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There’s real value in providing video feedback to help overcome some of the limitations of written only comments. The combination of spoken commentary, image and text on screen, and the movement that is all captured all contribute to the meaning making process and can help provide very concrete and effective guidance for students that leads to genuine engagement with the feedback. However, screen capture video feedback isn’t a magical tool that guarantees good feedback. We still need to ensure that we are applying good principles of feedback practice and facilitating ongoing dialogue with our students about their learning. I hope you’ve enjoyed this course and I, again, encourage you to try using screen capture video feedback and all the activities that I recommended and please take this conversation forward in the discussion area of this topic on the platform.
- There is value in incorporating video feedback to help overcome some of the limitations of written-only comments. Screen-capture video feedback can supplement written comments to help students engage and close the feedback ‘loop’.
- Screen-capture video feedback facilitates scaffolding and self-regulation and the multi-modal format and conversational tone help reduce the cognitive load for students, which allows for better understanding of the feedback.
- Screen-capture video feedback is ideal for:
- giving a verbal explanation
- showing a visual demonstration
- discussing an issue that spans across the text/paper.
Thank you for taking this ‘Engaging Students Through Screen-Capture Video Feedback’ course which has been developed with Michelle Cavaleri. We hope you have enjoyed it. Remember to mark this lesson as ‘Mark Complete’ to earn your Course Completion Badge.
Further Reading and References
Cavaleri, M., Kawaguchi, S., Di Biase, B., & Power, C. (2019). How recorded audio-visual feedback can improve academic language support. Journal of University Teaching and Learning Practice, 16(4).
Cavaleri, M., Di Biase, B. & Kawaguchi, S. (2014). Academic literacy development: Does video commentary feedback lead to greater engagement and response than conventional written feedback? The International Journal of Literacies, 20(3), 19-38.
Cavaleri, M. (2018). Effects of video feedback mode on students’ academic writing. PhD Thesis.
Mahoney, P., Macfarlane, S., & Ajjawi, R. (2019). A qualitative synthesis of video feedback in higher education. Teaching in Higher Education, 24(2), pp. 157-179.
Payne, A. L. (2022). Mobilising screencast technology and ipsative design to transform feedback practices. In U. G. Singh, C. S. Nair, C. Blewett & T. Shea, (Eds.) Academic Voices: A Conversation on New Approaches to Teaching and Learning in the post-COVID World (pp. 43 – 55). Chandos Publishing.
Ryan, T., Henderson, M., & Phillips, M. (2019). Feedback modes matter: Comparing student perceptions of digital and non-digital feedback modes in higher education. British Journal of Educational Technology, 50(3), pp. 1507-1523.
Discussions
Is there a way you could use screen-capture video feedback (or a strategy or technique) that you pledge to try? How would you apply it?
Please share your thoughts and questions in the comments section below.