Abstract
Feedback has been highlighted as a key area for improvement in teaching in higher education following recent National Student Survey results. While feedback may be provided in a variety of forms, both general and specific to individual students, there is often a need to provide general feedback to a whole class without consuming valuable and limited contact time.Screencasting involves recording a short video clip of a computer screen with narration. It can be used to demonstrate various computer programmes, how to perform data analysis and to provide feedback on assessment, both individually and to the class as a whole. Camtasia or other screencast facilities were used to produce short videos of solutions to problem based assessments, incorporating general feedback and addressing misconceptions that had arisen. The resulting video files can be made available through virtual learning environments or on external websites giving the students round the clock access to a „mini lecture‟ enabling them to use the feedback at a time and place of their choosing. We have experimented with screencast feedback in a number of chemistry modules, focussing on feedback for in-class tests and problem-solving activities.In this communication we will look at screencasting as a means of providing efficient and effective whole class feedback, highlighting the strengths and challenges of this technology. We will discuss the experiences of both students who receive screencast feedback and tutors who provide it, and finish with our suggestions for best practice in the area.
Highlights
Feedback on assessed work may be defined as information provided by a teacher regarding aspects of performance or understanding and should show students how to bridge the gap between their level of performance or understanding and the level required to meet the intended learning outcomes
The first step, assessing the performance, can largely be separated from the second step, providing feedback. This may be useful for students who are unwilling to confront their grade, allowing them to engage in reflective use of feedback
Custom production settings were used within Camatasia Studio 7 to enable a table of contents to be produced in the finished video. This allows students to navigate to a specific growth in their understanding that comes with revision part of the screencast, for example a specific PowerPoint slide and practice, and is of limited longer term value. title, enabling them to revisit content
Summary
Katherine J Haxton* and David J McGarvey School of Physical and Geographical Sciences (Chemistry) Keele University Staffordshire ST5 5BG. While feedback may be provided in a variety of forms, both general and specific to individual students, there is often a need to provide general feedback to a whole class without consuming valuable and limited contact time
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