Using Jing to enhance student understanding through video recorded assignment commentary

Green, Hannelore and Harper, Felicity (2011). Using Jing to enhance student understanding through video recorded assignment commentary. In: 16th Annual SEDA Conference 2011: Using Technology to Enhance Learning, 17-18 Nov 2011, Birmingham, UK.

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URL:	http://www.seda.ac.uk/index.php?p=14_2&e=419
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Abstract

This poster describes the findings to date of a project involving nine language tutors and 47 students. The tutors used Jing to make screencasts (recordings of the computer screen with an audio commentary) of themselves correcting students' written language assignments in Microsoft Word. Data was gathered by means of feedback questionnaires completed by the tutors and seven students. Initial findings suggest students found this feedback more personal and more motivating. Tutors considered it more personal and able to convey 'softer' feedback and considered that the step by step annotations might be less overwhelming for students. Further research will be conducted via follow-up interviews with the seven students and analysing the type of feedback provided by the tutors using Jing with reference to all 47 assignments and feedback.

Item Type:	Conference or Workshop Item
Copyright Holders:	The Authors
Extra Information:	Appears in conference programme under the title: "Integrating recorded ‘talk through’ feedback on written assignments using Jing." The programme also list Maria Fernandez as an additional contributor
Keywords:	feedback; motivation; technology; video; Jing
Academic Unit/School:	Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics Faculty of Wellbeing, Education and Language Studies (WELS) Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Research Group:	Language & Literacies Centre for Research in Education and Educational Technology (CREET)
Item ID:	32203
Depositing User:	Felicity Harper
Date Deposited:	02 Feb 2012 11:45
Last Modified:	02 May 2018 13:37
URI:	http://oro.open.ac.uk/id/eprint/32203
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