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A Technology Enhanced
Approach to Improving
Feedback Satisfaction

John Morison
School of Computing
j.morrison @napier.ac.uk

An investigation into using screencast-video as a means
of producing feedback delivered via the Moodle gradebook

This presentation aims
to communicate the
experience of providing
multimodal feedback
using screen capture
soft ware. For a fuller
explanation of the
method I have uploaded
a report onto the ALT
conference platform.

Quiz!
What feedback criteria is the most important
for effective learning?
1:

feeds-for ward (future relevant).

What criteria is the most important
for feedback to feedfor ward effectively?
- Personalised and detailed
- Learning focused feedback
- The timeliness of Feedback

Does the format that feedback is produce and
delivered in, impact on its effectiveness? i.e.
does it influence its capacity to capture the
characteristics of good feedback?
Can you think of any technologies or methods
from the conference themes that can harness
these criteria more effectively than standard
written feedback in your own domain ?

Feedback 2.0: An Investigation into Using
Sharable Feedback Tags as Programming Feedback
Dr. Stephen Cummins

Aims to investigate how new
forms of feedback can
improve student learning of
programming and how
feedback sharing can
further enhance the
students’ learning
experience.

https:/
/www.dur.ac.uk/resources/education/research/Thesis-Cummins-01-01-2011.pdf

Free Screen Capture soft ware

Quicktime X Mac
OS X 10.6 Snow
Leopard and later

Jing by TechSmith


http:/
/www.screenr.com/


http:/
/www.teachertrainingvideos.com/feedback.html

Delivery to students
Moodle 2.4 Gradebook

The Moodle Gradebook
proved to be a useful tool
for delivering the video
feedback to students,
allowing media files to
be attached in the
feedback area.

What the students thought

Bar graph to illustrate student perceptions of feedback presented as screencast-video.

What the students thought
“This is the best feedback I ever had. And I mean both the medium and the message.”
“This form of feedback is absolutely perfect for such a module, parts of our video that
John wished to discuss we're simply just clicked to so we immediately knew what was
being talked about, it helped so much and will be very useful for future work.”
“A breakdown of where we were lacking marks and why would be helpful as well as
where we picked up our marks.”
“Personally I think all feedback should be given in this form. It was both much personal
and informative. With feedback in the past there has often been parts I haven't fully
understood however hearing the feedback alongside viewing the specific parts of the
assessments as the feedback is being given made everything very simple to understand
and left me feeling completely satisfied with what was said.”

Future Studies
Other possibilities for future studies include a closer analysis
of Links bet ween students’ individual learning style and
their preferred method of feedback. Including those of
dyslexic students and students with English as a second
language.
Screen capture video provides opportunities for students to
generate rich formative feedback for each other.
The study also generated some new questions regarding
whether students would be willing to share their personal
feedback with the rest of the class, which is an area with
lots of potential to explore in the future.

The repertory grid technique
Compared to alternative research
methods considered, RGT has the
t wofold advantage of firstly
generating holistic, qualitative results
that allow people to express their
views by means of their own
constructs, not ones projected onto
them by the pre-set questions typical
in alternative methods.
Secondly, they contain a degree of
quantitative data, via the elements in
relation to the constructs, which can
be analysed in a number of visually
rich formats.


15 of the most frequently elicited
modal constructs aggregated as a
focus graph.


Feedfor ward quadrant in an aggregated pingrid of 15 of the most frequently elicited modal constructs.

Conclusions
Whatever format feedback is produced and delivered in, it
should have the characteristics of good feedback i.e.
feedfor ward, be timely, detailed, relevant to the learning
outcomes and assessment criteria and learning-focused
(Brown, 2006).
I would encourage you to try out alternative methods of
feedback in your own disciplines, at the very least this can
be partly responsible for constructing a dialogue of
improvement bet ween staff and students regarding
feedback practices.

Any questions?
John Morison
School of Computing
j.morrison @napier.ac.uk

Further Reading
http:/
/digitaliteracy.co.uk/

Further Reading
Audio Feedback

Screen capture
feedback
Stephen
Cummins
Sharable
feedback tags

http:/
/sites.google.com/site/soundsgooduk/
http:/
/research.shu.ac.uk/lti/awordinyourear2009/
http:/
/www.teachertrainingvideos.com/

https:/
/www.dur.ac.uk/resources/education/
research/Thesis-Cummins-01-01-2011.pdf

References
Black, P. & Wiliam, D. (1998b) Assessment and classroom learning, Assessment in Education. , 5(1), 7–74 .
Brown, E (2006) Effective feedback. The Open University. Retrieved 20h July 2012 from http:/
/
www.open.ac.uk/fast/CommentaryArticles.htm
Cummins, S. (2010) Feedback 2.0: An Investigation into Using Sharable Feedback Tags as Programming
Feedback. Durham University
Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and
Teaching in Higher Education, 1, 3-31
HEFCE. (2011). Eight out of 10 higher education students give their courses top marks. Retrieved 18th July
2012 from http:/
/www.hefce.ac.uk/news/newsarchive/2011/name,62304,en.html
Moore, S. (2011). Multimedia Learning: Multimodal Design. University of Virginia. Retrieved 31st December
2012 from http:/
/www.jmu.edu/ttac/wm_library/Multimedia_UDL_Moore_JMU.pdf

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