Atfield-Cutts, Suzy

Bournemouth University Research Online

Screen Casting Video Feedback  for individual assessment submissions Suzy Atfield-Cutts Computing Faculty of Science and Technology Bournemouth University satfieldcutts@bournemouth.ac.uk Context • Approx. 300 1st  year undergraduate Computer Programming unit • Submission – 3 x lab exercises every week • Random selection for marking every fortnight • Written feedback  • Delivered by myBU (Blackboard VLE) • National Student Survey - Assessment and Feedback scores lower than overall/teaching scores  Up to 150 submissions per week divided between 3-4 markers Problem • High frequency submissions made it easy to spot lack of attention to feedback • Markers making same comments every time. • myBU (Blackboard) – view grade before feedback Students not engaging with feedback Why do the study? Student submits work Staff marks submission and gives feedback Student reads & learns from feedback Student feeds forward new learning Student writes assignment including previous learning      START S Loss of  motivation   What’s wrong with Written Feedback? (according to research) High student  numbers Need for speed Brusque tone due to brevity Negative interpretations Negative feelings towards   staff/subject/work Loss of  Confidence   Staff Student Language of discipline & education Misinterpretations Yelland C (2011).  A Genre and Move Analysis of Written Feedback in Higher Education.  Language and Literature 20: 218 Common Assumptions about Students (according to research) • Students know how to study, including  –How to interpret feedback –Understand what would have improved the work –How to apply that learning to the next piece of work • They can come and ask if they don’t understand what is written        In other words…. • Seminar/Lab/Lecture – Expect students to interact and communicate – Staff Attitude – Don’t like non attendance – Eg Treated as attending Students  • Feedback  – Expect students to be mature enough to act independently – Staff Attitude – Only expect student communication if struggling – Eg Treated as Distance learners    Common Assumptions about Students  (according to research) Requirements for Alternative Forms of Feedback • Computing students expectations must be met - technology – Tendency to listen to audio a lot  – Phones –MP3 Players – Turn to videos for help eg YouTube  • High numbers on Computing courses at BU – Pressure to find a means of reducing time spent • Emphasis on student experience and personalisation  Students wanted… • more detail • To know how to improve • One to one sessions “It (written feedback) feels generic, some of the comments seem like they have been copy-pasted in, they are accurate, but it seems distant. The commentary does however allow me to see what is wrong in my work. “  We want…..“just more comments “ Pre Audio Feedback Survey Audio feedback Audio Feedback Study Implementation • Survey regarding attitude to written feedback and the unit • Mark and feedback on next programming assessment in AUDIO – Record using Audacity – Recordings kept on VLE (Blackboard) – Delivery by – Media player – Avatar • Survey to regarding attitude to  – AUDIO feedback  – AUDIO feedback via avatar  Audio feedback Student View Media Player Audio feedback Voki.com Avatar Results • Audio via Media Player –Most would like audio feedback in future.  –Half want to keep the written version as well. – Perceived the audio feedback as friendlier and more personal  • Audio via Voki.com Avatar –Half prefer it to written feedback, claiming it improves the chances of reviewing the feedback – 60% claimed it would not improve the chances of applying learning to future work. Audio feedback Lacked reference to the code (work). Video Feedback Research • Used frequently for physical performance or behaviour and group work. • ASSET project (Crook et al, 2012) – Reading & Plymouth – Generic feedback – not specific to individual work • Individual Feedback (Henderson & Phillips, 2015) – Australia – Student sees staff talking – not the work Henderson, M. and Phillips, M., 2015. Video-based feedback on student assessment: scarily personal. Australasian Journal of Educational Technology, 31 (1), 51-66. Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., Orsmond, P., Gomez, S. and Park, J., 2012. The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58 (1), 386-396. Lacked reference to the code (work) Video Feedback Study Implementation • 1st attempt  – Record in Snagit  – Deliver via YouTube (hidden listing) by a link in myBU (Blackboard VLE)  • Now  – Record and playback in Panopto – Deliver by embedding the link in myBU (Blackboard VLE)  Video feedback Individual Assessment Feedback Video feedback • Example – on YouTube • Example  - on Panopto >  Name •Mentimeter – Survey done before Easter 2016 Results Your Turn! • CELebrate 2016 Mentimeter Future Work • Novelty factor – 2015/16 has been larger study – still positive outcome • Would it help to use bookmarking or shorter pieces on specifics?  • Staff perspective – larger group of staff – less technical staff • Would adding the image of the staff member help? (Henderson & Phillips, 2015) • Accessibility – where does it help? (Rotherham) - dyslexia - easier to listen than to read.  • Content – structure – produce guidelines? • Is there really a tendency to be more positive? • Is it quicker? Or more in depth? Or neither? Or both? • Do students ‘feed forward’? • Does it improve student performance?   Screen Casting Video Feedback  for individual assessment submissions Suzy Atfield-Cutts Computing Faculty of Science and Technology Bournemouth University satfieldcutts@bournemouth.ac.uk Questions • How to link video in Panopto to myBU (3 slides) • Panopto HOW TO guides • Students don’t know what to do with feedback: the proof - Yellands Study • Hand Written Feedback - Disadvantages • Digital Written Feedback – Advantages • Digital Audio Feedback – Benefits • Future Research • Lessons Learned • Why research feedback? – Management perspective - Guardian League Tables On Panopto  Copy this URL On Panopto Questions Link to myBU Paste URL here  Future Research Does audio feedback really improve student performance? Nortcliffe and Middleton V Starbuck and Craddock   • The ‘novelty’ factor  - requires long term trials • Would shorter pieces of audio on specific topics help?  • Accessibility  – Rotherham  - dyslexia - easier to listen than to read.  • Video or screen capture V Audio – Crews & Wilkinson • Tendency to be more positive in audio – or is this just me?    • Post graduates -all completed a first degree • A lot of experience in receiving feedback • Learning to be producers of feedback themselves.   ‘Yet even they were very vulnerable to loss of confidence resulting from negative comments’.     Yelland C (2011). A Genre and Move Analysis of Written Feedback in Higher Education. Language and Literature 20: 218  Yelland’s Study (2011)  Handwritten Feedback  • Annotated code + Immediate reference to code where problems are -  More difficult to show a better example • Handwriting  A quarter of participants disliked handwritten feedback   “scribbles which are difficult to read  and circles without meaning”  Handley K, Szwelnik A, Ujma D, Lawrence L, Millar J, Price M (2007) When Less is More: Students Experiences of Assessment Feedback. Higher Education Academy Conference 2007    Questions Digital Written Feedback - Advantages • Reference code by pasting in student work and supplying a correction to compare • Can rewrite sections and paste in large chunks of code as examples • Always available  Questions Digital Audio Feedback - Benefits 1. Non Verbal Element – Voice conveys more complex and subtle meaning  – Non-verbal information available from audio  – Extra clarity from the non-verbal element of audio communication (Rotherham) 2. Personalisation – Audio feedback feels more personal (Rotherham and Merry & Orsmund) – Use of names in audio added to personalisation (Rae & Cochrane ) 3. Volume of feedback – Assessment feedback is labour intensive  and time consuming  – in the same time it takes to produce written notes  – Greater volume of audio feedback can be recorded – Often in greater depth and detail 4. More positive?  Questions Future Research Does audio feedback really improve student performance? Nortcliffe and Middleton V Starbuck and Craddock   • The ‘novelty’ factor  - requires long term trials • Would shorter pieces of audio on specific topics help?  • Accessibility  – Rotherham  - dyslexia - easier to listen than to read.  • Video or screen capture V Audio – Crews & Wilkinson • Tendency to be more positive in audio – or is this just me?   Lessons Learned  • Wrong time of year • Only one assignment to test it out on • Students - all surveyed out • Technical difficulties with off campus access • Still didn’t explicitly say what should be improved and fed forward.    Why study feedback ? Guardian University Guide 2016 Questions  01020304050607080901001 3 5 7 9111315171921232527293133353739414345474951535557596163656769717375777981838587899193959799101103105107109111113115117119The Guardian (Education): University League Tables 2016 UK Universities ranked by The Guardian according to satisfaction with teaching and overall satisfaction scores on the National Student Survey. What is Blended Feedback? • What is Blended Learning? – Not all people learn the same way – Preference for different media, working alone, in groups etc – Technology offers choice of media and mode – Most people learn different things best in different ways, leaning towards one media or mode – Increases opportunities for learning • Blended Feedback – Producing feedback using different media  Panopto HOW TO guides • https://www1.bournemouth.ac.uk/about/centre-excellence-learning/tel-toolkit/tools-support-tel/fully-supported-tools/panopto Questions 

Screen Casting Video Feedback for individual assessment submissions

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