Macklin_CC2014

Technological Dialogism: Using iAnnotate to Foster Conversational

Response to Student Essays

Tialitha [email protected]

@ti.macklin http://timacklin.com

Starting a Conversation: Background on an Ongoing Study

Background: Shaping the Study

• Focus on Assessment with an aim towards Revision• WSU’s Composition Program is Portfolio-Based• Conferences • Technological Advances• Writers vs. Writing

Background: Volunteer Participants

• 9 Sections of English Composition (ENGL 101 and ENGL 105 – Composition for ESL Students)

• ~450 Student Participants

• 7 Teacher Participants

Background: Methodology

• Teachers = iAnnotate App with iPad and

(recently) Adobe Reader• Students = Dropbox and (recently) Adobe

Reader• Audio Annotation Only • Pre and Post Surveys• Volunteers for Interviews

Background: View of Commentary

Dialogic Response: Re-Evaluating the Teacher’s Voice in Commentary

Teacher Experience: Shifting from Written to Verbal Commentary

• Shift in Agency• Refocus on Student• Big Picture• Personalize Student Experience• Less Visually Intrusive

Teacher Experience: Benefits to Teachers

• Worries of Writing Better/Reading Better• Responses Natural and Exist Within the

Moment of Their Creation• Receiving and Returning Papers

Teacher Experience: Benefits to Teachers

Survey 1 Survey 2

Teacher 1 15-20 mins 10-15 mins



Teacher 4 20+ mins 15-20 mins

Teacher Time on Commentary

Teacher Experience: Other Teacher Feedback

“Oral feedback has changed the way that I comment. It is faster, more honest and positive, and my students really seem to like it.”

Teacher Experience: Considerations

“With the oral feedback it is critical to have

students test out the technology early in the

semester. It is also important to hold students

accountable for listening to the feedback. Having

students summarize my comments in a blog post

worked out well. These summaries helped me to

understand how students interpret and practice

my comments.”

The Student Perspective: Encouraging Student/Teacher Discussion

It feels more friendly and shows that the teacher actually cares

I am more inclined to respond and acknowledge verbal feedback.

You (the teacher) can

explain yourself

much more clearly

I feel like I get more information and more applicable information for rewriting

It allows me to feel more like I am talking to my professor.

I have more incentive to review my paper when I can hear the professor’s voice.

Student Experience: Student Feedback

You can discuss with us our writing wherever it is needed without cluttering the page.

It was a little difficult to remember what he said so I would take notes on his notes

It was far too time

consuming

I personally like when I give my teacher a hard copy and they hand write feedback

Helpful but wish it was easier to access the audio comments

Sometimes having to listen to the audio was a hassle to deal with


I didn't like that we had to listen to it. I am a visual learner so it was difficult for one not being able to see it just having to listen to it

Setting the Stage: The Next Phase of Feedback

Future Work: What the Study is Doing

Future Work: Where We Are Going

Future Work: What We Are Aiming For

Future Work: Additional Phases of the Study

• Using Already Collected Data:• Continue to Analyze Existing Data• Codify and Analyze Differences in Student

Revision Based on Verbal and Written Feedback

• Continue To Collect More Data From: • Additional Comp, ESL Comp, and Basic Writing

Classes

Future Work: Some Final Words

“It allows me to feel more like I am talking to my

professor rather than just my professor writes on my

paper. With verbal feedback I feel like I get more

information and more applicable information for

rewriting my paper.”

– Raleigh (Composition Student)

Tialitha MacklinPhD Candidate

Washington State University

http://timacklin.com/scholarship.html

Technological Dialogism: Using iAnnotate to Foster Conversational

Response to Student Essays

Macklin_CC2014

Education

Transcript of Macklin_CC2014