{"id":3583,"date":"2014-07-22T09:00:49","date_gmt":"2014-07-22T08:00:49","guid":{"rendered":"http:\/\/blogs.edgehill.ac.uk\/learningedge\/?p=3583"},"modified":"2016-03-03T15:59:58","modified_gmt":"2016-03-03T15:59:58","slug":"screen-casting-formative-feedback","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/learningedge\/2014\/07\/22\/screen-casting-formative-feedback\/","title":{"rendered":"Screencasting Formative Feedback"},"content":{"rendered":"

How one tutor increased students\u2019 engagement with feedback.<\/em><\/strong><\/span><\/h2>\n

\"YouTubeButton\"<\/a>In this video blog post Carl Simmons explains why assessment is so problematic and suggests how tutors can increase the amount of useful information that students receive using screen and voice recording software.<\/p>\n

The issues are:<\/p>\n

    \n
  1. Good quality feedback consumes significant tutor resource;<\/li>\n
  2. Students tend not to use the qualitative feedback comments.<\/li>\n<\/ol>\n

    Carl replaced traditional feedback (handwritten comments \/ annotated Word documents) with videos of each students\u2019 script, adding an audio recording of himself talking about the work \u2013 a \u2018screencast\u2019.<\/p>\n

    Results indicate that students both use this feedback more than traditional text comments – and feel that the assessor has their best interests at heart, providing a motivational boost.<\/strong><\/p>\n

    \"SpeechBubble\"The students engaged far more readily with the screencast feedback \u2013 often viewing it more than three times.\u00a0 There was also a perception that the feedback took significantly longer to produce \u2013 yet Carl found creating the screencasts took him about the same length of time as previous methods.<\/p>\n

    Carl\u2019s approach is significant because many studies indicate increasing student engagement with qualitative feedback improves students\u2019 outcomes.<\/p>\n

    Carl has created a screencast that outlines the technique and discusses how he analysed the data.\u00a0 Potential issues are also identified, such as raising students\u2019 expectations.\u00a0 Here\u2019s the link: http:\/\/youtu.be\/P5R69BvjJDI<\/a><\/p>\n

    Your next steps?<\/strong><\/p>\n

    Create a screen cast of your own – perhaps marking an exemplar piece – unpacking the reasoning behind the piece\u2019s grade.<\/p>\n

    Carl would be delighted to speak to colleagues, both at Edge Hill and beyond to give help and advice to those considering using this screen casting technique.\u00a0 Further, perhaps you might be able to add to the research data \u2013 seeing if the results you get are similar to those already observed.<\/p>\n

    \"BestofTEL_SMALL\"<\/a>Carl Simmons<\/strong>
    \nSenior Lecturer
    \nFaculty of Education<\/p>\n

    Telephone:\u00a0 01695 650916 x7916
    \nEmail: simmonc@edgehill.ac.uk<\/p>\n

     <\/p>\n

    For further help, support and advice on how you can use screen casting or any other TEL tools,\u00a0please contact your Learning Technologist (see the\u00a0<\/span>Faculty Contacts on this page<\/a>) or email the LTD Team on\u00a0<\/span>LTDSupport@edgehill.ac.uk<\/a>\u00a0or 01695 650754 (x7754). \u00a0Or – you just ‘do it’ with my favourite FREE service:\u00a0http:\/\/www.screenr.com\/<\/a>.<\/span><\/h1>\n","protected":false},"excerpt":{"rendered":"

    How one tutor increased students\u2019 engagement with feedback. In this video blog post Carl Simmons explains why assessment is so problematic and suggests how tutors can increase the amount of useful information that students receive using screen and voice recording software. The issues are: Good quality feedback consumes significant tutor resource; Students tend not to […]<\/p>\n","protected":false},"author":664,"featured_media":1867,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[24373,24335],"tags":[24369,11098],"class_list":["post-3583","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-guest-blog","category-blackboard-learning-edge","tag-eassessment","tag-learning-edge"],"yoast_head":"\nScreencasting Formative Feedback - Digital Learning<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.edgehill.ac.uk\/learningedge\/2014\/07\/22\/screen-casting-formative-feedback\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Screencasting Formative Feedback - Digital Learning\" \/>\n<meta property=\"og:description\" content=\"How one tutor increased students\u2019 engagement with feedback. 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