British Council Glasgow

8/3/2019 British Council Glasgow

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Centre for Applied Linguistics

Feedback with Screen Capture

Russell Stannard

www.teachertrainingvideos.com

Presentation at British Council

Glasgow November 1st
http://www.teachertrainingvideos.com/http://www.teachertrainingvideos.com/


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The Talk

Quick bit about me

Why the idea was developed ( background)

The idea ( stage 1)

Reaction from students, staff and wider world

Developing the idea further ( stage 2)

Other tools to consider

Conclusions


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Russell Stannard

Background in language teaching. Mainly

Spanish and ELT.

11 years in Spain, 2 years in Greece, SuttonCollege, 10 years at Westminster University,

Warwick

Run OER websitewww.teachertrainingvideos.com
http://www.teachertrainingvideos.com/http://www.teachertrainingvideos.com/


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Background

Enormous amounts of feedback into ELT andFeedback

Students misunderstand feedback ( cant read it,

dont understand the codes) Need for conferencing

Lack of motivation and interest in the feedback

process Need for dialogue ( misunderstanding mistakes)

Summative/formative


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Screen Capture-idea

Records the screen of your computer

Includes your voice

Example

http://www.teachertrainingvideos.com/Jing/index.

html

Make a video, compress it and then distribute it The tool I first used was Camtasia but many other

tools available ( end of presentation)
http://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.html


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Screen Capture

Students Written Work

Can simply Screen Capture Students work and

then mark the work and send the video to the

students Early work done with surface errors

Did initial trial with group of 9 Chinese

students Example
http://www.teachertrainingvideos.com/luFeedback/index.htmlhttp://www.teachertrainingvideos.com/luFeedback/index.html


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Early feedback

Great because visual and aural

Quick to make

Students like listening and seeing me correct their work

Lots of feedback ( around 150 words a minute) Part of process ( students had to re-write their pieces)

Good listening material for students

Good reference material

Motivating ( bells and whistles)

Distance learning

Clarity


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Problems

Too much feedback. L1 or L2

Disorganised ( system).

Danger of NOT using visual element.

Time to compress video.

Students need access to computer.

Concentrated only on surface errors. Might work

better with bigger pieces of work.

Dont read the text ( need to read first, markcorrections and then start).


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Taking the research further.

Time-consuming

Use the tool for general feedback rather than

specific feedback

Example with presentations

Useful reference material

Can expand to other areas ( vocabulary,

grammar).

Example
http://www.teachertrainingvideos.com/newFeedback/index.htmlhttp://materials/vocabulary.rtfhttp://screencast.com/t/vvoQLXIIhttp://screencast.com/t/vvoQLXIIhttp://materials/vocabulary.rtfhttp://www.teachertrainingvideos.com/newFeedback/index.html


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Further tests

Gave feedback on lesson plans rather than

written pieces.

Gave classroom feedback (need for onevideo).

Experimented with vocabulary feedback

Experimented with assessment/markingschemes.


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JING

New product called JING made process mucheasier.

Video uploaded to JING server so no need to

compress videos. Students can have JING.

Opens up another whole raft of possibilities.

For example students reflecting on their ownwork/ oral answers to questions/ amazing for

language learning.


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Shift to the students

Easy access to ScreenR, JING, Screen Cast omatic

Get the students to use the tool

Focus more on reflection

Many tools but best for dialogic type

tools/journal type tools

Others include storytelling , checklists etcperhaps less suitable
http://materials/lessonReflection.docxhttp://materials/lessonReflection.docx


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Audio/Podcasting

Some students prefer speaking

More focus on reflection but shorter when

done orally(Barker 2007) Less formal ( Barker 2007)

Can also be a dialogue ( teacher time)


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Using JING for a reflection

Combination of screen and sound

Guidance through criteria, questions,

scaffolding Questions or no questions (Beveridge

1997/Bourner 2003)

Keep a record ( MA dissertations)


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Further StudyArticles, interviews, papers and examples

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

How to use JING

http://www.teachertrainingvideos.com/Jing/index.html

JING ideas

http://www.teachertrainingvideos.com/jingInReality/index.html

Where to get Jing

http://www.techsmith.com/download/jing/

Other screen capture tools

http://www.screenr.com/

How to use ScreenR

http://www.teachertrainingvideos.com/screenr/index.html
http://www.teachertrainingvideos.com/feedback.htmlhttp://www.teachertrainingvideos.com/feedback.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/jingInReality/index.htmlhttp://www.techsmith.com/download/jing/http://www.screenr.com/http://www.teachertrainingvideos.com/screenr/index.htmlhttp://www.teachertrainingvideos.com/screenr/index.htmlhttp://www.screenr.com/http://www.techsmith.com/download/jing/http://www.teachertrainingvideos.com/jingInReality/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/feedback.htmlhttp://www.teachertrainingvideos.com/feedback.html


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Refereneces

Bourner, T (2003) Assessing reflective learning

Education and Training 45/5.

Beveridge,I (1997 ) Teaching your students to thinkreflectively Teaching in Higher Education 2/1.

Baker, T Podcasting in an advanced computer science

model Paper the 6th European Conference on E-

Learning 25-30.

British Council Glasgow

Documents

Transcript of British Council Glasgow