Compared to written comments, video commentary can provide more efficient and effective feedback on student work, encourage additional growth and revision by preventing misunderstandings, and allow students to feel a more personal connection with their instructors. Not only that, it doesn’t require sophisticated video editing skills or additional time on the part of the instructor. No matter what the discipline—art history, sociology, biology or theater—screencasting can be used for a wide variety of assignments including research projects, digital and multi-modal assignments, recorded performance and beyond.
In this workshop, the presenters demonstrated a few different strategies for giving feedback as well as a brief pedagogical rationale. Then, participants gained hands-on experience working with screencasting tools to create videos for students. Participants were encouraged to bring samples of student work to use during the workshop.
By the end of the session participants were able to:
- Understand several strategies for using screencasting software to give feedback.
- Create a sample feedback video and understand how to post it to D2L.
- Evaluate the different opportunities afforded by video feedback versus traditional written comments.
- Identify potential occasions for using video feedback in their courses.
Margaret Poncin (Writing, Rhetoric, and Discourse)
Edward Evins (Writing, Rhetoric, and Discourse)
Click the link above-Log in (using Campus Connect)-e-Porfolios (on the top)-Search “By Title”(tab): “Screecast”-Choose the name of the work “Feedback in Motion”