british council glasgow
TRANSCRIPT
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8/3/2019 British Council Glasgow
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Centre for Applied Linguistics
Feedback with Screen Capture
Russell Stannard
www.teachertrainingvideos.com
Presentation at British Council
Glasgow November 1st
http://www.teachertrainingvideos.com/http://www.teachertrainingvideos.com/ -
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The Talk
Quick bit about me
Why the idea was developed ( background)
The idea ( stage 1)
Reaction from students, staff and wider world
Developing the idea further ( stage 2)
Other tools to consider
Conclusions
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8/3/2019 British Council Glasgow
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Russell Stannard
Background in language teaching. Mainly
Spanish and ELT.
11 years in Spain, 2 years in Greece, SuttonCollege, 10 years at Westminster University,
Warwick
Run OER websitewww.teachertrainingvideos.com
http://www.teachertrainingvideos.com/http://www.teachertrainingvideos.com/ -
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Background
Enormous amounts of feedback into ELT andFeedback
Students misunderstand feedback ( cant read it,
dont understand the codes) Need for conferencing
Lack of motivation and interest in the feedback
process Need for dialogue ( misunderstanding mistakes)
Summative/formative
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Screen Capture-idea
Records the screen of your computer
Includes your voice
Example
http://www.teachertrainingvideos.com/Jing/index.
html
Make a video, compress it and then distribute it The tool I first used was Camtasia but many other
tools available ( end of presentation)
http://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.html -
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Screen Capture
Students Written Work
Can simply Screen Capture Students work and
then mark the work and send the video to the
students Early work done with surface errors
Did initial trial with group of 9 Chinese
students Example
http://www.teachertrainingvideos.com/luFeedback/index.htmlhttp://www.teachertrainingvideos.com/luFeedback/index.html -
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Early feedback
Great because visual and aural
Quick to make
Students like listening and seeing me correct their work
Lots of feedback ( around 150 words a minute) Part of process ( students had to re-write their pieces)
Good listening material for students
Good reference material
Motivating ( bells and whistles)
Distance learning
Clarity
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Problems
Too much feedback. L1 or L2
Disorganised ( system).
Danger of NOT using visual element.
Time to compress video.
Students need access to computer.
Concentrated only on surface errors. Might work
better with bigger pieces of work.
Dont read the text ( need to read first, markcorrections and then start).
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Taking the research further.
Time-consuming
Use the tool for general feedback rather than
specific feedback
Example with presentations
Useful reference material
Can expand to other areas ( vocabulary,
grammar).
Example
http://www.teachertrainingvideos.com/newFeedback/index.htmlhttp://materials/vocabulary.rtfhttp://screencast.com/t/vvoQLXIIhttp://screencast.com/t/vvoQLXIIhttp://materials/vocabulary.rtfhttp://www.teachertrainingvideos.com/newFeedback/index.html -
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Further tests
Gave feedback on lesson plans rather than
written pieces.
Gave classroom feedback (need for onevideo).
Experimented with vocabulary feedback
Experimented with assessment/markingschemes.
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JING
New product called JING made process mucheasier.
Video uploaded to JING server so no need to
compress videos. Students can have JING.
Opens up another whole raft of possibilities.
For example students reflecting on their ownwork/ oral answers to questions/ amazing for
language learning.
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Shift to the students
Easy access to ScreenR, JING, Screen Cast omatic
Get the students to use the tool
Focus more on reflection
Many tools but best for dialogic type
tools/journal type tools
Others include storytelling , checklists etcperhaps less suitable
http://materials/lessonReflection.docxhttp://materials/lessonReflection.docx -
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Audio/Podcasting
Some students prefer speaking
More focus on reflection but shorter when
done orally(Barker 2007) Less formal ( Barker 2007)
Can also be a dialogue ( teacher time)
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Using JING for a reflection
Combination of screen and sound
Guidance through criteria, questions,
scaffolding Questions or no questions (Beveridge
1997/Bourner 2003)
Keep a record ( MA dissertations)
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Further StudyArticles, interviews, papers and examples
http://www.teachertrainingvideos.com/feedback.html
How to use JING
http://www.teachertrainingvideos.com/Jing/index.html
JING ideas
http://www.teachertrainingvideos.com/jingInReality/index.html
Where to get Jing
http://www.techsmith.com/download/jing/
Other screen capture tools
http://www.screenr.com/
How to use ScreenR
http://www.teachertrainingvideos.com/screenr/index.html
http://www.teachertrainingvideos.com/feedback.htmlhttp://www.teachertrainingvideos.com/feedback.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/jingInReality/index.htmlhttp://www.techsmith.com/download/jing/http://www.screenr.com/http://www.teachertrainingvideos.com/screenr/index.htmlhttp://www.teachertrainingvideos.com/screenr/index.htmlhttp://www.screenr.com/http://www.techsmith.com/download/jing/http://www.teachertrainingvideos.com/jingInReality/index.htmlhttp://www.teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/feedback.htmlhttp://www.teachertrainingvideos.com/feedback.html -
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Refereneces
Bourner, T (2003) Assessing reflective learning
Education and Training 45/5.
Beveridge,I (1997 ) Teaching your students to thinkreflectively Teaching in Higher Education 2/1.
Baker, T Podcasting in an advanced computer science
model Paper the 6th European Conference on E-
Learning 25-30.