A Technology Enhanced
Approach to Improving
Feedback Satisfaction

John Morison
School of Computing
j.morrison @napier.ac....
An investigation into using screencast-video as a means
of producing feedback delivered via the Moodle gradebook

This pre...
Quiz!
What feedback criteria is the most important
for effective learning?
1:

feeds-for ward (future relevant).

What cri...
Does the format that feedback is produce and
delivered in, impact on its effectiveness? i.e.
does it influence its capacit...
Feedback 2.0: An Investigation into Using
Sharable Feedback Tags as Programming Feedback
Dr. Stephen Cummins

Aims to inve...
Screen Capture video feedback
Free Screen Capture soft ware

Quicktime X Mac
OS X 10.6 Snow
Leopard and later

Jing by TechSmith
Free Screen Capture soft ware

http:/
/www.screenr.com/
Free Screen Capture soft ware

http:/
/www.teachertrainingvideos.com/feedback.html
Delivery to students
Moodle 2.4 Gradebook

The Moodle Gradebook
proved to be a useful tool
for delivering the video
feedba...
What the students thought

Bar graph to illustrate student perceptions of feedback presented as screencast-video.
What the students thought
“This is the best feedback I ever had. And I mean both the medium and the message.”
“This form o...
Future Studies
Other possibilities for future studies include a closer analysis
of Links bet ween students’ individual lea...
The repertory grid technique
Compared to alternative research
methods considered, RGT has the
t wofold advantage of firstl...
The repertory grid technique

15 of the most frequently elicited
modal constructs aggregated as a
focus graph.
The repertory grid technique

Feedfor ward quadrant in an aggregated pingrid of 15 of the most frequently elicited modal c...
Conclusions
Whatever format feedback is produced and delivered in, it
should have the characteristics of good feedback i.e...
Any questions?
John Morison
School of Computing
j.morrison @napier.ac.uk
Further Reading
http:/
/digitaliteracy.co.uk/
Further Reading
Audio Feedback

Screen capture
feedback
Stephen
Cummins
Sharable
feedback tags

http:/
/sites.google.com/s...
References
Black, P. & Wiliam, D. (1998b) Assessment and classroom learning, Assessment in Education. , 5(1), 7–74 .
Brown...
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An investigation into using screencast-video as a means of producing feedback delivered via the Moodle gradebook.

A presnentation made at ALT-C 2013

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A Technology Enhanced Approach to Improving Feedback Satisfaction:

  1. 1. A Technology Enhanced Approach to Improving Feedback Satisfaction John Morison School of Computing j.morrison @napier.ac.uk
  2. 2. An investigation into using screencast-video as a means of producing feedback delivered via the Moodle gradebook This presentation aims to communicate the experience of providing multimodal feedback using screen capture soft ware. For a fuller explanation of the method I have uploaded a report onto the ALT conference platform.
  3. 3. Quiz! What feedback criteria is the most important for effective learning? 1: feeds-for ward (future relevant). What criteria is the most important for feedback to feedfor ward effectively? - Personalised and detailed - Learning focused feedback - The timeliness of Feedback
  4. 4. Does the format that feedback is produce and delivered in, impact on its effectiveness? i.e. does it influence its capacity to capture the characteristics of good feedback? Can you think of any technologies or methods from the conference themes that can harness these criteria more effectively than standard written feedback in your own domain ?
  5. 5. Feedback 2.0: An Investigation into Using Sharable Feedback Tags as Programming Feedback Dr. Stephen Cummins Aims to investigate how new forms of feedback can improve student learning of programming and how feedback sharing can further enhance the students’ learning experience. https:/ /www.dur.ac.uk/resources/education/research/Thesis-Cummins-01-01-2011.pdf
  6. 6. Screen Capture video feedback
  7. 7. Free Screen Capture soft ware Quicktime X Mac OS X 10.6 Snow Leopard and later Jing by TechSmith
  8. 8. Free Screen Capture soft ware http:/ /www.screenr.com/
  9. 9. Free Screen Capture soft ware http:/ /www.teachertrainingvideos.com/feedback.html
  10. 10. Delivery to students Moodle 2.4 Gradebook The Moodle Gradebook proved to be a useful tool for delivering the video feedback to students, allowing media files to be attached in the feedback area.
  11. 11. What the students thought Bar graph to illustrate student perceptions of feedback presented as screencast-video.
  12. 12. What the students thought “This is the best feedback I ever had. And I mean both the medium and the message.” “This form of feedback is absolutely perfect for such a module, parts of our video that John wished to discuss we're simply just clicked to so we immediately knew what was being talked about, it helped so much and will be very useful for future work.” “A breakdown of where we were lacking marks and why would be helpful as well as where we picked up our marks.” “Personally I think all feedback should be given in this form. It was both much personal and informative. With feedback in the past there has often been parts I haven't fully understood however hearing the feedback alongside viewing the specific parts of the assessments as the feedback is being given made everything very simple to understand and left me feeling completely satisfied with what was said.”
  13. 13. Future Studies Other possibilities for future studies include a closer analysis of Links bet ween students’ individual learning style and their preferred method of feedback. Including those of dyslexic students and students with English as a second language. Screen capture video provides opportunities for students to generate rich formative feedback for each other. The study also generated some new questions regarding whether students would be willing to share their personal feedback with the rest of the class, which is an area with lots of potential to explore in the future.
  14. 14. The repertory grid technique Compared to alternative research methods considered, RGT has the t wofold advantage of firstly generating holistic, qualitative results that allow people to express their views by means of their own constructs, not ones projected onto them by the pre-set questions typical in alternative methods. Secondly, they contain a degree of quantitative data, via the elements in relation to the constructs, which can be analysed in a number of visually rich formats.
  15. 15. The repertory grid technique 15 of the most frequently elicited modal constructs aggregated as a focus graph.
  16. 16. The repertory grid technique Feedfor ward quadrant in an aggregated pingrid of 15 of the most frequently elicited modal constructs.
  17. 17. Conclusions Whatever format feedback is produced and delivered in, it should have the characteristics of good feedback i.e. feedfor ward, be timely, detailed, relevant to the learning outcomes and assessment criteria and learning-focused (Brown, 2006). I would encourage you to try out alternative methods of feedback in your own disciplines, at the very least this can be partly responsible for constructing a dialogue of improvement bet ween staff and students regarding feedback practices.
  18. 18. Any questions? John Morison School of Computing j.morrison @napier.ac.uk
  19. 19. Further Reading http:/ /digitaliteracy.co.uk/
  20. 20. Further Reading Audio Feedback Screen capture feedback Stephen Cummins Sharable feedback tags http:/ /sites.google.com/site/soundsgooduk/ http:/ /research.shu.ac.uk/lti/awordinyourear2009/ http:/ /www.teachertrainingvideos.com/ https:/ /www.dur.ac.uk/resources/education/ research/Thesis-Cummins-01-01-2011.pdf
  21. 21. References Black, P. & Wiliam, D. (1998b) Assessment and classroom learning, Assessment in Education. , 5(1), 7–74 . Brown, E (2006) Effective feedback. The Open University. Retrieved 20h July 2012 from http:/ / www.open.ac.uk/fast/CommentaryArticles.htm Cummins, S. (2010) Feedback 2.0: An Investigation into Using Sharable Feedback Tags as Programming Feedback. Durham University Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1, 3-31 HEFCE. (2011). Eight out of 10 higher education students give their courses top marks. Retrieved 18th July 2012 from http:/ /www.hefce.ac.uk/news/newsarchive/2011/name,62304,en.html Moore, S. (2011). Multimedia Learning: Multimodal Design. University of Virginia. Retrieved 31st December 2012 from http:/ /www.jmu.edu/ttac/wm_library/Multimedia_UDL_Moore_JMU.pdf

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