CEA Presentation Revised 4[1]

8/9/2019 CEA Presentation Revised 4[1]

1/31

Hear My Voice, Claim Yours:

Technology-Mediated

Feedback as Dialog

Heather Johnston

Dianna Greivenkamp

Carolyn StollBilli Johnson


2/31

THE PROBLEM

Hear My Voice, Claim Yours


3/31

The Invisible Process Often we ask students to participate in processes not

visible to others. Students are expected to demonstrate cognitive processes

that have not been modeled or that take place in isolation.

For example, our own grading of students is a processstudents do not see in action, and so, too often, feedbackfrom faculty to students consists of one element: the grade.

Therefore, students fail to understand the nature of a givenprocess, such as learning to write. The invisible give and take between reader and writer shapes

the writing process.

Students dont understand the process because, even in awriting conference, they dont see the process at work.


4/31

THE SOLUTION



5/31

Using Technology to Make the

Process VisibleTo make cognitive processes transparent to students,and to supplement and increase the effectiveness ofone-on-one conferences with student writers, an

ongoing dialog between teachers and students usingtechnology was integrated into our curricula. Insert Comments (Word)

Record the give-and-take between the reader and writer

Track Changes (Word) Reveals the peer editing process

Captivate Captures the readers interaction with the text on the screen


6/31

RECORDING THE GIVE-AND-TAKEBETWEEN READER AND WRITER



7/31

Recording the Give-and-Take

Between Reader and Writer One cognitive process often invisible to students is our

assumption of the role of reader separate from the role ofteacher when we provide feedback about their written work.

Students know instructors fill the teacher role and understandits purpose, but unless the reader role is made visible to them,they see some feedback as nitpicky or obtuse. The instructor, aware of her reader role, intends comments to

address global revision issues regarding audience, intent andclarity.

The student, unaware of the instructors reader role, interpretsthose comments as addressing simple errors or fails to understand

them altogether. Likewise, the instructor-reader, because she is unaware of the

student- writers intentions, can fail to address certain importantglobal revision issues appropriately, or at all.


8/31

Sure, I know what

you mean here, but

no one who hasnt been

sitting in this classall term would.

He knows what I mean.

Why is he being so stupid?


9/31

Low turnover?What does that mean

in this context? I dont

think thats a good

word choice.

Hmmm . . .

low turnover is a term

used in the article. Ill use it in my

paper to help show a connection

between my ideas andthe authors.


10/31


Between Reader and WriterInsert Comments is a tool that allows a writer to comment onher own text and for reviewers to comment in response. In ourmethod, the writer begins the dialog by making certaincomments about her text (e.g., what she is confident about,

what she worries about, what questions she has). To makethese comments, she highlights the text she wishes tocomment on, presses Ctrl+Alt+Mand then types in thebubbles that appear in the margin of the paper.


11/31


Between Reader and WriterTo respond to a comment, a reviewer can clickin the comment bubble and begin typing. Or,she can make a new comment by highlightingtext and pressingCtrl+Alt+M.


12/31


Between Reader and WriterThe feature can be set so that each reviewerscomments are shown in a different color with his/herinitials. The result is an ongoing dialog recorded in

the right margin of the document, one that enhancesand survives the one-on-one conference.


13/31


Between Reader and WriterUsing margin commenting as a feedback strategy can helpmake the instructors reader role, and therefore her purpose,visible to the student. When used in a writing conference,these comments become a written record of what wasdiscussed.


14/31


Between Reader and WriterOnce the instructors reader role and purpose arevisible to the student, a dialog can take place in whichreader and writer work to understand each other. This

allows the instructor to fulfill her teacher role moreeffectively.


15/31

REVEALING THE PEEREDITING PROCESS



16/31

Revealing the

Peer Editing Process Another cognitive process often invisible to students is

decision-making involving the editing process.

Editing isnt just getting all the grammar right its

making decisions about word and style choices to help

the reader understand the text.

Students who have trouble seeing problems in their

own writing can often see the problems in others

writing they have switched roles from writer to reader.

Giving students opportunities to switch from one role to

the next using technology reveals this process to them.


17/31

Revealing the

Peer Editing ProcessUsing Word to peer edit begins with the

writer turning on Track Changes. She then

switches seats with a partner.


18/31

Revealing the

Peer Editing ProcessThe peer editor uses the Find and Replacefunction to search for sentence elements that arefrequently misused, such as commas or clichd

expressions.


19/31

Revealing the

Peer Editing ProcessChanges that the peer editor makes show up as redtext and cross outs. Acting in the role of the reader,the student feels he can make changes to the text

without fear of losing the original or messing it up.


20/31

Revealing the

Peer Editing ProcessBecause Word keeps a record of all the changes made by thepeer editor, the writer can then later go back and make her ownediting decisions using the AcceptorRejectbuttons.


21/31

Revealing the

Peer Editing ProcessNow, the student switches roles to that of writer,and must go through and make decisions abouteach change the peer editor made, instead of

merely deleting problematic text.


22/31

CAPTURING THE READERSINTERACTION WITH TEXT



23/31

Capturing the Readers

Interaction with Text While many of us conference with students on early

drafts, grading rarely occurs in the presence of students.

Furthermore, students do not get to hear how a teacher

grades, because even in the process of writingcomments, editing and revision is taking place.

Captivate allows students to hear more detailed feedbackand listen to the teacher become both a reader and agrader.

U

nlike a conference, students can also replay audio filesas they work to clarify their understanding and reviewideas.


24/31


Interaction with TextAdobe Captivate is software that allowsthe user to create full motion recordings

of screen activity.


25/31


Interaction with TextThe software creates a series of slides that canthen be edited into a flash video. Narration can beadded to the slides so that the viewer will hear thereaders voice as she interacts with the text.


26/31


Interaction with TextThe teacher opens the student document

and, using Adobe Captivate, selects record.


27/31


Interaction with TextThe teacher reads the student text aloud

and narrates the grading thought process,

providing an audio file for the student.


28/31

The Result



29/31

Student Benefits Greater engagement with process and product, resulting

in an improved sense of ownership and more effectiverevision

Increased recognition of progress and patterns inprocess and product

Better understanding of relationships between process,product and grade

Greater willingness to seek help because doing so is nolonger scary

Improved awareness of audience as real people

More one-on-one instruction


30/31

Teacher Benefits Better understanding of student processes

Greater student engagement with process andproduct, resulting in more productive conferences andrevision

Improved response to individual student needs andreadiness because the student begins the dialog

More opportunities to invite critical thinking becausefeedback is less likely to be seen as prescriptive

Enhanced qualitative data for evaluation of curriculum

and instruction


31/31

Dont just hear ushear our students,

who learned not onlyto listen, but also to claim

their own voices . . .

CEA Presentation Revised 4[1]

Documents

Transcript of CEA Presentation Revised 4[1]