student feedback via screen capture digital video:
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DESCRIPTIONStudent Feedback via Screen Capture Digital Video:. Presented by. Do you want be to in the top 3 of the NSS survey for your discipline for Satisfaction and Feedback?. These lecturers where in 2010, 2011, 2012, next year it could be you. - PowerPoint PPT Presentation
The TeamPanicos GeorghiadesSenior Lecturer in MultimediaDepartment: Information Systems and International StudiesRoomNo: O2.55cTelephone No: +44(0)29 2041 6302Email Address: email@example.comJohn GunsonSenior Lecturer in Information Systems/ Visiting Reader University of Geneva SES/HECMBA Health Sector Management TutorDepartment: Business and ManagementRoomNo: O1.41eTelephone No: +44(0)29 2041 6370Email Address:firstname.lastname@example.orgNigel JonesSenior Lecturer in Information Systems and Research Fellow of UWIC Department: Information Systems and International StudiesRoomNo: O2.55eTelephone No: +44(0)29 2041 6395Email Address: email@example.comDemonstrationDemonstrate Encoder37Do you want be to in the top 3 of the NSS survey for your discipline for Satisfaction and Feedback?These lecturers where in 2010, 2011, 2012, next year it could be you.The discipline of computing science at Cardiff Met/UWIC (before the name change) has been in the top 3 for 3 consecutive years of National Student Survey for student Satisfaction and Feedback.
2010 + 2011 number 1, and 2012- number 3 and hopefully 2013
This is one of the Techniques that may have placed them there.
Note: Information systems comes under the discipline of Computer science. 3This is an example of their student feedback.It is one of the techniques they used to support the learning of their students.Before showing the video:
This is a real example of the feedback provided to the students.
This is one of the first student feedback video files created. It was to an exercise in the use of spreadsheets.
The video lasts about 5.36 minutes4
Click here if video not playingNotice the mouse movements all captured.
There is no rehearsing here the student hears what the lecturer thought of their work. The lecture sounds helpful.
57 seconds in - After the error in the speech about Gross IncomeThe lecture makes mistakes throughout the recording, but also corrects most of them.
At the end the video on the next slide.You can see the amount of detail the lecturer was able to give the student. The student is unlikely to come back and ask direct questions how do I do this.
Was it any longer to record it than to read the file and write down the assessment of their work?5Before we review how it was done.What are your initial thoughts?At the end the video on this slide.You can see the amount of detail the lecturer was able to give the student.
Positive even when the students work was not up to scratch.
The student is unlikely to come back and ask direct questions how do I do this, it was all there.
Was it any longer to record it than to read the file and write down the assessment of their work?
Works well for a computing task what about text.6Outline of the process
This is the basic structure of the process.
7Submission1 The student prepares their work in electronic form.
2 The student work is uploaded to the VLE
3. The student receives an electronic submission receipt.
Outline of the process
Submission1 The student prepares their work using a word processor, or other computer program, (paper based submissions can be scanned to PDF or other electronic format).
2 The student work is upload by the student into the assignment area of the schools Virtual Learning Environment (VLE).
3. The student gets an electronic submission receipt from VLE.
8Marking4. The lecturer opens the student work, initiates the capture software, and starts recording the marking session.
5. The lecturer can add... - a voice over, move the mouse pointer, highlight text, show other movies and text files, images, type comments- Pause and re-start the recording
6. When the marking session is finished the lecturer stops the recording and uploads the personalised video to the VLE.
Outline of the processMarking4. The lecturer opens the student work, initiates the capture software, and starts recording their marking session.
5. The lecturer can add comments, demonstrate how the work should have appeared, highlight sections of text, add pictures, add handwritten comments (with a special pen), open and show other prepared files, and notes etc.
The marker can pause the recording gather their thoughts or material and continue the recording.
6. When the marking session is finished the lecturer stops the recording. The marking session has been captured into a digital video file. This file is then uploaded to the VLE.
An alternative is to email it.
7. The student downloads the video from the Virtual Learning Environment and can view it on Windows Media Player. They watch it again and again and again.
Outline of the processThe student downloads the video from the Virtual Learning Environment and can view it on Windows Media Player. 10Other examplesDiagrammatical Analysis and Design modelProgrammingTextual - Reflection Sheet
There are a few more example to see in the presentation., but only provide a few seconds of each to give a flavour of the activity
Diagrammatical Analysis and Design modelProgrammingTextual - Reflection Sheet
Most lecturers wish to watch the textual marking as this is the most common form of work provided by students.
11DiagrammaticalThe marking here includes a discussion of the students model and implications of the choices made.
Click here if video not playingStudent can see how you form the model and hear you comments as you see their work.
Although long winded this reflects thinking time, the movie could be paused and continued when the lecturer is ready
12ProgrammingThe students program is run and the results are discussed, then the program structure and code is explored.
Click here if video not playingVery practical for Programming shows the student what the lecturer actually received. 13TextualThe lecturer is reading and at the same time commenting on the students work, pointing out and highlighting sections.
Click here if video not playingThis was the first recording to be given to the MBA students.
Before recording this work the lecturer had read the piece and decided upon the main points he wanted to make.
The reading before commenting was normal for this lecturer.14Student Feedback by Screen Capture has potential?Does it?Click here to move onto the demonstration and by pass the research material Ask the audience what problems they can see with this type of technology. Make a list on a wipe board or flip chart.
15The research to back up the conceptIt is not the answer for everyone.Higher Education;Nov2012, Vol. 64 Issue 5, p593Student feedback via screen capture digital video: stimulating student's modified actionLink to ebscoThis is the published article, some of the material seen in the following slides was a piece of work called Student feedback using screen capture to resolve un dialogue de sourds, which is a similar article.17AbstractA new technique of providing assessment feedback to students is demonstrated via a case study of overseas MBA and undergraduate Accounting and IT students. The feedback method uses inexpensive and widely available screen capture digital video technology; it gives the student an impression of being present during the marking process. In addition it enables the tutor to provide a richer range of feedback.
Feedback via screen capture digital video takes engagement of the two parties, tutor and student, to a higher level of effective communication and helps avoid un dialogue de sourds through its qualities of being rich, natural and personal.
Please animations to the slide.
18un dialogue de sourdsStudents complain of a lack of adequate feedback
Tutors claim that students fail to heed the advice given.
The French have an apt phrase: un dialogue de sourds: literally a conversation between deaf people, metaphorically people who cannot, or do not want to understand each other.This observation implies that the tutor/student dialogue is less than optimal, with tutors and students having a dialogue.
French have an apt phrase: un dialogue de sourds: literally a conversation between deaf people, thus metaphorically people who cannot, or do not want to, understand each other in short, people talking at cross purposes).
19The MethodThe feedback method uses inexpensive and widely available screen capture digital video technologies.
The student gets the impression that the tutor is present even when the video feedback is played at distance.It enables the lecturer to provide a richer range of feedbackThe feedback method uses inexpensive and widely available screen capture digital video technologies.
The student gets the impression that the tutor is present even when the video feedback is played at distance.In addition it enables the lecturer to provide a richer range of feedback, such as showing examples with ideal or alternative answers, correcting the students work and showing the various steps required to arrive at the answer in real time, e.g., mathematical and scientific calculations and derivations.
20OutlineBackgroundDescription of methodWhere it has been used so farUser responses and evaluationsWhat is required to use it?
ExamplesNumerical - SpreadsheetDiagrammatical Analysis and Design modelProgrammingTextual - Reflection Sheet22Applications to dateWhere it has been used so far5 modules in IT departmentOffice Applications, Multimedia, Programming, Analysis Design Techniques, Databaseover 800 student assessment1 module for Accountants 2 modules on MBA (Project Management, Health Informatics) Demonstrated in workshops to 30 lecturers at UWICDemonstrated to 1