Transcript Slide 1

Student 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.
This is an example of their student
feedback.
It is one of the techniques they used to
support the learning of their students.
Click here if video not playing
What are your initial thoughts?
BEFORE WE REVIEW HOW IT
WAS DONE.
Outline of the process
Outline of the process
Submission
1 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
Marking
4. 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 process
Feedback
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.
Other examples
Diagrammatical – Analysis and Design model
Programming
Textual - Reflection Sheet
Diagrammatical
The marking here includes a discussion of the students model and
implications of the choices made.
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Programming
The student’s program is run and the results are discussed, then
the program structure and code is explored.
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Textual
The lecturer is reading and at the same time commenting on the
students work, pointing out and highlighting sections.
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Student Feedback by Screen
Capture has potential?
Does it?
Click here to move onto the demonstration and by pass the research material
It is not the answer for everyone.
THE RESEARCH TO BACK UP
THE CONCEPT
Student feedback via screen capture digital video: stimulating
student's modified action
HIGHER EDUCATION;NOV2012,
VOL. 64 ISSUE 5, P593
Link to ebsco
Abstract
• A 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.
un dialogue de sourds
• Students 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.
The Method
• The 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
feedback
Outline
•
•
•
•
•
Background
Description of method
Where it has been used so far
User responses and evaluations
What is required to use it?
Examples
• Numerical - Spreadsheet
• Diagrammatical – Analysis and Design
model
• Programming
• Textual - Reflection Sheet
Applications to date
• Where it has been used so far
– 5 modules in IT department
• Office Applications, Multimedia, Programming, Analysis Design
Techniques, Database
• over 800 student assessment
– 1 module for Accountants
– 2 modules on MBA (Project Management, Health Informatics)
• Demonstrated in workshops to 30 lecturers at UWIC
• Demonstrated to 1 franchise UWIC university
• HEA summer seminar attended by over 120 delegates
2010.
Method evaluation
• From the Undergraduate students
• From the MBA students
• From the Undergraduate and
Postgraduate Lecturers
Undergraduate
Feedback
Quantitative findings
Table 1 Perception of Feedback Content
Respondents were asked to indicate how,
Q4. I know what I have to do in order to improve with the
information given in the feedback
Q5. I Could do with some more feedback on the work
Q9. I Know what I have done poorly in addition to what I did well
with the details given in my feedback
Q10. I found the feedback helpful and clear
Q11. I think that feedback I received reflects my mark
Q6. I feel that I deserved the mark I had for this work
Q2. It is clear from the video feedback where I have lost marks
Strongly/slightly
Agree
100%
Strongly/slightl
y Disagree
-
33%
98%
67%
2%
100%
98%
90%
96%
2%
10%
4%
Table 2 The Video/Podcast as a Medium
Respondents were asked to indicate how,
Q7. The commentary on the video was more important than the
image
Q8. The typed comments clearly told me where I had lost marks
Q12. I prefer feedback on paper rather than on-line
Q13. The video and sound quality was very good
Q14. Listening and watching the video was a bad experience
Q3. Downloading the video did not take long to do
Strongly/slightl
y Agree
82%
Strongly/slight
ly Disagree
18%
86%
2%
90%
2%
96%
14%
98%
10%
98%
4%
Figures indicate that the medium was positively received.
The only significant
split in the
respondents was
for Question 5. A
higher proportion
agreed that tutors
provided enough
feedback.
Quantitative findings
Table 3 Feedback Medium Assessment Comparison
Written Medium Questions
Video/Podcast
Respondents were asked to indicate how,
Strongly/slightly Agree
Q5. I Could do with some more feedback
on the work
Q12. I prefer feedback on paper rather
than on-line
Written
-
Strongly/slightly
Disagree
100%
Strongly/slightly
Agree
56%
Strongly/slightly
Disagree
44%
-
100%
33%
67%
Thought sample group is small to generalise, for Question 5 over 50% of those
who received written feedback still wanted more, while those who received
video feedback clearly did not.
Qualitative findings
The tapes of the two groups were analysed using a constant comparative method
Description of Main Categories
qualities of feedback
Descriptive Categories
good feedback
poor feedback
qualities wanted in feedback
control and readiness to use feedback
actions after reading or reviewing feedback
personalisation of feedback
problems accessing video feedback
experience issues feedback types
•Social Anxiety
•Control
•Personalisation
MBA Feedback
MBA Profile for pilot
The same piece of work: a 500 word reflection sheet for a
module on Project Management is e-assessed and also
assessed manually. Students are then asked to comment
on the two methods.
Population: 119 students, most from India.
Average age: 21
MBA Student Feedback
Initial results suggest that students enjoy this
new form of feedback, and that this encourages
the students to learn from the tutor assessment
of answers, rather than concentrating only on
obtaining marks. There are other advantages:
several students mentioned that they felt the
presence of the tutor more keenly even if they
were interrogating the feedback at distance.
(This can be particularly useful if the student happened to be
absent or had returned for a time to their home country in the
middle of studies).
MBA Lecturer’s Feedback
• Students arriving in the UK to study at ‘M’ level in a second
language (English) warm to this sort of assessment and
assessment feedback.
• The podcast as a channel has the added advantage of the
student being more attentive and engaged with the feedback.
Before they would look quickly at the comments and pay a lot of
attention to the mark. Now they listen and are talked through the
comments and their own text in a fun way. It is no longer a chore
or necessary evil to receive feedback and advice.
• One future research recommendation is to see if there is
evidence of correlation between the new channel and student
improvement over the semester i.e. is closer attention to the
feedback helping the student to do better?
Conclusions
The Benefits
Compared to traditional written annotations on their work:
 Students may still require a complement of feedback.
 The students indicated that they preferred feedback lodged
on the VLE
 Video feedback medium as a means of communication with
the tutor was positively received.
 The Lecture’s voice was more important than the images
 The Lecturer’s workload is not increased, and may be
reduced.
 There are particular benefits for distant learning students
 The feedback medium re-enforces learning in a classroom
setting.
The Issues
• The voice can give “unintended messages”
• It is difficult for the tutor discussing the work of student
100 and to be as enthusiastic as that for student 1.
• Tutor must be focused and uninterrupted
• If the student work is a Fail, the channel may not lend
itself to bad news.
• Need to ensure continuity and fluidity in communication
(may need advance preparation)
• Security? It can be on YouTube the next day!
Technical Issues
• Marking sessions over 10 minutes could take time to
upload to the VLE if you are marking from home.
• The type of video compression used for this does not
handle a large variety of colours well and colours may
be altered.
DEMONSTRATION
Demonstration work
My name is Nigel Jones I am undertaking research into the experience of scuba
divers in the cold waters of the United Kingdom. I am writing to you to ask you to
promote a website to aid me in my research (http:\\www.coldwaterdiving.org\).
You will see on the web site that most research about recreational diving has been
undertaken in warm waters, and that diving regularly in the colder UK waters has
been overlooked. I wish to address this oversight and gain an understanding of the
cold water diving experience. My interest in the field extends from my own diving
experience, I am no longer a regular diver, but achieved my BSAC instructor
qualification in 1999
The first stage of the study requires the determination of any sensation seeking
traits of divers compared to the general public. Divers visiting the site are asked to
complete an international psychological test used to establish sensation seeking
traits in many other sports and leisure activities. The 20 forced-choice items
takes about 15-20 minutes to complete. The project has been reviewed and
approved by the Research Ethics Committee of UWIC and your confidentiality will
be completely safeguarded during and after the course of the research.
Playback work just recorded
DEMONSTRATION
Click here to move onto the questions and by pass the practical
The Practical
• Headsets
– Safety - Volume Control Check before playback
• The Screen Capture
– Any Screen Capture Software
• Activity
– Using C:\Test to save in
– Follow the instructions on the Workshop pages in
teacher.studentpages.org.uk
• Please complete the Questionnaire on the web
page as we value your feedback.
• Any Questions
The Team
Nigel Jones
Senior Lecturer in Information Systems and Research Fellow of UWIC
Department: Information Systems and International Studies
Room No: O2.55e
Telephone No: +44(0)29 2041 6395
Email Address: [email protected]
Panicos Georghiades
Senior Lecturer in Multimedia
Department: Information Systems and International Studies
Room No: O2.55c
Telephone No: +44(0)29 2041 6302
Email Address: [email protected]
John Gunson
Senior Lecturer in Information Systems/
Visiting Reader University of Geneva SES/HEC
MBA Health Sector Management Tutor
Department: Business and Management
Room No: O1.41e
Telephone No: +44(0)29 2041 6370
Email Address: [email protected]
Thank you for watching and
listening
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URL to Microsoft Encoder (Expression Encoder 4)
http://www.microsoft.com/windows/windowsmedia/forpros/encoder/default.mspx