The document discusses the significance of screencasting technology in enhancing feedback for students’ written work, emphasizing its flexibility, engagement, and accessibility. It highlights various tools and platforms that utilize screencasting, detailing the benefits of verbal and visual feedback, particularly for distance learning and personalized education. Additionally, it explores emerging themes related to teacher presence and the improvement of student-teacher relationships through this innovative feedback method.

1. Technologies that impact
on teaching and learning.
University of Wesminster
Russell Stannard
www.teachertrainingvideos.com

2. The other me

3. My talk
Stannard, R. (2017). A Genuine Innovation In The Delivery And
Form Of Feedback On Student’s Written Work. In M. Carrier, R.
M. Damerow, & K. M. Bailey
(Eds.), Digital Language Learning and Teaching: Research,Theory,
and Practice .New York, NY: Routledge & TIRF.
Mann, S & Stannard, R (2017). Using Screen Capture Feedback
to Establish Social Presence and Increase Student Engagement.
In C. Xiang ( Eds.) Cases on audio visual media in language
education. IGI Global.

4. Key Technology
/

5. Answers
• Russell, it has to be screen cast technology. I use it all the
time.
Maria Garcia Seville
• There are so many tools I use. I love Quizlet, Edmodo, Google
tools but I think I would have to say screen capture. It is just
so flexible, so useful both for teachers and students.
Thomas Dalton London
• No doubt. Screen casting technology.
Iwona Kowska Poland
• Russell, screen cast technology is everywhere. I guess it must
be that.
Michael Dukes New York

6. Where can you
find it?
• All the videos on the Khan Academy
• All the free learning sites like Coursera, FutureLearn , EdEx
etc.
• All the new learning sites like Udemy
• You the help and how to videos on YouTube
• The learning material in Flipped Classroom courses.
• Most online course built at universities or colleges
• Most blended learning courses.
It is everywhere

7. Screen
capture=Screen
cast

8. Screen Cast
Technology
• Saw technology at the BETT conference
• First examples
Att: https://www.linkedin.com/topic/creativity

9. Examples
• Warwick University Article
• Feedback on class presentations
• Feedback on grammar point
• Vocabulary feedback

10. Findings
• Can give much more feedback.
• Visual and oral.
• More engaging.
• More personal.
• Useful for revision.
• Flexible.
• Distance Learning.
• Special needs.
• Clearer.

11. Emerging themes
Closeness to teacher
• There is reason to claim that through the use of screen
capture as a medium of feedback, a closeness desired by
students is created with their teachers. (Mathison 2012, p.
110)
• “Using audio feedback is a very useful way of giving feedback.
It makes me feel as if you are besides me. It is easier to
comprehend what kind of idea you want to communicate to
me. I appreciate that. I think I will use audio feedback with my
TLs in the future”. (Mann 2015, p.162)

12. Personal
• “It was a very positive, personalised and motivating
experience.” (Harper el al. 2012, p.6)
Use and reuse/more than a conference
• the ability to rewind and stop their teacher at will is an
advantage that screencasting offers over face-to-face
conferences. Indeed, with screencasting, students can access
live comments without the affective stress typically associated
with having their teacher present. (Serror 2012, p.110)

13. Theme 1-
Theme-Language Modifiers-Chatty style
Comments-Personal, Dialogic, Non threatening
Hyland and Hyland-2001 / Steve Man-2015
There is evidence that spoken feedback makes greater use of modality and
hedging which help sweeten the pill (Hyland and Hyland 2001).

14. Theme 2
Inner voice
Comments-Clear, Detailed, Easy to follow,
Thompson and Lee 2012
Tutors are often having an ‘in the head’ internal dialogue while marking a
student’s work

15. Theme 3
Teacher Presence
Comments-Closeness to teacher, relationship with teacher
Richardson and Swan
Teacher presence is a key element in the success of blended and distance
learning courses.

16. Access-Change
• I listened a couple of times on my mobile but also listened to
it on my computer.
(Participant on Power Up course)
• What I liked about the video feedback is that I could access it
on my mobile.
(Participant on Power Up course)

17. One technology
Key
Technology
Feedback
Reflection
Fluency work
Flipped Learning
InformationGrammar Lessons
Vocabulary Tips
Pronunciation
Listening material

18. Other uses
• This student has recorded themselves giving a PowerPoint
presentation.
• This student has recorded themselves reflecting on a lesson
they have done.
• Information about exam
• Grammar

19. Getting screen
cast technology.
Free
• JING.
• Screen cast-o-matic.
• Cam Studio.
Cost ( one payment)
• SnagIT ( $30 one off
payment).
• Camtasia.
• Adobe Captivate.
• Articulate.

20. Conclusions
-Possibly the most relevant technology in
education.
-Feedback idea has huge potential and is being
widely researched.
-Lot of other uses, especially in language
education.
-Real innovation takes place when you give this
technology to students.

21. Recent chapter

22. References-1
Brick, B. and Holmes, J. (2008). Using screen capture software for student
feedback: towards a methodology. IADIS International Conference on
Cognition and Exploratory Learning in the Digital Age, (CELDA). Retrieved
from 11/07/2016.
http://caaconference.co.uk/pastConferences/2008/proceedings/
Harper, F., Green, H. and Fernandez-Toro, M. (2012). Evaluating the
integration of Jing screencasts in feedback on written assignments. In: 15th
International Conference on Interactive Collaborative Learning , 26-28
September 2012, Villach, Austria.
Mathison, P (2012) Video Feedback in Higher Education - A Contribution to
Improving the Quality of Written Feedback. Nordic Journal of Digital
Literacy Volume 07. Retrieved from 11/7/2016
https://www.idunn.no/dk/2012/02/video_feedback_in_higher_education_
-_a_contribution_to_impr?languageId=2

23. Refences-2
• Mann, S. (2015) Using screen capture software to improve the value of
feedback on academic assignments in teacher education. In T. Farrell
International Perspectives on English Language Teacher Education.
Pp160-180. London: Palgrave Macmillan.
• Hyland, F. and Hyland, K. (2001). Sugaring the pill: Praise and criticism in
written feedback. Journal of Second Language Writing, 10, 185–212
• Richardson, J. Swan, K (2013). Examing Social Presence in online courses
in relation to students’ perceived learning and satisfaction. Journal of
Online Learning Volume 7 Issue 1

24. References-3
• Stannard, R. (2014). Is this the start of a feedback revolution.
How Technology could change the way we provide feedback.
The European Journal of Applied Linguistics and TEFL 2014,
Volume 3, No 2.
• Stannard, R. (2017). A Genuine Innovation In The Delivery
And Form Of Feedback On Student’s Written Work. In M.
Carrier, R. M. Damerow, & K. M. Bailey
(Eds.), Digital Language Learning and Teaching: Research, The
ory, and Practice (pp. XX – XX). New York, NY: Routledge &
TIRF.

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