affected by formative e-assessment has implications for the planning and implementation of teaching and learning in higher education. Second, this has implications for how we can reduce the discrepancy between the intended, subjective and objective learning outcomes in plenary lectures.

https://www.idunn.no/file/pdf/53158193/art06.pdf

Formative E-Assessment in Plenary Lectures

Good quality, timely feedback is a key factor to help students achieve their full potential. Increased class sizes have put significant strain on the ability to return work promptly without compromising feedback quality. In the current study, two screencasting technologies were used to produce audiovisual feedback. For essays, Jing was used, alongside a sample that were marked using typed comments in GradeMark for comparison. For longer lab reports, Camtasia Studio 7 software was used, allowing for editing and inclusion of additional material. Screencasting essay feedback reduced overall marking time by up to 50% compared to the typed comments, whilst the edited screencasts took about the same time as manual marking - although the editing time could probably be reduced. The students’ responses to the audiovisual feedback were extremely positive, with evidence of deeper engagement with the feedback and greater understanding of the tutor’s comments. Screencasting should thus be seen as a potentially...

https://www.tandfonline.com/doi/pdf/10.3108/beej.18.2SE

Making Movies: The Next Big Thing in Feedback?

Students are continuously using their cell phones, iPads and text or video messaging services to obtain instant feedback on virtually every aspect of their lives This mindset of gaining an immediate response to questions asked translates into the classroom environment as well Although online learning and virtual classes offer students freedom from traditional classroom constraints, the need for constructive and immediate feedback on assignments continues to be a main focus for online students Over a period of one year, this study focused on learning the perceptions of students to detailed instructor feedback on online assignments, how they wanted to receive that feedback and how satisfied they were with the feedback provided by the instructor Learning the kind of feedback students perceive as beneficial will assist the online instructor to provide comprehensive and constructive feedback that promotes the realization of participative goals, engages students and enhances learning Results of this study and implications for further research will be shared

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What do you mean you never got any feedback

/pdf/a-technologically-based-approach-to-providing-quality-hfq434dn2n.pdf

A Technologically Based Approach to Providing Quality Feedback to Students: A Paradigm Shift for the 21st Century

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Wade W. Fish

Papers

A Technologically Based Approach to Providing Quality Feedback to Students: A Paradigm Shift for the 21st Century

Educator Perceptions toward the IEP Meeting