Video can be used to provide rich, descriptive feedback to students on both formative and summative work. This presentation will focus on two specific examples from the University of York of how these resources have been created, distributed through the Blackboard VLE, augmented with other types of feedback and the impact that they have had on student learning and skills development.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...Juho Kim
Millions of learners today use how-to videos to master new skills in a variety of domains. But browsing such videos is often tedious and inefficient because video player interfaces are not optimized for the unique step-by-step structure of such videos. This research aims to improve the learning experience of existing how-to videos with step-by-step annotations.
We first performed a formative study to verify that annotations are actually useful to learners. We created ToolScape, an interactive video player that displays step descriptions and intermediate result thumbnails in the video timeline. Learners in our study performed better and gained more self-efficacy using ToolScape versus a traditional video player.
To add the needed step annotations to existing how-to videos at scale, we introduce a novel crowdsourcing workflow. It extracts step-by-step structure from an existing video, including step times, descriptions, and before and after images. We introduce the Find-Verify-Expand design pattern for temporal and visual annotation, which applies clustering, text processing, and visual analysis algorithms to merge crowd output. The workflow does not rely on domain-specific customization, works on top of existing videos, and recruits untrained crowd workers. We evaluated the workflow with Mechanical Turk, using 75 cooking, makeup, and Photoshop videos on YouTube. Results show that our workflow can extract steps with a quality comparable to that of trained annotators across all three domains with 77% precision and 81% recall.
Learnersourcing: Improving Learning with Collective Learner ActivityJuho Kim
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
Teaching Online 101 - 2014 Brightspace Ignite WisconsinD2L Barry
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
CHI2014 - Crowdsourcing Step-by-Step Information Extraction to Enhance Existi...Juho Kim
Millions of learners today use how-to videos to master new skills in a variety of domains. But browsing such videos is often tedious and inefficient because video player interfaces are not optimized for the unique step-by-step structure of such videos. This research aims to improve the learning experience of existing how-to videos with step-by-step annotations.
We first performed a formative study to verify that annotations are actually useful to learners. We created ToolScape, an interactive video player that displays step descriptions and intermediate result thumbnails in the video timeline. Learners in our study performed better and gained more self-efficacy using ToolScape versus a traditional video player.
To add the needed step annotations to existing how-to videos at scale, we introduce a novel crowdsourcing workflow. It extracts step-by-step structure from an existing video, including step times, descriptions, and before and after images. We introduce the Find-Verify-Expand design pattern for temporal and visual annotation, which applies clustering, text processing, and visual analysis algorithms to merge crowd output. The workflow does not rely on domain-specific customization, works on top of existing videos, and recruits untrained crowd workers. We evaluated the workflow with Mechanical Turk, using 75 cooking, makeup, and Photoshop videos on YouTube. Results show that our workflow can extract steps with a quality comparable to that of trained annotators across all three domains with 77% precision and 81% recall.
Learnersourcing: Improving Learning with Collective Learner ActivityJuho Kim
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
Teaching Online 101 - 2014 Brightspace Ignite WisconsinD2L Barry
Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
CHI2014 Workshop - Leveraging Video Interaction Data and Content Analysis to ...Juho Kim
Video has emerged as a dominant medium for online
education, as witnessed by millions of students learning
from educational videos on Massive Open Online
Courses (MOOCs), Khan Academy, and YouTube. The
large-scale data collected from students’ interactions
with video provide a unique opportunity to analyze and
improve the video learning experience. We combine
click-level interaction data, such as pausing, resuming,
or navigating between points in the video, and video
content analysis, such as visual, text, and speech, to
analyze peaks in viewership and student activity. Such
analysis can reveal points of interest or confusion in the
video, and suggest production and editing
improvements. Furthermore, we envision novel video
interfaces and learning platforms that automatically
adapt to learners’ collective watching behaviors.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
Celebrating accents: Using technologies to build student confidence in pronun...Tania Lee
There are a multitude of new apps for helping English language learners to improve their speaking and listening skills, however not every app offers a process for learning.
In this recording, Jonathan Brown presents on how to take a group of ESL students through a learning arc which is technology focused and prioritises interactivity to help them improve these essential academic communication skills. This arc helps learners move from simple, informal tasks to more sophisticated and highly coordinated activities in a blended learning environment.
Jonathan also demonstrates how adapting existing software for a new purpose can have powerful results and help build a committed learning community, both online and in the classroom.
An overview of an instructional model used in a 2009 community college teaching experiment by Michelle Pacansky-Brock including student survey results. VoiceThread was used as an online formative assessment tool to provide scaffolding of individualized learning and support for cognitive growth to improve students' higher order thinking skills. Transforming class time from passive to active learning opened opportunities for relevant, active learning activities.
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Reportengedukamall
Craig, D. (2014, September). Challenges and opportunities in flipped writing classrooms: A preliminary report. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
This study evaluates the implementation of a Flipped Classroom approach
in two academic English writing courses at a Korea nuniversity. The Flipped
Classroom approach inverts a traditional class design with students viewing
lectures at home and doing homework in class. It was developed in response
to a perceived lack of classroom time for engagement and an increase in
access to computer and Internet technologies.
Two writing courses for 67 English majors at a Korean university were
flipped with the intention of reducing lecture time and increasing students’
discussion of and engagement with writing concepts and practice during class
time. Instruction was designed to match these goals. For each major topic,
students watched a video and took an online quiz to assess their recall of
ideas from the video lecture prior to attending class. In class, students were
given time to ask questions about the lectures and assignments. They were
then asked to do class activities that encouraged them to come to a deeper
understand of the course content. These activities included worksheets, a
range of group activities, self- and peer-review of essays, and writing.
PowerPoint presentations were created for major topics in the course (7
total). From these presentations, video lectures were created. Four different
screencasting programs were used (Movenote, ActivePresenter, knovio, and
Present.me) in order to evaluate which of the programs best fit the
development needs of the instructor and the viewing preferences of the
students.
This research was conducted as a type of action research (Lewin, 1946).
The researcher was also the lecturer for the two writing courses. As such, the
focus of the research was to better understand and improve on the
instructional design of the course. To accomplish this, data were collected
from numerous sources, including quizzes, one-on-one and whole class
interactions, a research journal, and student survey responses. Preliminary
findings will be presented in three categories: student perceptions, teacher perceptions, and instructional design.
Based on student and teacher experiences, the there are a number of
instructional design changes that will take place in future classes. Videos will
be shorter. This will be accomplished by making more videos that focus on
fewer elements in each. Quizzes remain a good way to encourage students to
watch the video lectures and to assess their understanding of the content
prior to coming to class. It is clear, however, that a better way to push
students to both view the videos and take the quizzes is needed. Lastly,
more/better activities need to be developed for classes.
CHI2014 Workshop - Leveraging Video Interaction Data and Content Analysis to ...Juho Kim
Video has emerged as a dominant medium for online
education, as witnessed by millions of students learning
from educational videos on Massive Open Online
Courses (MOOCs), Khan Academy, and YouTube. The
large-scale data collected from students’ interactions
with video provide a unique opportunity to analyze and
improve the video learning experience. We combine
click-level interaction data, such as pausing, resuming,
or navigating between points in the video, and video
content analysis, such as visual, text, and speech, to
analyze peaks in viewership and student activity. Such
analysis can reveal points of interest or confusion in the
video, and suggest production and editing
improvements. Furthermore, we envision novel video
interfaces and learning platforms that automatically
adapt to learners’ collective watching behaviors.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
Using Twitter for Teaching, Learning, and Professional DevelopmentJason Rhode
Have you wondered what Twitter is and what if any practical applications there are for teaching and learning? Perhaps you are among the 30% of faculty who now use Twitter in some capacity and you would like to learn some tips and tricks for better utilizing Twitter in education context. During this online session offered 11/30/2012 we introduced the basics of Twitter and explored best practices for using Twitter in teaching, learning and professional development.
Lessons Learned: Implementation of a Virtual Classroomahornton
This presentation provides lessons learned and best practices gained through the implementation of Wimba Classroom at The University of Southern Mississippi.
In this presentation, Bronwyn Mortimer and Gemma Clarke share how they achieved a complete redefinition of traditional group oral presentations using the S.A.M.R model.
Celebrating accents: Using technologies to build student confidence in pronun...Tania Lee
There are a multitude of new apps for helping English language learners to improve their speaking and listening skills, however not every app offers a process for learning.
In this recording, Jonathan Brown presents on how to take a group of ESL students through a learning arc which is technology focused and prioritises interactivity to help them improve these essential academic communication skills. This arc helps learners move from simple, informal tasks to more sophisticated and highly coordinated activities in a blended learning environment.
Jonathan also demonstrates how adapting existing software for a new purpose can have powerful results and help build a committed learning community, both online and in the classroom.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
This presentation address the findings about anaction research study on the use of badging within a graduate course. This course itself studied the theory behind and the educational use of emerging technologies. Here you will see how the students responded to reviewing the work of their peers (in an anonymous manner).
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Viewbrics: mirroring and mastering complex generic skills with video enhanced rubrics through a technology-enhanced formative assessment methodology by Ellen Rusman (OUNL).
Feedback to students on their work and attainment is at the centre of successful learning in higher education. However many top rated universities find it hard to match high levels of student satisfaction with teaching and learning in general with levels of satisfaction in assessment and feedback. There are many factors which impact the quality of the feedback, and at UEA we are keen that the opportunities to enrich through digitisation are not constrained to the replication of previously paper based practices. For this reason we have initiated a project to harness all of Blackboardäó»s interactive tools to raise the quality of feedback. The overall aim of the project is to embed assessment and feedback in teaching and learning, so that feedback becomes a dialogic process and not a product in itself. This presentation is a report on our progress so far and looks at a range of interventions and their results, as we scale up to campus wide integration of Blackboard assessment and feedback tools. The evidence of impact comes from the academic community and students. We welcome interaction from fellow delegates during the presentation, as we discuss how Blackboard supports us to move forward with feedback.
Getting started with blended, a presentation for NMSUTanya Joosten
Through an examination of the ten basic questions of blended course redesign, participants will reconceive their traditional face-to-face courses for blended teaching and learning. Participants will follow backwards design principles to design a course module, and will learn techniques for integrating face-to-face and online work, and apply them to their own courses. For experienced teachers, this workshop provides a new approach to design a course in order to overcome "course and a half" syndrome and better manage your workload.
Friday, November 14th, 8:30am-11:30am
Feedback, Agency and Analytics in Virtual Learning Environments – Creating a ...Diogo Casanova
The project comprises of a review of the literature and current technical provision of assessment and feedback in Virtual Learning Environments (VLEs); and data collected from ‘Sandpits’ with students and lecturers in two HEIs in the UK. A ‘Sandpit’ is a type of creative design-thinking focus group where participants are stimulated by a narrative of a scenario around the use of a product, object or artefact and are encouraged to critique, discuss and re-design it (Frohlich, Lim and Ahmed, 2014; Casanova and Mitchell, 2017). These ‘Sandpits’ look to clarify the role of VLEs in assessment and feedback, through understanding students’ perceptions of feedback and how they are being addressed and understanding teachers’ perceptions of the constraints they face. We are exploring what is available, looking to improve interface designs and features, and present these to VLE product designers.
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
Similar to S davis bblteurpoe2012_videofeedback (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Outline
• Feedback; written vs video
• Case study 1 – student presentations
• Case study 2 – student work
• Learning points
3. (Assessment &) feedback in HE
• Key to learning – constructive alignment (Biggs)
• Weakest area for student satisfaction (NSS)
• Feedback = “Any part of the learning process
which is designed to guide student progress”
– Adequacy, timeliness, usefulness, fairness*
• Significant issues around timeliness,
individualisation, engagement, impact, staff
workload…
* University of York guide to Assessment, Standards, Marking and Feedback
4. Written feedback : the problem
Lack of engagement with written feedback is related to
its limitations:
• Discourse of wfb - tacit knowledge making criteria
explicit (Chanock, 2000)
• Lack of shared understanding of criteria (Sadler,
1989, 2010)
• Reinforces the distance between tutor expert and
novice student
• (Mis) interpretation of feedback
• Disconnect between commentary and subject
• Lack of depth
6. Case study 1: Video feedback to develop
student presentation skills (Physics)
• Students n=125
• Students give a presentation in term 1
• These are recorded and uploaded onto the VLE
• Feedback is given by staff, self reflection and peers
• Students give a 2nd presentation in term 3 which
builds on comments
8. 2010/11– Learning objects blog
• Students record presentations > batch converted
• Batch allocate students to groups (*16)
• Folders restricted to groups containing LO blogs
• Multiple videos embedded within the blogs
– Individual tutor feedback
– Peer feedback
– Personal reflection
9. 2011/12 – Blackboard blog
• Blogs restricted to groups with Adaptive Release
– Could use the My Groups area
• Multiple videos embedded within the blogs
– Peer feedback
– Personal reflection
– Staff feedback provided later
11. Impact: student evaluation (n=40)
Select from the list below, anything that you feel helped you
to develop your presentation skills:
• Watching own presentation (94%)
• Feedback from staff (83%)
• Feedback from peers (83%)
• Reflecting on my own presentation performance (76%)
• Assessing the performance of other students against a
provided set of criteria (64%)
12. Impact: student comments
• “Watching the video was most useful. Several things I felt went wrong
during the talk weren't noticeable at all, while some things I didn't notice
were”.
• “The videos are especially good, and the fact that you can watch as many
times as you like is very good. The ability to provide/ receive instant
feedback is very helpful”.
• “Highlighted my weaknesses more effectively”.
• “It was useful having to analyse my own presentation rather than just
forgetting about it. I was able to find faults myself which is more likely to
help me improve next time. This wouldn’t have been possible without the
talks being recorded”.
• “The VLE provided an interactive source of feedback which helped me
improve my speaking skills. The videos also helped me to see where I was
going wrong with my presentation”.
13. Case study 2: Screencast feedback on
Academic Writing (Dept Education)
• Masters ESOL classroom practice
• ~20 international students
• Mid term formative task – short academic essay
• Written feedback after 1 week
• Screencast feedback 1 week later
– Via e-mail, VLE “too clunky”
14. Designing and delivering feedback /
feedforward
• Review work and make notes / highlighting
• Prepare positive and development bullet points
• Prepare workspace and deliver feedback
– Greet student by name and introduce yourself
– State what feedback is on and how it is structured
– Comment on positive aspects
– Expand in detail on highlighted points
– Give brief summary with feedforward
(adapted from Cullen
http://www.bioscience.heacademy.ac.uk/ftp/events/roehampton/screencast.pdf)
15. Impact: Student Survey (n=15/20 )
1)attention to both types of fb
2) evaluating wfb versus sfb
Students read wfb three times+ 9/15
Students viewed sfb three times+ 12/ 15
Q:If you were only able to receive one form of
feedback, either written feedback comments or
screen cast feedback, which of these two forms of
feedback would you choose?
9 chose sfb 4 chose wfb
(Kerr & McLaughlin study- three quarters chose sfb)
16. Impact: Student responses, strengths of
screencast fb (12)
• “I think the most obvious advantage is that
students can feel engaged as if their tutor is
talking to them face to face”
• “More straightforward and personal. It's like the
tutor is talking to you in person. And the
comments are directed to the parts of your
article clearly.”
• “More memorable because it‟s like the teacher is
talking to you and giving instructions to you.
Sometimes I can't recognize teachers' writing
in the written feedback.”
17. Learning from written feedback(12)
• Strengths of written feedback
• “I think the written feedback is more clear and specific about
some small mistakes that I made (like some printing mistakes)
while the screen cast tends to be focused mainly on the
structure or some other macro aspects.
• “You can read it anywhere you like (3) and it's easy to go
back to check whereas the screen cast can only be read on
your computer. Also, the information is more memorable to
visual learners.”
• Meeting this with screencast feedback
• Ask students to respond to feedback with action points
• Provide bullet pointed scripts along with
18. Use of screencasts - reflections
• Benefits – “over the shoulder intimacy”
– „quick and dirty‟ helps develop trust and authenticity
– personal style / nuance
– any innovation that shows tutor commitment engenders
positive attitude towards tutors (France & Ribchester, 2008)
– Sfb has all the benefits of audio fb -depth of explanation,
personalisation etc. but with added visual element
– Most appropriate for formative feedback
• Challenges
– Production workload (rendering, distribution to students
through VLE)
– Getting “best of both” (written / screencast)
19. vGuidance Pilot project: online
screencast creation & access control
• Bespoke system for (non-technical) careers
advisers creating rich feedback (efficient, easy...)
• Respond to student CV submissions (username)
• Record feedback online (server side production)
– Screencast-o-matic
• Generic E-mail with advice and link to students
• Students log in to access all feedback provided
• Opportunity for face to face follow up
20. Impact: student survey (n=12)
• vGuidance is:
– Convenient: 5
– Easy to use: 4.8
– Personal: 4.5
– Easy to understand feedback: 4.4
– Saves me time: 4.3
– Is engaging: 4.4
– Want future vGuidance feedback: 4.8
21. Impact: student comments
• “…the video was much more engaging”
• “I think it is good that I will be able to keep viewing it
whilst I update my CV with the suggestions that
were made rather than leaving an appointment and
maybe not remembering what was said.”
• “Going through the CV in a visual manner helps to
understand not only where to modify it, but also how
in terms of spacial and lay-out aspects”
• “It is easier to apply to the document you are
working on. It creates extensive feedback so you
are not confused by notes made.”
22. Impact: staff response
• Careers advisers:
– Saves time (10-15 mins cf.30-60 for text equivalent)
– Less fear of getting tone right / misinterpretation
• Bill Soden
– Removes production overheads
– Removes access control issues
23. Potential for integration with Blackboard
Opportunities
• Single sign on potential for simpler integration with
VLE
• Feedback could be organised by course,
assignment etc.
Challenges
• Concerns over 3rd party API – funding
• Scalability
• Integration with Gradecentre
• Room for human error (username)
24. Final questions / comments
• How can the ability to create and provide
feedback through Blackboard be improved?
25. References
• Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University
Press/Society for Research into Higher Education. (Second edition)
• Channock, K, (2000) Comments on Essays: do students understand what tutors write?
Teaching in Higher Education, 5: 1, 95-105.
• Cullen, R. Screencast feedback. Last accessed 2nd June 2011 from
http://www.bioscience.heacademy.ac.uk/ftp/events/roehampton/screencast.pdf
• France, D., & Ribchester, C. (2008). Podcasts and feedback. In G. Salmon & P.
Edirisingha, (Eds.), Podcasting for learning in universities (pp 70-79). Berkshire: Open
University Press.
• Kerr, W., & McLaughlin, P. (2009). The benefit of screen recorded summaries in feedback
for work submitted electronically. Last accessed 15th May 2011 from
http://ebookbrowse.com/kerr-w-mclaughlin-p-formatted-b1-pdf-d116387872
• Lunt, T, & Curran, J. (2010) „Are you listening please?‟ The advantages of electronic audio
feedback compared to written feedback. Assessment and Evaluation in Higher Education,
35: 7, 759-769.
• Sadler, R. (2010) Beyond Feedback: developing student capability in complex appraisal.
Assessment and Evaluation in Higher Education, 35: 5, 535-550.
• Stannard (2007) Using screen capture software in student feedback: A case study from the
HEA English Subject Centre. Last accessed 15th May, 2011
http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia
.php)