Andrew Miller's List: Read Articles

• If you highlighted something, underlined a spelling mistake or talked about the  organisation of the essay, it would all be recorded. Then you simply clicked a  button and e-mailed the video to the student. They could then play it back, and  listen and watch as you commented on their essay. You could get them to watch  the video and then redraft their essay. Moreover, it wouldn't require any fancy  software, just standard screen recorder software that works at a click of the  mouse
• Early results are encouraging
• The amount of information that can be provided by the teacher is much greater,  and students feel it is the nearest thing to a one-to-one feedback session
• It is powerful yet incredibly simple to use
• The student e-mails an essay in text format to the tutor. The tutor opens the  file and activates the software.
• Everything that the tutor then does on screen is recorded as a video: every  mouse move, underlining and correction. If the tutor has a microphone plugged  in, any comments they make are also recorded.
• normally fewer than ten words
• the students are told where the problem is and how it might have come about, but  are left to correct the mistake themselves. This forces them to watch the videos  and then redraft their essays.

• The power of the software lies in its simplicity. There is a small amount of  extra time involved because the videos have to be compressed before being sent  to the student, but apart from this it really is a "live"

   

  recording of your feedback session.
• on an English course I realised there were several students making a particular  grammatical mistake. I produced a feedback video that was more like a grammar  lesson, providing information about the point, writing up examples and then  sending the recording to all the students.
• Screen recorder by Matchware is very easy to use (a click of a button to start  recording your screen) and can be effective. Camtasia and Captivate allow  greater editing facilities and compression options.
• I chose Camtasia because the latest version allows you to include a small video  of yourself in the corner of the screen so that the students not only see your  computer screen and hear your voice, but can see you as you mark their work.
• the most effective way of getting students to use the videos was not to correct  the mistakes but rather to point out where they were, suggest what might be the  cause of them, and leave it up to students to do the corrections in the redraft.  This forces students to work with the videos and extract the information  provided in them.
• Do they result in improved drafts against traditional methods and what do  students feel about them?
• Are the videos effective learning tools?
• Does it make the whole process of feedback more interesting?

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