jing® for feedback and instruction - susanne winchester

Jing® for Feedback and Instruction

The Open University Business School Workshop

Using technology-based media in the disciplines of finance, accounting and economics

9 April 2014

Susanne Winchester

How do students engage with feedback?

Feedback is often misunderstood or not read.

(Gibbs and Simpson, 2004; Hounsell,1987; Lea &

Street,1998)

How do students engage with feedback?

‘Some students threw away the feedback if they

disliked the grade, while others seemed concerned

only with the final result and did not collect the

marked work.’

(Wotjas, 1998)

How do students engage with feedback?

‘A number of studies have described students

receiving their assignment back, glancing at the

mark at the bottom, and then simply throwing it in

the bin, including all the feedback’.

(Gibbs & Simpson, 2004)

How do students engage with feedback?

For feedback to impact on learning, a number of

conditions must be met (Gibbs & Simpson, 2004):

Feedback is received and attended to

Feedback is acted upon by the student

What is Jing®? a free application, downloadable to PC or Mac

http://www.techsmith.com/Jing®.html

The Jing® Sun sits at the top of your computer screen

Capture area button

History button listing captures made

Help and other buttons

What is Jing®? enables taking screen shots and editing the image

What is Jing®? enables recording brief videos (5 min max)

What is Jing®? once the screencast is complete, it is uploaded to screencast.com

What is Jing®?

What is Jing®?

once the upload is complete, the URL is automatically copied to your clipboard can be pasted to emails, embedded in website etc.

http://screencast.com/t/penfCBJIn

What is Jing®? it can then be pasted into emails,

embedded in websites etc.

What is Jing®?

Screencasts can be saved to your computer as .png files (screenshots) or .swf flash videos

What is Jing®?

Screencasts can be stored (2GB) in a library at screencast.com

Why use screencasting for feedback?

• more immediate

• tone prevents misconstruction or misunderstanding

• more information can be provided (approx. 200 words

per minute)

Why use screencasting for feedback?

• Combination of visual and audio feedback caters for a

range of learning styles

• Benefits students with specific learning differences

• Feedback can be replayed

Using Jing® for Feedback

Giving feedback on highlighted mistakes

http://www.screencast.com/t/ndHHOckVh

Giving feedback on corrected work

http://www.screencast.com/t/IU2hNji1W

Giving feedback on essays – Example by Dr Jane Hughes

http://screencast.com/t/gJEw5jaqiWO

Jing® for teaching and guidance

Jing® for explaining “how to” (join Elluminate)

http://www.screencast.com/t/eSiMpLOrk

Jing® for explaining TMA requirements

http://www.screencast.com/t/wdi70TdyT

Jing® for summarising tutorials

http://www.screencast.com/t/XQmPGo3EFi

Jing® for teaching using course materials

http://www.screencast.com/t/bWs7zTORV

Jing® for teaching grammar points in OU Live (online rooms)

(1)

http://www.screencast.com/t/XslMoXKQ

Jing® for teaching grammar points in OU Live (2)

http://www.screencast.com/t/5rcsoAIBL

Jing® for teaching pronunciation

http://www.screencast.com/t/NeKvv2aAL6

Jing® for answering email queries

http://www.screencast.com/t/yjMKxbhXqS 

Jing® for use with images and explanations

http://screencast.com/t/fceL6GdE6By

http://screencast.com/t/vLNShIkRo

http://screencast.com/t/FnKEW5XE

Image created with Jinghttp://screencast.com/t/1uNH9FCx2

Combination of Jing-created image and recorded explanation

http://screencast.com/t/KeDihathD

Jing® for explaining concepts and processes – Example by Dr

Jane Hughes

http://screencast.com/t/Gl1vdwucPU3t

Student perception of video feedback

Results from study using video feedback in addition to

written feedback with first year Biology undergraduates:

• 74.3% preferred video feedback over written feedback

• “I found it a lot more useful than the handwritten

feedback on my essay”.

(Kerr & McLaughlin, 2008)

Recommendations

• Read/correct/mark before giving feedback

• Concentrate feedback on specific areas• Use video feedback as a summary• Consider size of the capture area • Increase font size of original when

working with text

Recommendations

• Leave sufficient space at the top, bottom and right hand side to access tabs and scroll bar

• Brief students on video feedback • Consider the best way of sharing video

feedback – via Assessment Summary or on original TMA?

Over to you!

Watch the next four video clips and note down: what works and what doesn’t advantages and disadvantages of

video feedback how you could adapt the

technique in your own context

Video 1 http://www.youtube.com/watch?v=Upyj9jUFW_A

Video 2http://www.youtube.com/watch?v=npMuCWOvmVE

Video 3http://www.youtube.com/watch?v=qrPm1tQENl8

Video 4http://www.youtube.com/watch?v=MjU3a9cyD6c

Thank you!

Susanne Winchester, AL in German, FELS, L193, L130, L203

s.winchester@open.ac.uk