Russell Stannard_ Key Technologies that can impact on teaching and learning

1. Technologies that impact on teaching and learning. EAQUALS International Conference 2017 Riga Latvia Russell Stannard 2. Me Previously…

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  • 1. Technologies that impact on teaching and learning. EAQUALS International Conference 2017 Riga Latvia Russell Stannard
  • 2. Me Previously • Taught ELT for 14 years. • Taught Spanish for 2 years. • Taught on M level programmes at Westminster and Warwick University for 13 years. Currently • Founder (free help videos) • NILE ( Norwich Institute for Language Education) associate trainer.
  • 3. The other me
  • 4. My talk Based on Stannard, R. (2017). A Genuine Innovation In The Delivery And Form Of Feedback On Student’s Written Work. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital Language Learning and Teaching: Research,Theory, and Practice .New York, NY: Routledge & TIRF. Mann, S & Stannard, R (2017). Using Screen Capture Feedback to Establish Social Presence and Increase Student Engagement. In C. Xiang ( Eds.) Cases on audio visual media in language education. IGI Global.
  • 5. Food for thought Att: I seem to be doing something right-student feedback about my courses ( see next pages)
  • 6. Online Flipped Classroom course with NILE • Really clever way of giving feedback Russell. I hadn’t thought of that though I was familiar with screen capture. • I liked the feedback. It really helped me to see where I can improve. • ‘This one was very unique and I could hear Russell's intonation when he was giving his feedback. It felt more’ personal. • The feedback really adds value to the course.
  • 7. Online Edmodo • I enjoyed the course. Your videos on Edmodo were really useful and the feedback was really clear. • Russell, how did you do the feedback on the course? It’s great.
  • 8. Online Edmodo • Where I see my own page my own work and Russell gives feedback about my tasks, I am so happy, it was so cool, This is the first time that I got a feedback by this way, it is very useful, thank you,for make me feel good guide me well in this course! • Immediate and innovative explanations.
  • 9. Etwinning- Course Survey
  • 10. Examples Examples of how I give feedback • University MA ELT • Feedback on vocabulary • Feedback on a M level lit review • Feedback on presentations
  • 11. Screen Cast Technology • First had idea after seeing screen capture software at BETT conference. First two articles • Modern English Teacher June 2006. • Times Newspaper 2006. Att:
  • 12. Findings from research • Can give much more feedback • Visual and oral • More engaging • More personal • Useful for revision • Flexible • Distance Learning • Special needs • Clearer
  • 13. Emerging themes Closeness to teacher • There is reason to claim that through the use of screen capture as a medium of feedback, a closeness desired by students is created with their teachers. (Mathison 2012, p. 110) • “Using audio feedback is a very useful way of giving feedback. It makes me feel as if you are besides me. It is easier to comprehend what kind of idea you want to communicate to me. I appreciate that. I think I will use audio feedback with my TLs in the future”. (Mann 2015, p.162)
  • 14. Personal • “It was a very positive, personalised and motivating experience.” (Harper el al. 2012, p.6) Use and reuse/more than a conference • the ability to rewind and stop their teacher at will is an advantage that screencasting offers over face-to-face conferences. Indeed, with screencasting, students can access live comments without the affective stress typically associated with having their teacher present. (Serror 2012, p.110)
  • 15. Detail In summary, students signal the following quite clearly: video comments are regarded as being more precise and nuanced than written feedback, and as such give students a greater amount of inspiration and motivation when completing future academic work. Similarly, learning dividends increase as do opportunities for processing feedback and achieving a closer relationship with the course teacher. (Mathison 2012, p.111)
  • 16. Questions • What do the students do with the videos? • Why are they more engaging? Improvements • How can it become more dialogic? Recent research
  • 17. NewResearch2017 Largecrosssectionofcourses • Teacher Training Course-Flipped Classroom ( About 80 participants). • Edmodo course ( 50 participants). • Edmodo course for E-twinning ( 47 students). • MA TESOL NILE. • Work in other institutions ( East Med University Cyprus). • 7 M level students doing research.
  • 18. Theme 1- Theme-Language Modifiers-Chatty style Comments-Personal, Dialogic, Non threatening Hyland and Hyland-2001 / Steve Man-2015 There is evidence that spoken feedback makes greater use of modality and hedging which help sweeten the pill (Hyland and Hyland 2001).
  • 19. Theme 2 Inner voice Comments-Clear, Detailed, Easy to follow, Thompson and Lee 2012 Tutors are often having an ‘in the head’ internal dialogue while marking a student’s work
  • 20. Theme 3 Teacher Presence Comments-Closeness to teacher, relationship with teacher Richardson and Swan Teacher presence is a key element in the success of blended and distance learning courses.
  • 21. How peopleusethe feedback. • I listened a couple of times on my mobile but also listened to it on my computer. (Participant on Power Up course) • What I liked about the video feedback is that I could access it on my mobile. (Participant on Power Up course)
  • 22. Other waysof using screencapture Key Technology Feedback Reflection Fluency work Flipped Learning
  • 23. Screen capture is everywhere. • All the content on the Khan Academy. • Large amount of content in MOOCS. Coursera/ FutureLearn/Udemy. • Most of the content created by Aaron Sams/Jonathan Bergmann ( Flipped Classroom). • All the help videos on YouTube. • The whole of my website. • All the recorded PowerPoints on YouTube.
  • 24. Some examples Students make videos • This student has recorded themselves giving a PowerPoint presentation. Information for students • Talking over a table Blended Learning /Flipped Learning content • Flipped Classroom Lecture
  • 25. Getting screen cast technology. Free • JING. • Screen cast-o-matic. • Cam Studio. Cost ( one payment) • SnagIT ( $30 one off payment). • Camtasia ($179 one off payment). • Adobe Captivate. • Articulate.
  • 26. Conclusions -Possibly the most relevant technology in education. -Feedback idea has huge potential -Lot of other uses
  • 27. Recentchapteron screen casting.
  • 28. References-1 Brick, B. and Holmes, J. (2008). Using screen capture software for student feedback: towards a methodology. IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, (CELDA). Harper, F., Green, H. and Fernandez-Toro, M. (2012). Evaluating the integration of Jing screencasts in feedback on written assignments. In: 15th International Conference on Interactive Collaborative Learning , 26-28 September 2012, Villach, Austria. Mathison, P (2012) Video Feedback in Higher Education - A Contribution to Improving the Quality of Written Feedback. Nordic Journal of Digital Literacy Volume 07. Retrieved from 11/7/2016 -_a_contribution_to_impr?languageId=2
  • 29. Refences-2 • Mann, S. (2015) Using screen capture software to improve the value of feedback on academic assignments in teacher education. In T. Farrell International Perspectives on English Language Teacher Education. Pp160-180. London: Palgrave Macmillan. • Hyland, F. and Hyland, K. (2001). Sugaring the pill: Praise and criticism in written feedback. Journal of Second Language Writing, 10, 185–212 • Richardson, J. Swan, K (2013). Examing Social Presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Online Learning Volume 7 Issue 1
  • 30. References-3 • Stannard, R. (2014). Is this the start of a feedback revolution. How Technology could change the way we provide feedback. The European Journal of Applied Linguistics and TEFL 2014, Volume 3, No 2. • Stannard, R. (2017). A Genuine Innovation In The Delivery And Form Of Feedback On Student’s Written Work. In M. Carrier, R. M. Damerow, & K. M. Bailey (Eds.), Digital Language Learning and Teaching: Research, The ory, and Practice (pp. XX – XX). New York, NY: Routledge & TIRF.
  • 31. Russell Stannard • Join my newsletter and make use of the hundreds of videos on my site. They are all free.
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