BACKCHANNEL FOR THIS SESSION

TodaysMeet

https://todaysmeet.com/ku

https://todaysmeet.com/kuhttps://todaysmeet.com/ku

Two examples of e-feedback with screencasts - video feedback on written assignments & learning journal

Chresteria Neutzsky-Wulff Elementary Courses in Classical Greek & Latin The SAXO Institute acnw@hum.ku.dk

SAXO-Instituttet

12-11-2014 Dias 2

FEEDBACK / E-FEEDBACK

• A complex pattern with different channels: • teacher – students • among the students • on the individual level

• Enhancing and qualifying the learning process

SAXO / ABE 11 November 2014

Dias 3

Today I would like you to …

• Take a look at screencasts as a very easy & efficient tool:

1. Video feedback on written assignments.

2. Learning journal / reflective questions.

• Reflect on the possibilities for integrating screencasts into

your own teaching.

• And hopefully say: ”Wow, that seems easy! I think I’ll try it

out myself.”

TASK Give a concise written description of

how to tie your shoes.

SAXO / ABE 11 November 2014

Dias 5

http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-

knot-tie-your-shoes-right-way-0113803/

SAXO / ABE 11 November 2014

Dias 6

http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/http://running-n-walking.wonderhowto.com/inspiration/bad-knot-good-knot-tie-your-shoes-right-way-0113803/

Perhaps it would be easier

to just show a video …

http://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvst

http://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvsthttp://www.youtube.com/watch?v=lc4H6goKFB0&feature=fvst

INSTEAD OF THIS:

1. Giv en præcis oversættelse af Herodots Historie, 6. bog 113.1-114.1 inkl.: μαχομένων δὲ ἐν τῷ Μαραθῶνι ... Ἀθηναίων πολλοί τε καὶ ὀνομαστοί. Mens de kæmpede i Marathon, blev tiden lang (meningen er: der gik lang tid). Barbarerne vandt midten af krigspladsen, hvor perserne selv og sakerne var opstillet. Med hensyn til dette vandt barbarerne, og efter at de havde/var brudt igennem, forfulgte de modparten til indlandet. (her vælger du at sætte punktum, men kunne lige så godt beholde kommaet fra teksten) Hver af de to fløje vandt athenerne og plataierne. Idet de vandt barbarernes tilbagetrækning (kunne også være subjekt i en akk. m. inf.), lod de dem flygte og idet de sammenførte (aspekt i partcipiet?) begge deres fløje, kæmpede og vandt athenerne ved en gennembrydning af midten (hvilket ord styrer dativen, og hvilket tal står den i?). De fulgte de flygtende perser, mens de huggede sig ind på dem, indtil de var kommet til havet og bedte/bad om ild og angreb skibene. Og i denne kamp dræbes (fint, at du får den dramatiske præsens med) dels polemarken Kallimachos, som blev/var en god mand. Af feltherrerne døde dels Stesileos, søn af Thrasyleos. Dels falder Kynegeiros, søn af Euforion, som fik hugget hånden af med en økse, da han angreb (eller man kan skrive: greb fat i) bagstavnen på et skib, dels mange navnkundige andre blandt athenerne. Fint! Der var et par småting, men det var også en ordentlig omgang. :-) Du er rigtig god til at få participierne oversat til pænt dansk, og som underordnede verbalhandlinger. Stor ros til dig.

- I CAN DO THIS:

http://screencast-o-matic.com/watch/c2X6FOeo93

http://screencast-o-matic.com/watch/c2X6FOeo93http://screencast-o-matic.com/watch/c2X6FOeo93http://screencast-o-matic.com/watch/c2X6FOeo93http://screencast-o-matic.com/watch/c2X6FOeo93http://screencast-o-matic.com/watch/c2X6FOeo93http://screencast-o-matic.com/watch/c2X6FOeo93

- OR THIS (group feedback):

http://screencast-o-matic.com/watch/c2X6F8eoRb

http://screencast-o-matic.com/watch/c2X6F8eoRbhttp://screencast-o-matic.com/watch/c2X6F8eoRbhttp://screencast-o-matic.com/watch/c2X6F8eoRbhttp://screencast-o-matic.com/watch/c2X6F8eoRbhttp://screencast-o-matic.com/watch/c2X6F8eoRbhttp://screencast-o-matic.com/watch/c2X6F8eoRb

WHY

• Faster and often better feedback

• Some students are more inclined to use

video comments

• Individual or group feedback

• Group feedback videos can be re-used

23-04 Dias 11

SAXO-Instituttet

HOW

http://www.screencast-o-matic.com/

You:

• record your screen incl. your mouse and your voice

• upload your recording to the server

• just give your students a link to watch the video

23-04 Dias 12

SAXO-Instituttet

http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/

LEARNING JOURNAL

A set of reflective questions:

Self-assessment by the students.

Individual comments and good advice from the teacher.

My students answer the questions in a Word document.

For example:

KAN / I know how to …

KAN NÆSTEN / I nearly know how to …

KAN IKKE / I don’t yet know how to …

> My plan for practicing xxx is to xxx …

- COULD BE DONE AS A SCREENCAST:

http://screencast-o-matic.com/watch/c2X6qIeoRd

http://screencast-o-matic.com/watch/c2X6qIeoRdhttp://screencast-o-matic.com/watch/c2X6qIeoRdhttp://screencast-o-matic.com/watch/c2X6qIeoRdhttp://screencast-o-matic.com/watch/c2X6qIeoRdhttp://screencast-o-matic.com/watch/c2X6qIeoRdhttp://screencast-o-matic.com/watch/c2X6qIeoRd

QUESTIONS FOR DISCUSSION Please team up with the person sitting next to you and go to www.todaysmeet.com/ku to reflect on:

1. How may I use screencasts in my teaching?

2. Can my students produce screencasts as well?

3. How may I integrate reflective questions in my

teaching, e.g. in the form of a learning journal?

http://www.todaysmeet.com/ku

SAXO-Instituttet

Sted og dato Dias 16

Thank you!

MORE SCREENCAST EXAMPLES

1) Group feedback (syntax) (SOM): http://www.screencast-o-matic.com/watch/clf02ICeg

2) Group feedback (syntax) part 1 (SOM): http://screencast-o-matic.com/watch/clXQlpVcdu

3) Group feedback (syntax) part 2 (SOM): http://screencast-o-matic.com/watch/clXQl4Vcdr

4) Individual feeedback (translation) (Jing): http://www.screencast.com/t/8FjTyIB8

5) Individual feeedback (translation)(Jing): http://screencast.com/t/7u4JCbjcu

http://www.screencast-o-matic.com/watch/clf02ICeghttp://screencast-o-matic.com/watch/clXQlpVcduhttp://screencast-o-matic.com/watch/clXQl4Vcdrhttp://www.screencast.com/t/8FjTyIB8http://screencast.com/t/7u4JCbjcu

EXAMPLE OF A LEARNING JOURNAL IN CLASSICAL GREEK, LEVEL 2 Læringsjournal, Græsk 2 De første spørgsmål handler om overgangen fra Græsk 1 til Græsk 2 og om dine arbejdsformer, især i forhold til arbejdet med originaltekst og større tekstmængder pr. gang. Du behøver kun svare kort på hvert spørgsmål. 1. Oplæsning / udtale Hvordan vurderer du din udtale af græsk? Føler du dig "tryg" ved udtale af græsk? Hvis nej – hvad vil du gøre for at forbedre dette? 2. Selvstændig arbejdsform Fjernundervisning lægger i høj grad op til, at man skal arbejde selvstændigt og tage ansvar for egen læring. Derfor vil jeg bede dig reflektere over din arbejdsmetode. Start med at beskrive, hvordan du arbejder med teksten og afleveringsopgaverne (I hvilken rækkefølge gør du hvad?; Kan du beskrive din metode?). Hvor oplever du selv, at du har eventuelle svage punkter? Er der noget, du kan gøre for at forbedre din arbejdsmetode? 3. Løsningsforslag Hvordan bruger du løsningsforslagene til opgaverne? Når du dem altid igennem? Hvordan samler du op på de rettelser, du får til afleveringsopgaverne? 4. Syntaks Hvordan vurderer du dit eget arbejde med syntaks-analyse? Er der noget, du kan gøre bedre? Er der noget, du finder særlig svært? 5. Morfologi Hvordan vurderer du dit eget arbejde med morfologisk analyse? Er der noget, du kan gøre bedre? Er der noget, du finder særlig svært? 6. Oversættelsesvurdering Hvordan vurderer du dit arbejde med den nye disciplin oversættelsesvurdering/oversættelseskommentering? Hvad er svært? Hvordan griber du arbejdet med denne delopgave an? 7. Samlet overblik: KAN – KAN NÆSTEN – KAN IKKE Prøv at "sortere" de ting/hovedemner, du har været igennem på kurset indtil nu, i tre kategorier, "kan", "kan næsten" og "kan ikke" ved at skrive dem ind nedenfor. Du kan både se på de grammatiske emner (de forskellige lektioners milepæle) og på de filologiske discipliner (morfologisk analyse, syntaktisk analyse, oversættelse til dansk mm.). Jeg KAN: Jeg KAN NÆSTEN: Jeg KAN IKKE: 8. Overblik over det videre arbejde Er der noget bestemt, du kan se, at du skal arbejde videre med? Brug dine svar her i læringsjournalen, især dine lister i spørgsmål 5. Hvordan vil du arbejde videre med det? 9. Opsamlende bemærkninger Hvis du har opsamlende bemærkninger, må du meget gerne skrive dem her. Det kan både være ideer til forbedringer på kurset eller ting til dig selv, som du skal huske i dit videre arbejde.

PROGRAM #1: SCREENCAST-O-MATIC

Screencast-O-Matic (free or pro version): http://www.screencast-o-matic.com/

• Records online • Runs on Java • Different file types: mp4, avi, flash Russell Stannard on S-O-M: http://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.html

http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.screencast-o-matic.com/http://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.htmlhttp://www.teachertrainingvideos.com/screen-casting/screencast-o-matic.html

PROGRAM #2: JING Download: http://www.techsmith.com/jing/ Server for storing your recordings: http://www.screencast.com • Only a free version (no pro version) • You download a programme and record from your computer • File type: flash Russell Stannard on Jing: http://teachertrainingvideos.com/Jing/index.html Russell Stannard with some didactic considerations: http://www.teachertrainingvideos.com/jingInReality/index.html

http://www.techsmith.com/jing/http://www.screencast.com/http://teachertrainingvideos.com/Jing/index.htmlhttp://www.teachertrainingvideos.com/jingInReality/index.htmlhttp://www.teachertrainingvideos.com/jingInReality/index.htmlhttp://www.screencast.com/

TWO APPS FOR iPAD

Explain Everything

• http://www.explaineverything.com/

ScreenChomp • http://www.techsmith.com/labs.html

http://www.explaineverything.com/http://www.techsmith.com/labs.htmlhttp://www.techsmith.com/labs.html

A FEW REFERENCES Lone Ambjørn (2006): ”Differentiering og bevidstgørelse i det

fremmedsproglige e-læringsrum” in Tidsskrift for universiteternes efter- og videreuddannelse, 3. årgang, nr. 7:

http://lone-ambjoern.dk/wp-content/uploads/2013/12/Differentiering-og-bevidstg%C3%B8relse-i-det-fremmedsproglige-e-laeringsrum.pdf

Brown, Race and Smith (2005): 500 Tips on Assessment (2nd ed.),

Oxon: Routledge-Falmer Chresteria Neutzsky-Wulff (2010): ”Nærværende fjernundervisning – et

projekt om ikt-støttet feedback” in Læring & Medier (LOM) 6:2010: http://ojs.statsbiblioteket.dk/index.php/lom/article/view/3938/3445 Russell Stannard on video feedback: http://www.teachertrainingvideos.com/standard-content/pioneering-

feedback-idea-generates-widescale-media-interest.html

http://lone-ambjoern.dk/wp-content/uploads/2013/12/Differentiering-og-bevidstg%C3%B8relse-i-det-fremmedsproglige-e-laeringsrum.pdfhttp://lone-ambjoern.dk/wp-content/uploads/2013/12/Differentiering-og-bevidstg%C3%B8relse-i-det-fremmedsproglige-e-laeringsrum.pdfhttp://ojs.statsbiblioteket.dk/index.php/lom/article/view/3938/3445http://ojs.statsbiblioteket.dk/index.php/lom/article/view/3938/3445http://ojs.statsbiblioteket.dk/index.php/lom/article/view/3938/3445http://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.htmlhttp://www.teachertrainingvideos.com/standard-content/pioneering-feedback-idea-generates-widescale-media-interest.html

BACKCHANNEL FOR THIS SESSIONTwo examples of e-feedback with screencasts�- video feedback on written assignments� & learning journalFEEDBACK / E-FEEDBACKToday I would like you to …TASKSlide Number 6Perhaps it would be easier to just show a video …INSTEAD OF THIS:�- I CAN DO THIS:- OR THIS (group feedback):WHYHOWLEARNING JOURNAL- COULD BE DONE AS A SCREENCAST:QUESTIONS FOR DISCUSSIONSlide Number 16MORE SCREENCAST EXAMPLESEXAMPLE OF A LEARNING JOURNAL IN CLASSICAL GREEK, LEVEL 2��PROGRAM #1:�SCREENCAST-O-MATICPROGRAM #2: JINGTWO APPS FOR iPADA FEW REFERENCES